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Components of Behavioral Objectives

In order to develop clearly defined behavioral objectives, you must address the

areas of performance, conditions, and standards.

1. Performance

The performance statement of an objective defines in precise terms what the

learner will be doing. These statements contain statements with action verbs,

such as the following:

• Repair the telecommunications equipment.

• Locate distributors of heat-sensitive shields.

• Identify cognitive, psychomotor, and affective objectives.

2. Conditions

This component explains the circumstances under which the learner will be

performing the activity. It describes equipment, supplies, and job aids that may

or may not be used on the job. It also describes the work setting and any

information used to direct action. Add the following phrases to the above

statements:

• Given the technician’s maintenance and installation guides

• Using four telephone lines, a current telephone directory, and last year’s listing

of local vendors

• With the help of checklists and guidelines for each domain

Some conditions restrict assistance, such as the following:

• Without the aid of a repair manual.

• by contacting the Chamber of Commerce only.

• In a simulated laboratory situation.

Course Practical Education

Level 4th

level

Specification English language & Methodology

University Al-Quds Open University

Instructor Mr. Alaa Abdel Baset Abu Jarad

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Others guide the action in specific directions, for example:

• After reading all the assigned literature.

• Using provided resource materials.

• Using specific definitions and examples.

3. Criteria (Standards)

This part of the objective specifies the level or degree of proficiency that is

necessary to successfully perform the job. The criterion indicates the quality of

the performance required to achieve objectives. The information provided in the

criterion is used to evaluate performance. Some of the criteria involve speed,

accuracy with a margin of error, maximum amount of mistakes permitted,

productivity level, and degree of excellence. Complete the statements with

phrases such as these:

• According to the manufacturer’s specifications.

• At a rate of three per hour.

• With a maximum of two mistakes.

Example:

Goal: Be able to type lists of words.

Behavior: Type on standard keyboard.

Conditions: Learner must have access to typewriter and use words selected by

the instructor.

Criterion: The learner must type at least 23 of 25 words correctly.

Criterion: The learner must type words in columns or lists.

Characteristics of Behavioral Objectives

Well-constructed behavioral objectives are clear descriptions of the learning

expectations for students. They share the following characteristics:

• They are observable and measurable; that is, they describe behaviors that can

be seen and evaluated.

• They are results oriented, clearly worded, and specific.

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• They focus only on important aspects of the job.

• They can be measured with both qualitative and quantitative criteria.

• They are action-oriented statements outlining both specific activity and

measurement of performance.

• They are written in terms of performance. Instructors and trainers are then able

to select the most appropriate activities to help students achieve objectives.

• They communicate a picture of the successful learner in behavioral terms.

• They specify what the learner must do rather than describe the textbook,

instructor, or experience of the training session.

• They talk about students’ behavior or performance rather than that of the

teachers. Objectives do not describe what students must know or understand, but

rather what they must do to demonstrate their understanding, knowledge, or

skill.

• They describe the learners’ competency at the end of thelesson rather than the

actual instruction used to make them competent.

• They talk about the conditions under which learners will be performing. For

example, some situations may require the use of job aids such as a calculator to

help solve problems; others will not provide such assistance.

• They indicate the minimum level of performance that is acceptable. Some

objectives state a specific time limit or degree of accuracy.

• They can be separated into two categories: those that describe learners' actions

and those that describe actions demonstrating attitudes.

Writing Effective Objectives

There are six basic steps that you should follow in order to write clear

behavioral objectives.

1. Start by asking yourself every time you begin to write an objective, What

should the learner be able to do by the end of the lesson? Attempting to answer

this question will direct your efforts.

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2. Begin writing the objective by using a verb and an object (for example, type a

letter, write a report). The subject "you" is understood.

3. Use action verbs describing what must be learned by the student population.

Examples of these are: operate, collect, organize, arrange.

4. Follow the verb with a description of what is being treated. The combination

of the action verb and description state what the learner must accomplish.

5. Add conditions by answering questions such as the following: Will special

equipment be available? What are the time limits? What instruments will be

used for testing? What resources may be used?

6. If a course has proficiency requirements, as in competency-based programs,

build into the objective performance standards defining the minimum acceptable

levels of achievement and the conditions under which performance will occur.

To define achievement levels, answer such questions as: How comprehensive?

How accurate? What was the time frame? How well? How effective?

Types of Behavioral Objectives

When you describe desired behaviors, it is important to select the appropriate

language. Here are descriptions of the objectives that fall into the different

learning domains.

1.Cognitive Objectives

Objectives in the cognitive domain include all task performances and behaviors

that use knowledge of certain information-for example, the concepts, data, and

research methods necessary for a needs assessment. This domain may involve

knowledge of terminology, specific facts, conventions, trends, classifications,

methodology, principles, generalizations, and theories. Use objectives in the

cognitive domain to do the following:

• Develop classroom instruction.

• Organize instructional content on the basis of increasing difficulty of subject

matter.

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• Describe intellectual aspects of learning, such as knowledge, information,

thinking, naming, solving, analyzing, evaluating, and synthesizing.

2. Psychomotor Objectives

Objectives in the psychomotor domain focus on skills. Performance requires

adept use of objects, tools, supplies, machinery, or equipment. Statements of

psychomotor performances include the following: "operate word processor,

construct a scaled-down model of a bridge, develop black and white film, print

photographs, style hair." Use objectives in the psychomotor domain to:

• Focus on actual skill performance.

• Focus on the finish product.

• Specify accuracy with limits, level of excellence, and speed.

3. Affective Objectives

Objectives in the affective domain require demonstrations of attitudes, feelings,

and emotions. They enable trainers to identify aspects of training and instruction

that can help learners on a personal or social level. One example is: “To increase

confidence in negotiating abilities.” These objectives involve paying attention to

people and events, responding to them through participation, expressing values

by showing either support or opposition, and acting according to those values.

Use objectives in the affective domain to:

• Demonstrate listening, perceiving, tolerating, and being sensitive to someone

or something.

• Show a willingness to cooperate, follow along, reply, answer, approve, and

obey.

• Select, decide, identify, and arrange values in order of importance as they

relate to specific situations.

• Translate feelings and attitudes into observable behaviors.

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Daily lesson Plan

What is meant by daily lesson plan?

It's a document that states the practical procedures towards the target objectives.

The daily plan usually begins with the table of content that includes:

1. Basic Information

They are needed information that must be written. They are day, date, unit,

period, story and chapter.

2. Learning Objectives

What is meant by "learning objectives"?

The expected out comes in students' behaviors after having a certain experience.

They have to be SMART.

What's meant by SMART?

S refer to specific, M refers to measurable, A refers to achievable, R refers to

realistic and T refers to timing.

3. Personal Aims

Personal aims are what the teacher intends to improve in his/her performance,

which reflects positively on his/her students' performance in the classroom.

They are long term objectives i.e. the teacher can achieve each one of them in

one session, two sessions, three sessions or even in the whole term or a year.

That means they can be repeated in different lessons or periods. Here are a set of

suggested personal aims, you can adopt some of them, delete others or add

others from your own experience.

4. New language

It's the new language to be taught. It includes:

New vocabulary. New structures. New functions.

5. Resources

What are the resources?

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They are teaching aids, the audio visual materials the teacher is going to use to

facilitate her/his job and achieve her/his target objectives. The time the teacher

decides to use certain aids s/he should:

• Consider the content s/he is to present.

• Consider the students' levels.

• Consider individual differentiations.

• Try the material before using it in the classroom.

• Choose easy done, safe, cheap and clear materials.

• Use the audio-visual material for purpose not as time fillers.

• Decide when and how to use the teaching aid.

What are different audio-visual materials can be used in the class?

There are variety of these materials, the teacher should be clever in choosing the

appropriate materials that facilitates not hinders the teaching learning process.

Teachers can use:

(pictures - cassettes - Realia - flash cards - OH Transparencies - drawing -

puppets - video films - handouts - miming - acting - gestures … etc)

6. Pre-requisite or Prior Knowledge

What is meant by "Pre-requisite"?

It's the previous experience that relates mainly to the objectives the teacher is

going to achieve. It's previous words or structures that pave the way for the new

lesson. The teacher should be very careful in choosing the appropriate pre-

requisite having in mind that human beings memories have a system in

organizing knowledge as similar and related items are gathered in units.

Advice for implementing a Pre-requisite:

• It's important to know that each activity should have its own pre-requisite

especially if it includes new and different new language.

• The teacher should employ different techniques to present this phase. Variety

is required.

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• The teacher should revise active words and structure and never revise

everything.

7. Warming up

What is warming up?

It's the phase that aims at tuning students' ears to the English lesson to create a

friendly and relaxed atmosphere between the teacher and the students. It can be

defined as a switch on of the English mood and a switch off of the Arabic mood.

It's a transition period where teachers try to melt the ice and build an intimacy.

Warming up, Why?

• It plays a crucial role in breaking ice.

• It motivates students to participate and accept the presence of the teacher as

well as the foreign language.

• It creates a supportive, pleasant, and relaxed working atmosphere that paved

the way to acquire and use language.

It helps engaging the students' feelings as well as their minds.

Warming up, How?

Different techniques can be used to warm students up in this phase, variety is

required. The teacher shouldn't stick her/himself to a certain technique, s/he

should vary between using jokes, riddles that can stimulate and motivate

students towards positive participation and involvement in the new lesson.

8. Presentation

What is meant by presentation?

It's the process of presenting the new language (vocabulary - structure -

functions) using different techniques that help students to acquire language.

This process includes:

• Revising related language items.

• Presenting the new language (using different techniques)

• Mechanical practice for drilling the new language.

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• Controlled practice where the teacher controls the students' performance

through certain prepared activities. (SB-WB activities)

• Freer practice where the teacher guides the students' performance through

certain prompts.

• Consolidation where students use the new language to express themselves and

their lives.

9. Evaluation

There are two types of evaluation used in the classroom. They are as following:

A. Formative evaluation

It takes place during the lesson's implementation with the aim of improving

lesson's performance. For example observation and oral work.

B. Summative evaluation

What is meant by Summative evaluation?

It's an overall evaluation process. The teacher use summative evaluation at the

end of the period to make sure that students have acquired the new language

presented throughout the lesson. It's advisable to use authentic summative

evaluation to give the students the opportunity to use new language for real

personal purposes in a communicative way.

10. Homework

What is homework?

It's considered an integrated part of the lesson in the sense it reinforces the learnt

language and increases the students' time of practicing the new learnt language.

How should homework be?

The characteristics of the homework activity:

• It should be demonstrated in advance.

• It should be easy, authentic, short and within students' abilities.

• It should be stimulate students' towards research.

• It should reinforce the learnt language.

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11. Rounding up

What is rounding up?

It's a conclusion phase that summarize the lesson. It's essential to help students

organize their thoughts and what they have learnt. The teacher should vary

her/his techniques for rounding up her/his lesson, from eliciting the meaning of

the learnt vocabulary, drilling the words, summarizing the reading passage to

singing the words, matching the words with pictures or stimulating students to

use the new structure to express themselves.

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References

Bloom, Benjamin S., (Ed.), Taxonomy of Education Objectives: Handbook I: Cognitive

Domain, N.Y., David McKay Company, Inc. 1956.

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Suggested Personal Aims:

1. To make my class student-centered,

2. Provide students with effective feedback,

3. Provide students with good habits in practicing reading, writing, speaking

… etc,

4. Focus on slow learners or poor achievers,

5. Consolidate or reinforce some values and ethics (especially, giving the

moral in story lessons or periods),

6. Use different types of evaluation,

7. Create friendly atmosphere,

8. Activate students' prior knowledge,

9. Improve my performance in giving clear instructions,

10.Improve my performance in practicing classroom language (speak English

as much as I can),

11. Use the textbook items in a suitable way,

12. Use teaching aids in a suitable way,

13. Vary my techniques and strategies in teaching,

14. Hold a useful discussion on,

15. Improve time management,

16. Improve classroom management,

17. Distribute activities fairly among students,

18. Pay attention for students' different abilities,

19. Implement group/pair work effectively,

20. Implement worksheets appropriately.

An incomplete list of personal aims, you can add your own personal aims

…