ED 037 873

TITLE

INSTITUTION

PUB DATENOTE

EDRS PRICEDESCRIPTORS

ABSTRACT

DOCUMENT RESUME

Instructional Objectives; Developing TeachingStrategies for the Mentally Retarded.Iowa State Dept. of Public Instruction, Des Moines.;Iowa Univ., Iowa City. Special Education CurriculumDevelopment CenterMar 7045p.

EDRS Price MF-$0.25 HC-$2.35Curriculum Development, *Educational Objectives,*Exceptional Child Education, IndividualizedInstruction, Inservice Teacher Education,Instructional Materials, Learning Activities,*Lesson Plans, *Mentally Handicapped, *TeachingMethods

The general plan of a teaching activity is describedin terms of specificity, component composition, and techniques ofpreparing such plans. Recommendations for writing behavioral andinstructional objectives for the mentally retarded are outlined, andwriting exercises are presented for practice by the teacher inimplementing these recommendations. Examples of lesson plans whichinclude lesson objectives, instructional objectives, activities,resource materials, and experience charts are provided. (RD)

c0

O

SPECIAL EDUCATION CURRICUOIEVELOWENTAN IN-SERVICE TRAINING APPROACH...

O

a:

TRUCTIONAL. OBJECTIVESyftoptNe--- TEACHING .,STRATEGIESr the MENTALLY RETARDED

O

"

(I

)(Cooperative Program Involving The 'Iowa State Department of PublicInstruction and The University of Iowa

00

O

0

rz

(;

Ii

ti

0

March, 1970

Printed bythe

Joint County Systemof

edar, Johnson,. l inn,and

Washington Count IQ

ID RADIO IOWA 52401

INSTRUCTIONAL OBJECTIVES:developing teaching strategiesfor the mentally retarded

Special Education Curriculum Development Center - an in-service training

project-

Production Staff

S. Bernie Walden, Production CoordinatorEdward L. Meyen, Consultant

*F. Corydon Crooks, Curriculum SpecialistRita Meyers, Curriculum SpecialistSusan Moran, Curriculum SpecialistKatherine Levi, Graphic ArtistEleanor Simpson, Assistant nditor

*Major Contributor

Coordination Staff

Frank, Vance, Project DirectorJerry A. Caster, ConsultantJeffrey P. Grimes, Consultant

U.S. DEPARTMENT Of HEALTH, EDUCATION a WELFARE

OFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE

PERSON OR ORGANIZATION ORIGINATING IT, POINTS OF VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION

POSITION OR POLICY.

The Special Education CurriculumDevelopment Center has as it main ob-jective the operation of a statewidein-service training program for teachersof the mentally retarded. Twenty specialclass teachers from different geographicareas of Iowa serve as consulting teachers.They attend training sessions at The Uni-versity of Iowa and then return to theirhome area to conduct field sessions. Allmaterials prepared for SECDC are intendedfor dissemination through the field ses-sions conducted by the consulting teachers.Persons reading SECDC material but notattending the field sessions should keepin mind that the purpose of the materialis to serve as a starting point for in-service training and that the publica-tions themselves are not end products.

It should also be noted that anyreference to commercially preparedmaterials by the Special EducationCurriculum Development Center does notconstitute a recommendation or endorse-ment for purchase. The considerationof such material is intended solely asa means of assisting teachers andadministrators in the evaluation of

materials.

TANI Or CONTENTS

INTRODUCTION

SPECIFITY OF PLANS

COMPONENTS OF PLANS

Instructional Objectives--Definition

Instructional Objectives--Recognition

Exercise #1 Recognizing Objectives

PREPARATION OF PLANS

Exercise #2

Exercise #3

Exercise #4

Exercise #5

Exercise 116

Exercise #7

Exercise #8

Writing Objectives

Writing Objectives

Writing Objectives

Writing Objectives

Objective Analysis

Objective Analysis

Discussion

Exercise #9 Use of Prepared Materials

SUMMARY

Rankings of 25 Instructional Objectives bySpecialists in Curriculum

REFERENCES

1

2

4

6

7

9

10

13

14

15

15

22

23

26

30

36

38

39

SPECIFICITY

The process of education currently is the focusof considerable concern on the part of professionaleducators, legislative groups, and the generalcitizenry. One facet of this concern is the teacher'sinteraction with her pupils. A second aspect is thecontent of the curriculum; while a third involvesthe learning process. Finally, a fourth concern re-lates to the involvement and the behavior of thepupil within the classroom setting. These four fac-tors are interwoven into the everyday happeningsin the classroom. The teacher's manipulation ofthese agents through her behavior, her use ofmaterials and resources, and her pupils should bereflected in her planning.

Basic to any teaching activity is an overall orgeneral plan. This is necessary; it is desirable tohave an overview of ghat direction the educationaleffort is taking. However, the purpose of this guideis to alert teachers to the following three interde-pendent functions. Once achieved, these threefunctions, coupled with good instructional practices,should provide a means of increasing the effective-ness of the teacher in the classroom.

The first function is to alert the teachersof the educable mentally retarded childrento the need for SPECIFICITY in thy; pre-paration of their lesson plans. This speci-ficity takes on two dimensions. The firstdimension is teacher-directed and relatesto her use of materials, resources and herfunction in the classroom. The seconddimension is pupil-directed and refers tothe goals the teacher sets for the pupils.

The second function of this publication isto orient teachers to the COMPONENTS thatgive rise to specificity so that a criticalevaluation of pupil performance andinstructional materials can be made.

The third function is to give teachers thebasic TOOLS with which TO PREPARE

lesson plans and units which will succinctlyyet clearly delineate the teacher's as wellas the pupil's activities.

1

SPECIFITY OF PLANS

Why should lesson plans be specific? To beginwith, specificity is important because a definiteplan of action, or course to be followed must beknown before a lesson can begin or be carried out.A teacher, especially an experienced teacher, canimprovise in the classroom and there are times whenthis becomes a necessary technique in an emergencysituation. Improvisation, however, is only a stop-gap technique; the knowledgeable teacher knowsthat an overall plan is necessary to provide the

?range of educational experiences desirable forstudent growth.

Overall or general objectives become a roughsketch of the educational plan for a unit, a day,or even a year. They provide an idea of what sub-ject matter should be taught and what skillsshould be developed. This scanning of the educa-tional outline is desirable; a rough sketch isnecessary to give form to the educational intent.As in any plan, however, the preliminary sketchesmust be recognized as no more than that--prelim-inary. An architectural rendering is a refinedrough sketch that an architect presents to hisclient. This rendering is used to demonstrate tothe client a solution to his needs. It shows thestructure the architect has designed in a pictorialform as he visualizes it. The artist is clever insuggesting details that our imagination completes.

We have indicated that the architectural render-ing fulfills a function; it "sells" the client thearchitect's solution to a building need. In much

the same way publishers of commercially preparedteaching materials attempt to sell school boards,administrators, and teachers with a "rendering"or general plan of their product. Parentheticallyit might be mentioned here that too often commercialmaterials are aimed at attracting the purchaser.These "renderings" fall short of their avowedpurpose of providing sequentially developed learn-ing experiences appropriate for the educable mental-ly retarded child. Notwithstanding these occasionalshortcomings, it is desirable to have a statementof general intent on the part of the publisher andthe teacher.

2

GENERAL )OBJECTIVE

We have determined that a general overview isappropriate. Such a declaration might be called aGENERAL or GLOBAL objective. In reference to asingle concept or lesson this intent is referred toas a SCOPE OF LESSON or SCOPE OF CONCEPTstatement. It reflects the span the teacher expectsto cover within a lesson or several lessons. Itserves as a reminder to the teacher of his intentand should be written in such terms that it will bereadily understood by others.

An architectural rending for a new school build-ing, for instance, is a handsome colored sketchshowing the proposed building in an idealisticsetting. However, the plans the architectural officesubmits to the school board, state building officials,and the contractors after the renderings have beenapproved are intensive and detailed. These blue-prints are explicit in every detail from the footingspoured for the foundation to the specifications forroofing materials. Schematics will be complete forsewage, water, electricity, heating, fire alarms,gas service, and so on. There will be specificationswhich determine the orientation of the building tothe compass. The type and finish of hardware, fix-tures, and the color of the chalkboards will all beoutlined.

A blueprint or working drawing provides certainspecific information for the building or the crafts-man. It is an absolute necessity for successfulcompletion of a project, whether it is a toothpick,a Pentagon, or a space vehicle. The product will bea result of the craftsman's skill in working withmaterials according to a specific plan.

A teacher is also a craftsman but his materialsare human, and his tools are instructional materials.His overall plan, or general objective, is compar-able to the architect's rendering; the teacher's blue-prints are daily lessons and unit plans. His manipu-lations are concerned with education, or behavioralchange. As it is with the builder's blueprints, theteacher's plans need to be specific. The teachingblueprint must carefully and completely outline theeducational intent according to certain componentfunctions. Unless this specific plan is followed,the educational process as it is directed by that

3

teacher becomes wi I ly-ni I ly, a catch-as-catch-cansituation. The component functions of a teacher'sblueprint that relates to behavioral changes in pupilscan be inferred in the following three questions:

1. What behavior is desired?

2. Under what conditions shall the behavioroccur?

3. How well or how frequently shall the pupilbehave in this manner?

The following sections of this guide will deline-ate and expand components of the teacher's educa-tional plan and will provide instruction and practicein developing statements which include the inter-cbpendent functions that are so necessary.

COMPONENTS OF PLANS

A specific blueprint of the teaching plan, completewith an outline of operations and specifications isessential; this has been established. We also affirm-ed that the results of any pedagogical effort on thepart of the instructor, which is reflected as learn-ing by the pupil, can be observed only as a changein behavior on the part of the pupil. For example, ifthe lesson were concerned with a reading exerciseduring which the pupil was expected to read thewords, "I see a dog," (words he could not read be-fore the lesson) his change in observable behaviorwould be the successful reading of these words.

Granted learning is manifested as a demonstrablealteration of behavior, it becomes apparent that oureducational blueprint must be delineated by a seriesof alterations in behavior. In other words, each stepin the lesson must be expressed in terms of specificpupil behavior. This could be called the descriptivefunction of the plan.

When an architect draws a plan he will show thata structural member will be used in a certain place.It is not sufficient to merely indicate the locationof timbers. The builder needs to know what type oftimber, its dimensions and its compositions. Whattype of wood shall be usedlong leaf yellow pine,fir, hemlock, first or second growth, grade? Is acertain wall to be of cinder or cement block, precastconcrete modules, brick, or wood? What are the,specifications for the components of the building?

4

("I

As it is with the architectural plan so it is withthe pedagogical one; we need to know more thansimply that a certain behavior shall be demonstrated.It is necessary that we have two further specifica-tions related to this change.

First of all, we need to know the conditions underwhich the behavioral change will be demonstrated.It is fine if the child can read, "I see a dog," ifthese are the words or activity presented. But if hesays, "I see a dog," when confronted with an arith-metic exercise it is obvious that he has not demon-strated an appropriate behavioral change under theexisting conditions. Similarly, a child who persistsin solving workbook problems, when the announcedclass activity is an open discussion concerning aproposed field trip, is hardly behaving as we wouldwish.

The teacher has the responsibility to include inthe lesson plan a description of what the pupil'sbehavior shall be under certain conditions as aresult of a specific activity. To reiterate the paral-lel between the architect and the teacher, the blue-prints specify dimensions, materials, exact locationand compass orientation, and so on. A part of theteacher's plan includes activities, materials, andthe expected behavior resulting from exposure tothese activities and materials. The kinds of mater-ials or information that will be given the pupil whenhe isexhibiting the behavior desired is called theconditional function.

Secondly, it is necessary to specify the degreeor limits of the behavior following instruction. Touse our former example; if we have instructed achild so that he can read, "I see a dog," weshould not expect him to be able to read Hamlet .

If he is expected to complete simple addition wemust re-define simple addition and perhaps supplyexamples of the problems he should be capable ofsolving. This component of a delineation ofbehavioral change is the LEVEL OF ACCURACY orthe evaluative function. It describes the perform-ance acceptable as an indication that the childhas satisfactorily accomplished a lesson, or apart of a lesson.

5

PLAN

Thus far we have considered the need to bespecific in lesson plans and units. We have alsoexplored the components that are necessary tosupply the specificity that is so important inguiding our pupils through learning experiencesappropriate to their abilities. This might be thetime to recapitulate and briefly list what theteacher's blueprint should indicate:

1. What the lesson shall accomplish in aglobal fashion.

2. How the teacher plans to use the instruc-tional materials and other resources he hasassociated with the lesson.

3. What pupil activities shall be appropriate toutilize the instructional materials.

4. What specific terminal behaviors on the partof the pupils, collectively or individually,will indicate that they have profited from thelesson.

5. Under what conditions shall the terminalbehavior be observed.

6. By what criteria shall the teacher measure theterminal behavior to determine the amount oflearning that has accrued? That is, how shallhe evaluate behavior?

The features outlined above should be present inthe case of both commercially produced and teacher-made plans. It may be necessary for the teacher tomake revisions of commercial materials so they areapplicable in behavioral terms to a specific groupof pupils.

One of the features of lesson plans that are con-structed to answer the preceding questions satis-factorily is that they can be tailored to meet theneeds of individual pupils with a minimum of effort.

Instructional Objectives--Definition:

It would be expedient to label the steps we gothrough in administering a lesson. If each stepstates what we expect the pupils to accomplish we

call these steps OBJECTIVES. Since their accom-plishments will be observed and measured inbehavioral terms, the word BEHAVIORAL is added.

6

o? A,CCUR4c,

00

;WM90/FACTS"

UNCLEAR

TIME ?

BEHAVIORAL OBJECTIVES is a term frequentlyused to describe an operationally stated objective.Since we are concerned with a teacher-directedinstructional situation we will use the termINSTRUCTIONAL OBJECTIVE most frequently inthe balance of this work.

Let us have a quick review by outlining the termINSTRUCTIONAL OBJECTIVE:

1. An instructional objective is stated in termsof pupil behavior.

2. An instructional objective clearly describeswhat behavior the pupil should exhibitfollowing one step in a lesson or unit plan.

3. An instructional objective outlines the con-ditions under which the behavior can beobserved.

4. An instructional objective states a level ofperformance that is acceptable as an indica-tion that the objective has been met.

5. An instructional objective, in some instances,prescribes a time limit.

Instructional Objectives--Recognition:

Consider the following objectives and note thedevelopment from a typical, but vague objectiveto one which is specific in the three components:

1. To understand simple addition facts.

2. To demonstrate an understanding of simpleaddition facts by correctly computingexamples chosen by the teacher.

3. To demonstrate an understanding of simple

80addition facts by correctly computing the'%

CORRECT, sums of pairs of one digit numbers.

4. To demonstrate an understanding of simpleaddition facts by successfully computing with80 percent accuracy, the sums of pairs of onedigit numbers within fifteen minutes.

The above example number 1, unfortunately, istypical of many objectives printed in commercialmaterials and written by teachers. The words,"to understand," indicate a type of cognitivebehavior we cannot assess without some furtherqualifications. We can readily observe that none

CLEAR

7

of the requirements are present. There is no basisfor evaluation; interpretation will vary accordingto the consumer. It is not specific.

In example number 2, there is one qualificationfor behavior change. "To demonstrate," tells usin order to satisfy the conditions of the objectivethe pupil must exhibit some overt behavior. However,the remainder of the objective again falls short ofour standard. What one teacher calls "simpleaddition facts," may be completely beyond theability of the pupils in another teacher's class.

Example number 3 shows further developmenttoward the statement of all the conditions of acomplete instructional objective, In this examplethere are two of the three components given. Thebehavior is determined by the words, " Todemonstrate ... by correctly computing the sums..."It is determined that these sums shall be ".., ofpairs of one digit numbers..." so the conditionsof the behavior are more explicitly defined.

One more condition, the acceptable level ofperformance, is still lacking. A quick glance atour fourth example shows that this is easilyadded. We have in number 4, then, a completeobjective embodying all of the componentsconsidered necessary. The time limit, "...withinfifteen minutes," indicates that we expect thisperformance to be completed within a specifictime span in order to satisfy the teacher's criteriafor pupil competence in this skill.

The following list of instructional objectiveshas been selected at random from a variety ofsources. They vary in quality from excellent toinadequate. As an exercise in recognition yourank each of these objectives in one of the threecolumns with a check mark. Column 1 rates theobjective as completely acceptable; one whichmeets all the criteria of a well stated instruc-tional objective. A check mark in column 2would indicate that you accept the objective asone which meets some, but not ail, of thecriteria; it would be considered moderatelyacceptable. Column 3 is for the poor objective,one that is not acceptable and does not meet ourcriteria for a behaviorly stated instructionalobjective.

8

1 2 3

( ) ( ) (

( ) ( ) (

( ) ( ) (

( ) ( ) (

( ) ( ) (

( ) ( ) (

( ) ( ) (

( ) ( ) (

( ) ( ) (

( 1 ( ) (

( ) ( ) (

( ) ( ) (

( ) ( ) (

( ) ( ) (

( ) ( ) (

( ) ( ) (

( ) ( ) (

( ) ( ) (

( ) ( ) (

( ) ( ) (

RECOGNIZING OBJECTIVES

Exercise #1

) 1. To learn appropriate clothing styles for individual types.

) 2. To be able to choose appropriate clothing given a social situation,and weather conditions.

) 3. To be able to locate four fishing places, given a general map of thearea.

) 4. To help pupils to understand the reasons for specific bicycle rules.

) 5. To develop an understanding of the concept of budgeting money.

) 6. Given a list of twenty assorted statements, underline the ten whichcorrectly state factors which contribute to safety in a swimming pool.

) 7. To recognize the months in reading.

) 8. To write the correct answers in the spaces provided to at least eightout of ten simple addition problems involving pairs of one digitnumbers presented in linear form. Example: 2+ 3

) 9. To compare a photograph and a drawing or sketch.

)10. To understand the concept of juvenile status.

)11. To successfully negotiate a ten gate slalom course on a twenty degree(average) slope without falling or missing any gates on three out offour runs.

)12. To really understand the concepts of form and balance in art.

)13. To verbally state one's name, address, and telephone number oncommand.

) 14. To recognize that proper health habits affect one's personal appearance.

) 15. To be able to identify cities, roads, towns, and rivers on an Iowa roadmap.

) 16. Circle the correct answers to multiplication problems.

)17. To be able to list substances around the home that are poisonous.

) 18. To set up and prepare for projection (including threading film, screen,preparing stand or table, and making all belt and electrical connec-tions) a movie projector of the type currently in use in the school.

)19. Demonstrate competence in trouble shooting TV circuit by tracing thecircuity of assorted TV sets from diagrams.

)20. Demonstrate ability to use a hand saw by choosing the proper sawsand making both rip and cross cuts cutting a 12" x 5" piece from a12-inch wide by random length one-inch pine. The accuracy shall beto within 1/8".

( ) ( ) ( ) 21. Develop the concept of money and its uses.

( ) ( ) ( ) 22. Write the numerals from one to ten inclusive on command with nohesitation.

( ) ( ) ( ) 23. Learns to know the reasons for highway traffic laws,

( ) ( ) ( )24. To encourage pupils to use their fingers as an aid to simple arithmeticproblems.

( ) ( ) ( ) 25. To correctly compose and write a letter asking for a job interview.

The above list of instructional objectives hasbeen ranked by five specialists in curriculum. Afteryou have completed your evaluation of these instruc-tional objectives, turn to the back of this book andcompare your results with those of the specialists.

PREPARATION OF PLANS

The final task of this book is to provide teacherswith the techniques necessary to write instructionalobjectives in behavioral terms and to include inthese objectives the conditions and the level of per-formance that shall be expected.

It is assumed that the level of ability and otherinformation of educational significance concerningthe pupils will be known before there is an attemptto compose objectives.

The first task in writing instructional objec-tives involves a careful analysis of the lesson. Thisis perhaps the most valuable step in the productionof instructional objectives, since the teacher isforced into a job analysis. It is impossible to makevague, grand statements and to indulge in educa-tional gobbledegook when engrossed in the detailsof a job analysis. It is necessary to become in-volved with each behavioral step in a learning task.The job analysis in this case involves a breakdownof the lesson into short, sequential learning steps;steps within the capability of the pupils for whomthe lesson is being planned. An aid in the behav-ioral analysis of a lesson is to outline the activitiesto be used by the pupils and the teacher in theclassroom in a parallel development with the objec-tives.

The second task in preparing instructionalobjectives is to definitely state in the openingwords of the objective what the student shall do.

10

4%u

°COMPETENCY LEVEL

1 TOOLS /1

There are words that express a cognitive state inthe pupil which are difficult to observe or measure.These should be avoided unless they are qualifiedby some behavioral terms, The following list isrepresentative of these vague (but all too familiar)terms:

has knowledge of to believeto appreciate to enjoyto understand to graspto comprehend to know

A list of action words that are more specificwould include the following:

to identify to writeto compute to solveto compare to listto recite

The above words, in being more specific, avoidor discourage misunderstandings. A supervisor,building principal, or a substitute teacher willreadily understand the intent of the person whowrote the objectives. These words indicate a typeof action that can be observed.

After stating that a child shall list, write,compute, or verbally state some action it is neces-sary to set the conditions of the behavior. For

example, if the task is to compute addition problems,it becomes essential to determine what sort of pro-blems shall be involved. Shall this be an exerciseincluding only pairs of numbers several digits longand involving carrying? Will the problems entailaddition of long columns of numbers? Will thisinvolve decimals or dollars and cents? Are nega-tive numbers to be included? In other words, whatlevel of difficulty in addition is the pupil expectedto master?

In company with the competency level it isnecessary to stipulate the tools and materials in-volved. These could include the chalkboard, seat-work, a programmed test, a teaching machine, an

abacus or a calculator. It is necessary to ask ifthe work will involve abstract concepts totally, orwill concrete objects such as beads or blocks beemployed?

Subsequent to the conditions of the behavioris stating the level of performance that can be

11

CRITERIA

3,

4:

accepted as an indication of adequate or satis-factory learning. The level of performance, orcriteria level, can be specified several ways,Note the following examples:

1. Percent or proportion correct.Examples: 80% of the time

2 out of 3 correctat least 1/3 correctwith 90% accuracy

2. Within time limits.Examples: immediately

within 15 minutesduring the class discussionduring the week following

3. Numerically specified limits.Examples: at least six times

make at least one oral contributionsuccessfully executed every time

4. Limits stated in terms of involvement.Examples: freely participates in the discussion

volunteers informationverbally responds

It is in setting the conditions and level ofperformance that our job analysis proves its value.We are especially concerned with being reasonablycertain that the tasks we require of mentally retardedchildren be within their ability. By fragmenting a

lesson into several operations we can easily assessthe steps and modify them through the statement ofobjectives so they will be within the functioninglevel of the pupils in any particular class. It hasbeen mentioned that following the opening actionphrase (to write, to verbally list) an instructionalobjective is completed by determining the conditionsand performance level. These conditions are gov-erned by the results of the job analysis. The pointis, there is a concern that teachers learn to writeand use instructional objectives. But the concernalso extends to the point that teachers have theirobjectives (and consequently their lessons andunits) appropriate for their pupils.

Now for an exercise in writing some instruc-tional objectives. This will be done in easy stepsand you, the reader, should write your developmentin the space provided. A sample instructionalobjective will be developed along the steps wehave discussed. You follow the example and gener-ate your sample objective in the lined areas.

12

1. Select teaching area.Example: Mathematics

Your area:

WRITING OBJECTIVES

Exercise #2

2, The sub-area of the subject is next, Here you begin to be specific.Example: Recognition and use of number symbols: writing arabic numerals.

Your sub-area:,_

3, Specify the behavior that wiii initiate the objective. This is the descriptive function.Example: To write . . .

Your action words:

4. Next specify the conditional function of the objective.Example: . . . arabic numerals from one to ten . .

Your conditions:

5. And finally the level of performance that you will accept, the evaluative function.Example: . . . legibly and with no hesitation.

Your standard of acceptable performance..

6. Now put all of the parts together and view the results.Example: To write arabic numerals from one to ten legibly and with no hesitation.

Your finished instructional objective:

10.111Momas.

mialln1111!

Now having written a single instructionalobjective, practice writing more objectives, butthis time in specified subject areas.

Assume that you are planning to teach a unitin science and that the subject for the day is localweather and how people adjust their lives accord-ingly. You are to write an instructional objectivethat will be appropriate for the intermediate edu-cable mentally retarded (C.A. 9-12). This objectiveshall cover an activity or segment of the lessonconcerned with clothing and the seasons. It wouldbe advantageous to do this by developing the objec-tive employing the same techniques utilized in thefirst writing exercise.

13

WRITING OBJECTIVES

Exercise #3

1. Area: Science

2. Sub-Area: Weather and Clothing that would be appropriate for the typical Iowa seasons.

3. Now state the pupil's terminal behavior:

4. Next outline the conditions:

5. Then, what level of performance will you accept?

6. Finally, evaluate your work, make any necessary changes, and write your completed

instructional objective:

Very good, so good in fact, that it would be anexcellent idea to try it once more. This time, though,you are on your own; a subject will be given andyou take it from there.

Use the area of reading and build your ownsub-area, behavior, conditions, and performancelevel.

14

WRITING OBJECTIVES

Exercise #4

1. Area: Reading

2. Sub-Area:

3.

4.

5.

6. The complete instructional objective:

Area:

The third time you do this select an area,specify the sub-area, and use the space providedbelow for the final draft of a complete instructionalobjective

WRITING OBJECTIVE

Exercise #5

Sub-Area:

Instructional Objective:

15

At this point it is assumed that you have becomerather accomplished in writing individual instruction-al objectives. The next task is to develop the skillof incorporating a series of related and sequentiallyconceived instructional objectives into a lesson.Now you must do the lesson analysis mentionedearlier. This is necessary in order to determine andto arrange the steps that will move the retarded childinto a subject and through a series of learning exper-iences.

The following example is from the SECDC publi-cation, Life Experience Starter Units, Set Number 2,pages 78-79.

16

LES

SO

N #

1

SC

OP

E O

F L

ES

SO

N: 1

.T

o in

trod

uce

and

crea

te in

tere

st in

a un

it on

pet

s.2.

To

deve

lop

an u

nder

stan

ding

of th

e re

spon

sibi

lity

one

acce

pts

whe

n he

has

a p

et.

3. T

o or

ient

the

child

to p

rope

r pe

ts fo

r va

rious

situ

atio

ns (

city

,ap

artm

ents

, far

m, e

tc.)

INS

TR

UC

TIO

NA

L

OB

JEC

TIV

ES

AC

TIV

ITIE

SR

ES

OU

RC

E

MA

TE

RIA

LSE

XP

ER

IEN

CE

CH

AR

T

1. T

o sh

ow a

nin

tere

st in

the

pet

unit

by v

olun

teer

-in

g at

leas

t one

pet s

tory

for

the

clas

s.

2. G

iven

a bu

l-le

tin b

oard

of

anim

al p

ictu

res

stud

ents

sho

uld

be a

ble

to id

enti-

fy th

ose

anim

als

cons

ider

ed g

ood

pets

.

3. Id

entif

y fr

ompi

ctur

es th

ose

pets

sui

tabl

e fo

rth

e ci

ty.

1.C

ount

the

child

ren

who

alre

ady

have

a pe

t. H

ave

each

chi

ldta

pe a

pic

ture

of h

is p

et n

ext t

o hi

sna

me

on a

n ex

perie

nce

char

t.C

ount

and

com

pare

tose

e w

hich

is th

e m

ost c

omm

on p

etam

ong

clas

s m

embe

rs. A

sk th

ose

child

ren

who

do

not h

ave

a pe

t, w

hich

pet t

hey

wou

ld p

refe

r an

d pl

ace

that

pic

ture

next

to th

eir

nam

es.

2. D

iscu

ss th

e bu

lletin

boa

rd.

Dis

cuss

eac

h pi

ctur

e an

d de

term

ine

if it

wou

ld b

e a

good

pet.

If so

, pin

a s

trip

of

yarn

from

the

pict

ure

to th

e ca

ge. A

sk w

hich

ani

mal

s w

ould

mak

e a

good

pet

for

each

child

.

3.W

rite

a ca

ptio

n fo

r th

e bu

lletin

boar

d.4.

Dis

cuss

whi

ch p

ets

on th

e bu

lletin

boa

rd w

ould

be

suita

ble

for

the

city

and

whi

ch w

ould

be

bette

r on

a fa

rm.

5. S

ee th

e m

ovie

, City

Pet

s, F

un a

nd R

espo

nsib

ility

(S.U

.I. #

3728

)6.

Writ

e an

Exp

erie

nce

Cha

rton

the

city

pet

s. R

ead

oral

ly.

7. P

iay

a gu

essi

ngga

me.

Hav

e th

e ch

ildre

n m

ake

up r

iddl

esab

out p

ets.

The

teac

her

shou

ldbe

gin

with

an

exam

ple:

"I

amth

inki

ng o

f a p

et.

It lik

es to

run

and

pla

y.It

chew

s bo

nes.

Itis

a.

8. D

iscu

ss th

e sa

fety

of

pets

aro

und

youn

ger

brot

hers

and

sist

ers.

3x5

card

sco

n-ta

inin

g pi

ctur

esof

var

ious

pet

s.

Cha

rt p

aper

with

each

chi

ld's

nam

e on

it. P

ic-

ture

s of

an

ele-

phan

t, gi

raffe

,lio

n, d

og, c

at,

fish,

rab

bit,

hors

e, h

amst

er,

cow

, lam

b,gu

inea

pig

and

a pa

rake

et.

Dia

gram

of a

cage

in th

em

iddl

e.

Yar

n st

rips

Mim

eo s

heet

s

Sci

sso

rs

City

pet

s ar

e us

u-al

ly s

mal

ler

than

farm

pet

s. C

itype

ts d

o no

t nee

das

muc

h sp

ace

asfa

rm p

ets.

Som

eci

ty p

ets

are:

dog

,fis

h, c

at, g

uine

api

g, p

arak

eet,

and

ham

ster

.

LES

SO

N #

1 (c

ont.)

INS

TR

UC

TIO

NA

LO

BJE

CT

IVE

SA

CT

IVIT

IES

RE

SO

UR

CE

MA

TE

RIA

LSE

XP

ER

IEN

CE

CH

AR

T

9. S

eatw

ork:

On

the

first

she

et a

re s

ketc

hes

of v

ario

us a

nim

als,

som

e of

them

city

pet

s. O

n a

seco

nd s

heet

two

colu

mns

are

labe

led.

The

firs

t col

umn

has

a pi

ctur

e of

a b

arn

at th

e to

p, a

nd th

e se

cond

has

a pi

ctur

e of

a h

ouse

. The

chi

ldre

n ar

e to

cut

out

the

pict

ures

from

the

first

she

et a

nd p

aste

them

und

er th

e ap

prop

riate

col

umn

the

barn

or

hous

e.

10. V

ocab

ular

y: p

et, a

nim

al, d

og, c

at, f

ish,

lion

, ele

phan

t, gi

raffe

,co

w, l

amb,

rab

bit,

para

keet

, hor

se, l

amb,

ham

ster

, gui

nea

pig,

farm

,ci

ty, s

pace

, sm

alle

r.

Pas

te

Sto

ries

abou

t var

i-ou

s pe

ts s

houl

d be

plac

ed a

roun

d th

ero

om p

rior

to th

eun

it's

intr

oduc

tion.

Som

e su

gges

tions

are:

A P

uppy

For

Kee

ps,

Haw

kins

, Qua

il,N

ew Y

ork:

Hol

iday

Hou

se, 1

946.

The

Pet

Sho

w,

Bee

be, C

athe

rine,

N.Y

.: O

xfor

d U

niv.

Pre

ss, 1

946.

Bur

lap,

Den

is,

Mor

gan,

Eau

Cla

ire,

Wis

.; E

. M. H

ale

&C

o., 1

945.

Wid

get,

New

berr

y,C

lare

T.,

N.Y

.;H

arpe

r &

Har

per

Pub

s., 1

958.

This lesson is part of a unit on pets and waswritten for the primary level educable mentallyretarded. Take a close look at this lesson. Noticethat although there are ten activities involved, onlythree instructional objectives were consideredsufficient to outline and delineate the behavioralchanges desired by the writer.

Let us take more than a cursory look at thesethree objectives, Does each of them meet the pre-viously stated criteria for an instructional objec-tive? The first one would seem to. The behaviordesired is "To show an interest . . . " AlthoughINTEREST is hardly an observable behavior, it wasqualified in the conditions, as, ". . volunteeringat least one pet story . . ." Here is the conditionof the behavior and the level of performance, "one,"all in a very simple and concise statement.

The second objective is vague. It does notmeet our criteria for a completely acceptableinstructional objective but, at the same time, itshould be sufficient to our needs.

The third objective is deficient. Since it isso similar to objective number 2, there is anaccumulation of vagueness. A better phrasing ofthe third objective would be, "indicate verballyat least three pets suitable to keep in a city homefrom the assortment of animal pictures usedthroughout the lesson."

The following example is also from Life Experi-ence Starter Units, Set Number 2, pages 112-113.This lesson was written as part of a unit concernedwith recreation and is for use at the intermediatelevel. Read it critically.

19

LES

SO

N #

8

SC

OP

E O

F L

ES

SO

N: 1

. 2. 3. 4

INS

TR

UC

TIO

NA

L

OB

JEC

TIV

ES

To

disc

uss

cycl

ing

as r

ecre

atio

n.T

o de

velo

p an

aw

aren

ess

of th

e ne

ed fo

r ke

epin

g bi

kes

in g

ood

wor

king

con

ditio

n.T

o be

gin

the

stud

y of

traf

fic la

ws

and

regu

latio

ns.

.T

o em

phas

ize

safe

ty in

cyc

ling.

AC

TIV

ITIE

S

1. T

o be

abl

e to

poin

t out

five

im-

port

ant m

echa

nica

lfe

atur

es o

f a b

i-cy

cle

and

to te

llho

w th

ey c

ontr

ib-

ute

to s

afet

y.

2. T

o be

abl

e to

list f

our

recr

ea-

tiona

l use

s of

abi

cycl

e.

3. T

o re

cogn

ize

four

bas

ic tr

affic

sign

sha

pes

and

wha

t the

y re

pres

ent.

4. T

o sa

fely

dem

-on

stra

te th

e ab

ility

to r

ide

a bi

ke to

ane

arby

par

k.

1.D

iscu

ss w

ith th

e cl

ass

thei

r ex

perie

nces

with

bic

ycle

s. C

ount

thos

e w

ho h

ave

bicy

cles

. Writ

e th

e nu

mbe

r on

the

boar

d. C

ount

thos

e w

ho c

an r

ide

a bi

ke a

nd r

ecor

d on

the

boar

d.

2.B

ring

two

bicy

cles

to th

e ro

om, o

ne in

a v

ery

poor

con

ditio

nan

d on

e in

goo

d co

nditi

on. P

oint

out

the

rela

tive

cond

ition

of t

hebr

akes

, for

exa

mpl

e, a

nd s

timul

ate

disc

ussi

on r

elat

ed to

the

safe

tyof

eac

h by

ask

ing:

a.W

hich

wou

ld y

ou r

athe

r rid

e? W

hy?

b.W

hat m

ight

hap

pen

if yo

u w

ere

ridin

g do

wn

a st

eep

hill

on th

epo

orly

kep

t bik

e?c.

How

cou

ld th

is b

e pr

even

ted?

Pro

ceed

in a

sim

ilar

fash

ion

with

oth

er b

ike

part

s, i.

e.,

a. h

ead

light

sb.

refle

ctor

sc.

spro

cket

gua

rdd.

fend

ers

e.pr

oper

ly a

djus

ted

seat

s, h

andl

ebar

s, e

tc.

f.tir

es

3. H

ave

the

stud

ents

writ

e do

wn

as m

any

uses

as

they

can

for

abi

cycl

e. P

ut th

ose

rela

ted

to r

ecre

atio

n on

the

blac

kboa

rd. B

e su

reto

exp

and

the

uses

if s

ome

are

left

out;

i.e.,

a.ta

kes

us to

par

ks, f

ishi

ng, m

ovie

s, e

tc.

b.sc

enic

rid

esc.

raci

ng

RE

SO

UR

CE

MA

TE

RIA

LS

Bic

ycle

s

Film

: "B

icyc

leS

afet

y

Bul

letin

boa

rdm

ater

ial s

EX

PE

RIE

NC

E

CH

AR

T

Bik

ing

and

wal

king

are

the

mos

t im

por-

tant

way

s w

e ge

tpl

aces

. Bes

ides

tran

spor

tatio

n, a

bike

can

be

fun.

We

can

ride

in th

e co

un-

try,

rac

e, g

o on

pic

-ni

cs, a

nd k

eep

insh

ape.

We

mus

t kee

pou

r bi

kes

in g

ood

cond

ition

and

obe

yth

e sa

fety

rul

es.

Tod

ay w

e sh

owed

how

to r

ide

safe

lyan

d en

joye

d ou

rou

ting

to th

e pa

rk.

LES

SO

N #

8 (c

ont.)

INS

TR

UC

TIO

NA

L

OB

JEC

TIV

ES

AC

TIV

ITIE

SR

ES

OU

RC

EE

XP

ER

IEN

CE

MA

TE

RIA

LSC

HA

RT

4. S

how

the

film

, "B

icyc

le S

afet

y" w

hich

illu

stra

tes

the

dutie

s of

the

bicy

cle

rider

in m

aint

aini

ng h

is b

ike

and

obey

ing

all t

raffi

c ru

les.

5. C

onst

ruct

a b

ulle

tin b

oard

usi

ng c

onst

ruct

ion

pape

r an

d m

agic

mar

kers

to il

lust

rate

the

basi

c tr

affic

sig

ns:

caut

ion

dire

ctio

ns.?

Ri?

stop

6. T

ake

a bi

ke r

ide

to a

nea

rby

park

em

phas

izin

g th

e sa

fety

rul

es a

ndtr

affic

reg

ulat

ions

:a.

sign

al w

hen

turn

ing

b.st

op c

ompl

etel

y at

inte

rsec

tions

c. a

lway

s ke

ep b

oth

hand

s on

han

dleb

ars

d. b

e al

ert f

or tr

affic

e. k

eep

bike

in g

ood

wor

king

ord

er

1. The behavior desired:

Three of the four objectives written into thislesson are very good. These three (numbers 1, 2,and 4) indicate the behavior desired, the conditionsof the behavior, and each specifies a performancelevel. As an example, consider the first objectiveof Lesson 8. "To be able to point out five impor-tant mechanical features of a bicycle and tell howthey contribute to safety." Dissect this instruc-tional objective and in the spaces provided indicateeach of the components that have been discussed.

OBJECTIVE ANALYSIS

Exercise #6

2. The conditions of the behavior:

3. The level of performance expected:

Did you write in the first space, "To be ableto point out" and "tell?" If so, you are correct.

In the space provided for conditions, number 2,you should have written, "important mechanicalfeatures of a bicycle," and "contribute to safety."Were you right?

The level of performance was not complicated;one word, "five," indicates the level of perfor-mance expected.

Look at the second objective in Lesson 8 now.It reads, "To be able to list four recreational usesof a bicycle." Analyze this and see if you candiscover the components to your satisfaction.

22

OBJECTIVE ANALYSIS

Exercise #7

Do this also with objective number 3, "Torecognize four basic traffic sign shapes and whatthey represent." Is something missing? If youcannot find a clear statement of behavioral change,you spotted itl "To recognize" is not a definitestatement of an observable behavior. "To recog-nize" should be defined by some overt observableaction by the pupil.

Rewrite this objective in the space provided:

As a final exercise from the SECDC publica-tion, Life Experience Starter Units, Set Number 2,pages 128-129, intermediate level, consider thefollowing lesson. On the discussion sheet writeyour evaluations of the three objectives in thislesson. If you think that it should be rewritten,do it.

23

LES

SO

N #

1

SC

OP

E O

F L

ES

SO

N: 1

. 2. 3.

INS

TE

UC

TIO

NA

L

OB

JEC

TIV

ES

To

stim

ulat

e in

tere

st in

stu

dyin

g Io

wa

by a

ssoc

iatin

g lo

cal c

omm

uniti

es a

nd p

oint

s of

inte

rest

with

the

larg

er o

nes

of th

e st

ate.

To

acqu

aint

the

stud

ents

with

loca

l poi

nts

and

faci

litie

s of

inte

rest

.T

o be

com

e aw

are,

in a

rel

ativ

e w

ay, o

f the

dis

tanc

es b

etw

een

vario

us p

oint

s in

the

stat

e.

AC

TIV

ITIE

SR

ES

OU

RC

EM

AT

ER

IALS

EX

PE

RIE

NC

EC

HA

RT

'I. T

o de

mon

stra

tean

inte

rest

in th

e[u

nit o

n Io

wa

bypa

rtic

ipat

ing

in a

clas

s di

scus

sion o

n

cent

ered

aro

und

fam

i 1 i

ar I

andm

arks

.

2 T

o lo

cate

Iow

ato

wns

and

land

-m

arks

on

a w

ork-

shee

t map

.

3. T

o de

mon

stra

tean

und

erst

andi

ngof

the

conc

ept o

fre

lativ

e di

stan

ceby

com

parin

g an

dve

rbal

izin

g th

edi

stan

ces

betw

een

poin

ts o

n an

Iow

am

ap.

1.In

trod

uce

the

unit

by c

reat

ing

an o

ppor

tuni

ty fo

r di

scus

sion

of

tow

ns th

at th

e ch

ildre

n ar

e fa

mili

ar w

ith in

Iow

a. T

hese

may

be

plac

es th

ey r

emem

ber

visi

ting

such

as

gran

dpar

ents

' hom

es,

vaca

-tio

n sp

ots

or p

lace

s th

ey h

ave

hear

d ab

out.

Atte

mpt

to in

clud

eal

l of t

he c

hild

ren

in th

e di

scus

sion

. Enc

oura

ge th

e st

uden

tsto

elab

orat

e on

thei

r ex

perie

nce

to th

e ex

tent

that

they

sho

w e

nthu

sias

m.

As

the

tow

ns a

re n

amed

or

desc

ribed

the

teac

her

will

mar

k th

eap

prox

imat

e po

sitio

n of

the

tow

n on

the

larg

em

ap (

oakt

ag)

at th

efr

ont o

f the

roo

m. T

he c

hild

ren

will

mar

k th

e lo

catio

non

thei

r ou

t-lin

e m

ap (

wor

k sh

eet)

acc

ordi

ng to

the

area

s in

Iow

a. A

s a

grou

pac

tivity

we

will

est

imat

e w

hich

, bet

wee

n tw

o to

wns

on o

ur m

ap,

wou

ld b

e cl

oser

and

whi

ch fu

rthe

r fr

omou

r co

mm

unity

.

2. V

iew

the

mov

ie a

ppro

pria

te fo

r th

ear

ea o

f Iow

a in

whi

ch th

esc

hool

is lo

cate

d (i.

e., N

orth

east

, Sou

thw

est,

etc.

). T

he te

ache

rw

ill p

rovi

de th

e na

rrat

ion

rela

ting

the

loca

l com

mun

ityto

the

wid

er a

reas

of t

he fi

lm. S

he s

houl

d po

int o

ut:

a. T

he r

ecre

atio

nal f

eatu

res

in th

e ne

arby

tow

ns a

nd p

arks

not

offe

red

in th

e lo

cal c

omm

unity

.

Wor

kshe

et #

1Io

wa

map

div

ided

into

qua

dran

ts.

Larg

e oa

ktag

shee

t with

the

perim

eter

of I

owa

outli

ned.

Mag

ic m

arke

r

Mov

ie: "

Thi

s is

Iow

a-N

orth

east

Iow

a A

rea.

"O

btai

n fr

om th

eU

nive

rsity

of

Iow

a A

-V C

ente

r#I

-564

2 (s

ee fi

lmlis

t for

oth

erfil

ms)

.

(Exa

mpl

e)

Dav

enpo

rt is

one

of m

any

tow

ns in

Iow

a.

Som

e Io

wa

tow

nsar

e cl

ose

to D

aven

-po

rt a

nd s

ome

are

far

from

Dav

enpo

rt.

Tow

ns c

an b

efo

und

on m

aps.

Peo

ple

do d

iffer

-en

t thi

ngs

indi

ffere

nt to

wns

.

In th

e m

ovie

, we

say

Iow

a ha

s fa

rms

and

citie

s. T

here

are

park

s an

d hi

gh-

way

s in

Iow

a to

o.Io

wa

farm

s gr

owcr

ops

and

farm

ers

rais

e an

imal

s.

LES

SO

N #

1 (c

ont.)

INS

TR

UC

TIO

NA

LO

BJE

CT

IVE

SA

CT

IVIT

IES

RE

SO

UR

CE

EX

PE

RIE

NC

EM

AT

ER

IALS

CH

AR

T

b. T

he h

isto

rical

poi

nts

of in

tere

st a

roun

d th

e ge

nera

l are

a, i.

e.,

Hoo

ver

Mem

oria

l, S

pirit

Cre

ek B

attle

grou

nd, L

ittle

Bro

wn

Chu

rch,

etc.

(T

hese

mig

ht s

erve

as

topi

cs fo

r or

al r

epor

ts.)

c. T

he o

ccup

atio

nal s

imila

ritie

s an

d di

ffere

nces

bet

wee

n th

e lo

cal

tow

n an

d th

e ge

nera

l are

a.

3.W

rite

an e

xper

ienc

e ch

art c

once

rnin

g th

e da

y's

activ

ities

.

4. V

ocab

ular

y: Io

wa,

cro

ps, m

aps,

tow

ns, c

lose

, far

aw

ay.

DISCUSSION

Exercise #8

26

We have mentioned adapting commercial materialsand incorporating them into lesson plans using behav-iorally oriented terms. As an example we will con-struct instructional objectives for the use of somematerials published by Developmental LearningMaterials] (DLM). One of the DLM kits is calledAnimal Puzzles.* These are pictures of eightdifferent animals, each a separate puzzle. Thepuzzles are quite simple, having from five to eightnon-interlocking pieces. The animal pictures arecut so that the readily identifiable body parts arein separate pieces. A method of including AnimalPictures in a lesson plan is demonstrated in thefollowing:

1DLM, 3505 North Ashland Avenue, Chicago, Illinois 60657

*The instruction manual for DIM materials suggests that Animal Puzzles could be used with children with perceptual

problems. They would also be useful in primary level classes.

27

LES

SO

N #

1

SC

OP

E O

F L

ES

SO

N: 1

. To

disc

uss

anim

als

and

thei

r bo

dy p

arts

.2.

To

rela

te a

nim

als

to h

uman

s.

INS

TR

UC

TIO

NA

L

OB

JEC

TIV

ES

AC

TIV

ITIE

SR

ES

OU

RC

E

MA

TE

RIA

LS

EX

PE

RIE

NC

E

CH

AR

T

1. T

o co

rrec

tlyas

sem

ble

each

anim

al p

uzzl

ew

ithin

five

min

-ut

es.

2. T

o de

mon

stra

tekn

owle

dge

of a

ni-

ryby

cor

rect

lyco

nam

ing

each

of

the

eigh

t ani

mal

son

the

puzz

les.

3. T

o de

mon

stra

tekn

owle

dge

of b

ody

part

s by

nam

ing

them

-cor

rect

ly a

sth

e pu

zzle

pie

ces

are

plac

ed in

the

puzz

le.

4. T

o be

abl

e to

show

kno

wle

dge

of a

nim

al p

arts

by n

amin

g, w

ith-

out h

esita

tion

1.In

trod

uce

the

DLM

Ani

mal

Puz

zles

and

hav

e ea

ch c

hild

wor

k at

asse

mbl

ing

them

. As

each

suc

ceed

s, h

ave

him

trad

e pu

zzle

s w

ithan

othe

r ch

ild.

2.In

volv

e th

e pu

pils

in a

dis

cuss

ion

of a

nim

als

and

thei

r m

ain

body

part

s (h

ead,

eye

s, n

ose,

ear

s, b

ody,

legs

, win

gs).

3. C

ondu

ct a

dis

cuss

ion

of th

e ei

ght a

nim

als

repr

esen

ted

on th

epu

zzle

s an

d as

k th

e ch

ildre

n to

nam

e th

em a

s th

ey a

re p

oint

ed o

ut.

Con

vers

ely,

hav

e th

e ch

ildre

n ta

ke tu

rns

poin

ting

to a

n an

imal

as

its n

ame

is c

alle

d ou

t by

anot

her

child

.

4. H

ave

each

chi

ld d

emon

stra

te to

the

clas

s th

e as

sem

bly

of a

tle

ast o

ne p

uzzl

e, n

amin

g th

e bo

dy p

arts

as

he p

lace

s th

e pu

zzle

part

in p

lace

.

5. U

sing

the

opaq

ue p

roje

ctor

, or

tran

spar

enci

es, p

roje

ct p

ictu

res

of th

e an

imal

s re

pres

ente

d on

the

puzz

les

and

ask

the

child

ren

tona

me

body

par

ts a

s th

ey a

re p

oint

ed o

ut.

6. D

iscu

ss th

e pa

ralle

l bet

wee

n th

e hu

man

bod

y's

mai

n pa

rts

and

thos

e of

ani

mal

s.

7. H

ave

two

or m

ore

puzz

les

mix

ed to

geth

er (

dict

ated

by

the

abili

tyof

the

pupi

l) an

d ha

ve th

e ch

ildre

n so

rt th

em a

nd r

eass

embl

e th

epu

zzle

s.

Ani

mal

Puz

zles

Dev

elop

men

tal

Lear

ning

Mat

er-

ials

, 350

5 N

.A

shla

nd A

venu

e,C

hica

go, I

llino

is60

657

Opa

que

Pro

ject

orO

verh

ead

Pro

-je

ctor

Tra

nspa

renc

e es

Scr

een

1. W

e kn

ow th

ese

anim

als

whe

n w

ese

e th

em.

a. c

atb.

chi

pmun

kc.

cow

d. d

eer

e. d

ogf.

hors

eg.

roo

ster

h. s

quirr

el

2. W

e kn

ow th

atan

imal

s ha

vehe

ads,

eye

s, e

ars,

nose

s, fr

ont a

ndba

ck le

gs, a

bod

yan

d so

do

we.

3. W

e do

not

hav

eha

ir or

fur

orfe

athe

rs li

ke a

ni-

mal

s do

.

LES

SO

N #

1 (C

ont.)

INS

TR

UC

TIO

NA

LO

BJE

CT

IVE

SA

CT

IVIT

IES

RE

SO

UR

CE

MA

TE

RIA

LSE

XP

ER

IEN

CE

CH

AR

T

any

part

the

teac

her

poin

ts to

on

any

com

plet

ed p

uzzl

e.

5. T

o be

abl

e to

com

pare

ani

mal

sto

hum

ans

byve

rbal

ly s

tatin

gre

latio

nshi

ps.

Exa

mpl

e: "

The

dog

has

four

legs

and

I hav

e tw

oar

ms

and

two

legs

."O

r, "

We

all h

ave

two

eyes

."

6'. T

o be

abl

e to

show

dis

crim

ina-

tion

of p

arts

of

diffe

rent

ani

mal

sby

suc

cess

fully

asse

mbl

ing

the

mix

ed u

p pi

eces

of tw

o pu

zzle

s.

8.P

roje

ct p

ictu

res

show

ing

seve

ral a

nim

als

(circ

us, b

arny

ard

scen

e, e

tc.)

and

ask

chi

ldre

n to

poi

nt o

ut th

e on

es th

at a

re o

nth

e pu

zzle

s. T

hese

can

be

the

sam

e an

imal

s or

diff

eren

t bre

eds.

4. A

nim

als

of o

neki

nd m

ay n

ot a

lway

slo

ok e

xact

ly a

like.

USE OF PREPARED MATERIALS

Exercise #9

The next exercise is for you to write a lesson that utilizes some commerciallyprepared materials. Follow the steps as they are outlined by writing in the spaces pro-vided.

1. Select a published instructional material that will have application in your classroom.

2. Carefully read the teacher's manual to determine the goals intended by the authors.These may be explicitly or implicitly stated.

3. Transpose.these goals into reminders to yourself as to the content of the lesson.These will be the "Scope of the Lesson" End should be written in the space pro-vided at the head of the lesson plan form.

4. List the operational steps that will be necessary to accomplish these goals.

5. State the operational steps in behavioral terms as instructional objectives in theappropriate column on the lesson plan form.

6. Coordinate classroom activities and resource materials with the objective and writethem under the appropriate headings.

7. Complete the lesson plan by writing the experience chart column as you would expectthe children in your class to construct the experience chart.

30

LES

SO

N #

SC

OP

E O

F L

ES

SO

N:

INS

TR

UC

TIO

NA

L

OB

JEC

TIV

ES

AC

TIV

ITIE

SR

ES

OU

RC

EE

XP

ER

IEN

CE

MA

TE

RIA

LSC

HA

RT

LES

SO

N #

SC

OP

E O

F L

ES

SO

N:

INS

TR

UC

TIO

NA

LO

BJE

CT

IVE

S

,

AC

TIV

ITIE

SR

ES

OU

RC

EM

AT

ER

IALS

EX

PE

RIE

NC

EC

HA

RT

Cra

LES

SO

N #

SC

OP

E O

F L

ES

SO

N:

INS

TR

UC

TIO

NA

L

OB

JEC

TIV

ES

AC

TIV

ITIE

S

RE

SO

UR

CE

MA

TE

RIA

LS

EX

PE

RIE

NC

E

CH

AR

T

LES

SO

N #

SC

OP

E O

F L

ES

SO

N:

INS

TR

UC

TIO

NA

LO

BJE

CT

IVE

SA

CT

IVIT

IES

RE

SO

UR

CE

MA

TE

RIA

LSE

YP

ER

IBIC

EC

HA

RT

LES

SO

N #

SC

OP

E O

F L

ES

SO

N:

IINS

TR

UC

TIO

NA

LO

BJE

CT

IVE

SA

CT

IVIT

IES

RE

SO

UR

CE

MA

TE

RIA

LSE

XP

ER

IEN

CE

CH

AR

T

SUMMARY

It should be apparent now that an instructionalobjective is evaluated on the basis of the threepoints previously listed. In capsule form thesethree are, OBSERVABLE BEHAVIOR, CONDITIONSOF BEHAVIOR, and PERFORMANCE LEVEL. Thesethree must be satisfied in any instructional objec-tive regardless of subject matter, academic level,or age level of the pupils. A re-evaluation of thetwenty-five instructional objectives you ratedearlier is appropriate now. Do this and compareyour second ranking with that of the curriculumspecialists. The results of the second rankingshould be closer to the specialist's evaluations.

The skill in writing instructional objectivescan be gained only by (a) making the effort towrite them and (b) critically appraising the resultsby applying the following three questions to them:

1. Is it stated in terms of OBSERVABLE pupilBEHAVIOR?

2. Does it set the CONDITIONS of the behavior?

3. Is the acceptable level of PERFORMANCEstated?

Acquiring proficiency in recognizing and writinginstructional objectives will serve the neophyteand experienced teacher alike. This skill will per-mit a basis for critically evaluating commerciallyprepared materials because (a) the teacher willmore readily deduce strengths and weaknesses inmaterials and (b) teachers can facilitate adaptinga variety of materials to the particular needs ofa class.

The skill in writing instructional objectivesbecomes a valuable tool for the special educationteacher. Of necessity these teachers prepare manyof their own instructional materials. Included inthese materials will be daily lesson plans and lifeexperience units. Hence, an adeptness in writinginstructional objectives will facilitate the prepar-ation of these materials.

An expanding file of well-written materials isvaluable. Teachers can share their classroomsuccesses by reproducing their best materials andtrading them among their fellow professionals. Any

36

sharing of this sort, of course, lessens the needfor individual preparation. The cumulative effectof this give-and-take over a few years could resultin a wealth of teaching material. However, a judg-ment of the final value of any of these materialswill rest on their applicability; this in part dependson the skill and care involved in their production.

There is one essential point that must not beneglected. For all the care and skill that goesinto writing instructional objectives for units andlesson plans it must be remembered that thesematerials must be adapted to meet the needs ofeach class. Although general objectives mayapply to several groups, specific instructionalobjectives will require degrees of modificationeach time the materials are used. This is, ofcourse, due to existing individual needs anddifferences. A value of teacher-tailored orteacher-written instructional materials is thatthey will be more sensitive to individual dif-ferences.

The success or failure of a lesson or unit isdependent on many factors. One of the most crucialvariables is the teacher's initial planning andmodification of the instructional objectives withprecision and sensitivity. The outcome of a lessoncan hinge on the completeness and specificity ofthe teacher's planning of the lessons and the state-ments of instructional objectives. In the finalanalysis, the instructional objectives become thecritical component of lesson plans. Hence, it isimportant for teachers to become skilled in writinginstructional objectives and to use them.

37

Ranking of 25 Instructional

Objectives by Specialists in Curriculum*

1 2

1. ( ) ( )

2. ( x ) ( )

3. ( ) ( x )4. ( ) ( x )

5. ( ) ( )

6. ( x ) ( )

7. ( ) ( x )8. ( x ) ( )

9. ( ) ( )

10. ( ) ( )

11. ( x ) ( )

12. ( ) ( )

13. ( x ) ( )

14. ( ) ( )

15. ( ) ( x )

16. ( ) ( x )

17. ( ) ( x )18. ( x ) ( )

19. ( ) ( x )20. ( x ) ( )

21. ( ) ( )

22. ( x ) ( )

23. ( ) ( )

24. ( ) ( )

25. ( ) ( x )

*You might mark in the parentheses above your ownrankings for making a comparison.

38

Selected Readings

Numerous books, papers, and journal articles have been written about behaviorlystated objectives. The following is a sample of these and includes works by some ofthe most energetic proponents of objectives. We encourage the reader to pursue theseselections with the purpose of broadening understanding and knowledge about thissubject.

Bloom, Benjamin S. (ed.) Taxonomy of educational objectives: the affective domain.New York: David McKay Company, Inc., 1956.

Bloom, Benjamin S. (ed.) Taxonomy of educational objectives: the cognitive domain.New York: David McKay Company, Inc., 1956.

Deno, Stanley R., and Jenkins, J. R. Evaluating pre-planned curriculum objectives.Newark, Delaware: University of Delaware, 1967.

Deterline, William A. The secrets we keep from children. Educational Technology,February 1968, 8, 7-10.

Esbensen, Thorwald. Writing instructional objectives, Phi Delta Kappan, January 1967,48, 246-247.

Gange, Robert M., A psychologist's counsel on curriculum design, Journal of Researchin Science Teaching, 1963, 1, 27-32.

Krathwol, David R., Stating objectives appropriately for program, for curriculum and forinstructional materials development, Journal of Teacher Education, March 1965, 16,83-92.

Lynch, William W., Instructional objectives for the mentally retarded child, Bulletinof the School of Education, 1967, Indiana University.

Mager, Robert F., Preparing instructional objectives. Palo Alto: Fearon Publishers,1962.

Mager, Robert F., Deriving objectives for the high school curriculum; National Societyfor Programmed Instruction, March 1968, III, 7-14.

Tyler, Ralph W., Basic principles of curriculum and instruction. Chicago: The Univer-sity of Chicago, 1950.

40

TEACHER EVALUATION

Identify lesson and specify activity.

Lesson No.:

Check:

Content: Very appropriate

Suggestionsfor teacher: Very helpful

Resources: Very helpful

Evaluative Statement:

Suggestions for Revision:

Lesson Title:

Somewhat appropriate

Somewhat helpful

Somewhat helpful

41

Not appropriate

Not helpful

Not helpful