Educational Objectives

PPP BY S. S. KEDAR, ASSTT. PROF. ,MODIFIED BY PEEYUSH VERMA, JULY 2005.

““IF YOU ARE NOT IF YOU ARE NOT SURE WHERE YOU SURE WHERE YOU

ARE GOING YOU ARE ARE GOING YOU ARE LIABLE TO END UP LIABLE TO END UP

SOME PLACE SOME PLACE ELSEWHERE AND ELSEWHERE AND NOT EVEN KNOW NOT EVEN KNOW

WHERE YOU ARE?”WHERE YOU ARE?”

R.F. MAGERR.F. MAGER

SET DIRECTIONSET DIRECTION

NO TARGET…???WHERE TO SHOOT

AT……?????

KNOW THE TARGETKNOW THE TARGET

I TAUGHT I TAUGHT MY PARROT TO MY PARROT TO WHISTLEWHISTLE

I SAID I TAUGHT HIM I SAID I TAUGHT HIM I NEVER SAID HE I NEVER SAID HE LEARNEDLEARNED IT.IT.

BUT I BUT I NEVER NEVER HEARD IT HEARD IT WHISTLINGWHISTLING

KNOW THE CONTEXTKNOW THE CONTEXT

The whole concept of The whole concept of selective perception is selective perception is very much connected very much connected with all aspects of our with all aspects of our lives. We think, we lives. We think, we listen, what other listen, what other people say, but do we people say, but do we hear all of that or we hear all of that or we hear only what we hear only what we really want to hear? Do really want to hear? Do we see the world that we see the world that is there or we see what is there or we see what we really are used to, we really are used to, our world?our world?

KNOW THE LEARNERS’ PERCEPTIONKNOW THE LEARNERS’ PERCEPTION

PROCESS OF TRAININGPROCESS OF TRAINING

LEARNING LEARNING EXPERIENCESEXPERIENCES

(PROCESS)(PROCESS)

TRAINEESTRAINEES

LEARNING LEARNING OUTCOMESOUTCOMES

(PRODUCT)(PRODUCT)

FEEDBACKFEEDBACK

INTENDEDINTENDEDLEARNINGLEARNING

Objectives= Expected Learning Outcomes

Actual Actual Learning Learning OutcomesOutcomes

Unintended Positive Learning

Unintended Unintended Negative Negative LearningLearning

Intended Learning

Learning Outcome = Result or product of T-L Process

TRAINING PROCESSTRAINING PROCESS

Intended Learning that did not occur

LEARNING OUTCOMESLEARNING OUTCOMES

Some Terms generally used to focus directionSome Terms generally used to focus direction

VISIONVISION

MISSIONMISSION

GOAL GOAL

PURPOSEPURPOSE

TARGETTARGET

OBJECTIVESOBJECTIVES

Where my organisation is

going?

AIMAIM• LETS GROW TOGETHER.• WE BELIEVE IN QUALITY.

• OUR 6C’S: CUSTOMER CARE, COMFORT, COMPETITIVENESS, CAPABILITY, CHAMPION, COLLABORATION.

OBJECTIVEOBJECTIVE

GIVEN A COMPETENCY DEVELOPMENT GIVEN A COMPETENCY DEVELOPMENT

TRAINING IN MEDIA DESIGN, THE TRAINEE TRAINING IN MEDIA DESIGN, THE TRAINEE

WILL BE ABLE TO DESIGN REQUISITE MEDIA WILL BE ABLE TO DESIGN REQUISITE MEDIA

FOR THE GIVEN SITUATION OF THE TRAINING.FOR THE GIVEN SITUATION OF THE TRAINING.

EXAMPLESEXAMPLES

COMPARING BETWEEN AIM AND OBJECTIVESCOMPARING BETWEEN AIM AND OBJECTIVES

AIMAIM

IT IS A GENERALIT IS A GENERAL

STATEMENT.STATEMENT.

IT IS VAGUE.IT IS VAGUE.

IT INDICATES IT INDICATES

VISION.VISION.

IT PROVIDES A IT PROVIDES A

DITECTION.DITECTION.

IT IMPLIES IT IMPLIES

PROCESSES.PROCESSES.


IT IS AN EXPLICIT IT IS AN EXPLICIT

STATEMENT WITH STATEMENT WITH

DEFINED OUTPUT.DEFINED OUTPUT.

IT IS PRECISE.IT IS PRECISE.

IT HELPS THE IT HELPS THE

PERFORMER TO PERFORMER TO

SELECT THE SELECT THE

REQUISITE REQUISITE

PROCESSES FOR THE PROCESSES FOR THE

DEFINED OUTPUT.DEFINED OUTPUT.

DISTINCTION BETWEEN AIM AND OBJECTIVESDISTINCTION BETWEEN AIM AND OBJECTIVES

AIMAIM

IT DOES NOT IT DOES NOT

CLEARLY TELLS AS CLEARLY TELLS AS

HOW PROCESSES HOW PROCESSES

ARE USED?ARE USED?

IT DOES NOT IT DOES NOT

INDICATE THE FORM INDICATE THE FORM

OF EVALUATION OF EVALUATION

MECHANISM FOR THE MECHANISM FOR THE

PROCESSES OR PROCESSES OR

PRODUCTPRODUCT..


IT HELPS IN IT HELPS IN

DERIVING QUALITY DERIVING QUALITY

INDICATORS FOR INDICATORS FOR

PROCESSES.PROCESSES.

IT HELPS IN IT HELPS IN

APPROPRIATE APPROPRIATE

EVALUATION OF EVALUATION OF

PROCESSES OR PROCESSES OR

PRODUCT.PRODUCT.

INSTRUCTIONAL OBJECTIVESINSTRUCTIONAL OBJECTIVES

GENERAL GENERAL OBJECTIVESOBJECTIVES

SPECIFIC OBJECTIVESSPECIFIC OBJECTIVES

• RELATED TO BEHAVIOURAL ASPECTSRELATED TO BEHAVIOURAL ASPECTS

• RELATED TO PERFORMANCE ASPECTSRELATED TO PERFORMANCE ASPECTS

• RELATED TO MEASUREMENT ASPECTSRELATED TO MEASUREMENT ASPECTS

• RELATED TO LEARNING OUTCOMESRELATED TO LEARNING OUTCOMES

• RELATED TO OPERATIONAL ASPECTSRELATED TO OPERATIONAL ASPECTS

EXAMPLE : EXAMPLE : GENERAL OBJECTIVESGENERAL OBJECTIVES

THE TRAINEE WILL BE ABLE TOTHE TRAINEE WILL BE ABLE TO

““UNDERSTAND MAINTENANCE PROCEDURE, FORUNDERSTAND MAINTENANCE PROCEDURE, FOR

VARIOUS PARTS OF AIR BRAKE SYSTEM”VARIOUS PARTS OF AIR BRAKE SYSTEM”

EXAMPLE : EXAMPLE : SPECIFIC OBJECTIVESSPECIFIC OBJECTIVES

THE TRAINEE WILL BE ABLE TO,THE TRAINEE WILL BE ABLE TO,

1. IDENTIFY IMPORTANT PARTS OF AIR BRAKE SYSTEM1. IDENTIFY IMPORTANT PARTS OF AIR BRAKE SYSTEM

2. STATE WORKING OF AIR BRAKE SYSTEM2. STATE WORKING OF AIR BRAKE SYSTEM

3. DESCRIBE MAINTENANCE PROCEDURE FOR EACH3. DESCRIBE MAINTENANCE PROCEDURE FOR EACH

COMPONENT OF AIR BRAKE SYSTEM.COMPONENT OF AIR BRAKE SYSTEM.

ELEMENTS OF OBJECTIVESELEMENTS OF OBJECTIVES

SUBJECT – TRAINEESUBJECT – TRAINEE

ACTION VERB ACTION VERB FOR TERMINAL FOR TERMINAL BEHAVIOURBEHAVIOUR

CONDITIONCONDITION

CRITERIONCRITERION

VERBS USED FOR VERBS USED FOR SPECIFICSPECIFICOBJECTIVESOBJECTIVES

• CALCULATECALCULATE• DRAWDRAW• DESIGNDESIGN• CLASSIFYCLASSIFY• DISTINGUISHDISTINGUISH• IDENTIFYIDENTIFY• OPERATEOPERATE• SELECTSELECT

VERBS USED FOR VERBS USED FOR GENERALGENERALOBJECTIVESOBJECTIVES

• APPRECIATEAPPRECIATE• KNOWKNOW• UNDERSTANDUNDERSTAND• REALISEREALISE• COMPREHENDCOMPREHEND• APPLYAPPLY• JUDGEJUDGE

EXAMPLES OF CRITERIONEXAMPLES OF CRITERION

S.NO. EXAMPLES.NO. EXAMPLE

1.1. WITHIN 15 MINUTESWITHIN 15 MINUTES

2.2. CORRECT TO THE CORRECT TO THE

THIRD PLACE OF THIRD PLACE OF

DECIMALDECIMAL

3.3. AT LEAST 5 AT LEAST 5 COMPONENTSCOMPONENTS

4.4. AT LEAST 75%AT LEAST 75%

5.5. 9 TIMES OUT OF 109 TIMES OUT OF 10

6.6. AFTER LAPSE OF A AFTER LAPSE OF A YEARYEAR

CRITICAL FACTORSCRITICAL FACTORS

EFFICIENCY OR SPEEDEFFICIENCY OR SPEED

QUALITY OR ACCURACYQUALITY OR ACCURACY



RELIABILITYRELIABILITY

DURABILITY OR DURABILITY OR RETENTIONRETENTION

FLOW CHART FOR OBJECTIVEFLOW CHART FOR OBJECTIVE

STARTSTART

IT IS NOT AN IT IS NOT AN OBJECTIVEOBJECTIVE

IIS IT A STATEMENTS IT A STATEMENT i. e. DOES IT HAVE VERB ?i. e. DOES IT HAVE VERB ?

DOES IT HAVE ANDOES IT HAVE AN INSTRUCTIONAL INTENT?INSTRUCTIONAL INTENT?

NONO

NONO

YESYES

YESYES

AA

AA

DOES IT DENOTE DOES IT DENOTE PROCESS OR PRODUCT ? PROCESS OR PRODUCT ?

PROCESSPROCESS

IT IS NOT AN IT IS NOT AN OBJECTIVEOBJECTIVE

PRODUCTPRODUCT

WHO IS THE SUBJECT WHO IS THE SUBJECT OF THE STATEMENT ?OF THE STATEMENT ?

STUDENTSTUDENT

TEACHER OR OTHERTEACHER OR OTHER

DOES THE VERB INDICATE DOES THE VERB INDICATE OBSERVABLE ACTION ?OBSERVABLE ACTION ?

YESYES

NONO IT IS A IT IS A GENERAL GENERAL

OBJECTIVEOBJECTIVE

BB

BB

WILL INCLUSION OF CONDITION WILL INCLUSION OF CONDITION ADD TO THE CLARITY OFADD TO THE CLARITY OF LEARNING OUTCOME ?LEARNING OUTCOME ?

NONO

YESYES

IS THE CONDITION IS THE CONDITION MENTIONED ?MENTIONED ?

YESYES

NONO

IS CRITERIA IS CRITERIA ESSENTIAL ?ESSENTIAL ?

NONOIT IS AN IT IS AN

INCOMPLETE INCOMPLETE BEHAVIOURAL BEHAVIOURAL

OBJECTIVEOBJECTIVE

IS CRITERIA IS CRITERIA SPECIFIED ? SPECIFIED ?

YESYESYESYES

THE STATEMENT THE STATEMENT IS A COMPLETE IS A COMPLETE BEHAVIOURAL BEHAVIOURAL

OBJECTIVEOBJECTIVE

COGNITIVE DOMAINCOGNITIVE DOMAIN

THIS INCLUDE THOSE OBJECTIVES WHICH THIS INCLUDE THOSE OBJECTIVES WHICH

DEAL WITH DEAL WITH THINKINGTHINKING OR WHICH HAVE OR WHICH HAVE

SOMETHING TO DO WITH SOMETHING TO DO WITH HEADHEAD. .

OBJECTIVES RELATED WITH KNOWING, UNDERSTANDINGOBJECTIVES RELATED WITH KNOWING, UNDERSTANDING

AND APPLYING FACTS AND INFORMATION.AND APPLYING FACTS AND INFORMATION.

EXAMPLESEXAMPLES

DEFINE THE FOLLOWING TERMS ………..DEFINE THE FOLLOWING TERMS ………..

IDENTIFY THE FOLLOWING PARTS OF ………..IDENTIFY THE FOLLOWING PARTS OF ………..

COMPARE THE PROPERTIES OF ………..COMPARE THE PROPERTIES OF ………..

DETERMINE BY USING METHOD OF ………..DETERMINE BY USING METHOD OF ………..

CALCULATE THE FOLLOWING QUANTITY ………..CALCULATE THE FOLLOWING QUANTITY ………..

APPLICATIONAPPLICATION

USE INFORMATION IN A SITUATION USE INFORMATION IN A SITUATION DIFFERENT FROM ORIGINAL LEARNING DIFFERENT FROM ORIGINAL LEARNING CONTEXT REQUIRES COMPREHENSION CONTEXT REQUIRES COMPREHENSION OF INFORMATION IN ORDER TO APPLY OF INFORMATION IN ORDER TO APPLY IN NEW SITUATION.IN NEW SITUATION.

COMPREHENSION COMPREHENSION

INTERPRETS, TRANSLATES, SUMMARIZES INTERPRETS, TRANSLATES, SUMMARIZES OR PARAPHRASES GIVEN INFORMATION OR PARAPHRASES GIVEN INFORMATION REQUIRES KNOWLEDGE IN ORDER TO REQUIRES KNOWLEDGE IN ORDER TO DEMONSTRATE COMPREHENSIONDEMONSTRATE COMPREHENSION..

MAJOR CATEGORIES IN THE COGNITIVE DOMAINMAJOR CATEGORIES IN THE COGNITIVE DOMAIN

KNOWLEDGEKNOWLEDGE RECOGNITION AND RECOGNITION AND

RECALL OF FACTS AND SPECIFICSRECALL OF FACTS AND SPECIFICS..

CREATIONCREATION

INVOLVES ACT OF GENERATING INVOLVES ACT OF GENERATING NEW IDEAS, THOUGHTS & PONT OF NEW IDEAS, THOUGHTS & PONT OF VIEWS BASED ON CRITERIA TO VIEWS BASED ON CRITERIA TO VIEW THINGS DIFFERENTLY.VIEW THINGS DIFFERENTLY.

EVALUATIONEVALUATION

JUSTIFY THE ACTION TAKEN OR THE JUSTIFY THE ACTION TAKEN OR THE COURSE OF ACTION THROUGH CRTIQUE, COURSE OF ACTION THROUGH CRTIQUE, JUDGEMENT & HYPOTHESIS TESTING.JUDGEMENT & HYPOTHESIS TESTING.

ANALYSISANALYSIS

COMPARE, ORGANISE & DECONSTRUCT THE COMPARE, ORGANISE & DECONSTRUCT THE WHOLE IN TO PARTS TO APPLY WHOLE IN TO PARTS TO APPLY INFORMATION IN ORDER TO ANALYZE & INFORMATION IN ORDER TO ANALYZE & DIFFERENTIATE BETWEEN CONSTITUENTS DIFFERENTIATE BETWEEN CONSTITUENTS PARTS.PARTS.

COGNITIVE COGNITIVE DOMAINDOMAIN

KK

CC

AA

KNOWLEDGEKNOWLEDGE• REMEMBERERING PREVIOUSLY LEARNEDREMEMBERERING PREVIOUSLY LEARNED

MATERIALMATERIAL• RECALL OF INFORMATIONRECALL OF INFORMATION

COMPREHENSIONCOMPREHENSION• GRASPING MEANINGGRASPING MEANING

APPLICATIONAPPLICATION• APPLY IN NEW SITUATIONAPPLY IN NEW SITUATION

ANALYSISANALYSIS• BREAKING IN TO COMPONENT PARTS, TO BREAKING IN TO COMPONENT PARTS, TO

UNDERSTAND STRUCTUREUNDERSTAND STRUCTURE

ASSESSMENTASSESSMENT• PUTTING PARTS TOGETHERPUTTING PARTS TOGETHER

EVALUATIONEVALUATION• JUDGING VALUE BASED ON CRITERIA/CONDITIONJUDGING VALUE BASED ON CRITERIA/CONDITION

KNOWLEDGE LEVEL OBJECTIVESKNOWLEDGE LEVEL OBJECTIVES :

1. DEFINE THE TERM ADDITIVE GIVING 1. DEFINE THE TERM ADDITIVE GIVING

EXAMPLES.EXAMPLES.

2. LIST OUT VARIOUS PARTS OF A 50 T 2. LIST OUT VARIOUS PARTS OF A 50 T

HAUL DUMPER.HAUL DUMPER.

3. GIVEN A DIAGRAM OF KE DISTRIBUTOR 3. GIVEN A DIAGRAM OF KE DISTRIBUTOR

VALVE, IDENTIFY THREE IMPORTANT VALVE, IDENTIFY THREE IMPORTANT

PARTS.PARTS.

COMPREHENSION LEVEL OBJECTIVESCOMPREHENSION LEVEL OBJECTIVES :

1.1. EXPLAIN THE SIGNIFICANCE OF QUALITY EXPLAIN THE SIGNIFICANCE OF QUALITY

OF FUEL IN THE PROCESS OF THERMAL OF FUEL IN THE PROCESS OF THERMAL

POWER GENERATION.POWER GENERATION.

2.2. DISTINGUISH BETWEEN “KE” AND “C3W” DISTINGUISH BETWEEN “KE” AND “C3W”

DISTRIBUTOR VALVE ON THE BASIS OF DISTRIBUTOR VALVE ON THE BASIS OF

THEIR PRINCIPLE OF WORKING.THEIR PRINCIPLE OF WORKING.

3.3. WRITE THE PROCEDURE FOR STARTING WRITE THE PROCEDURE FOR STARTING

AND STOPPING A GENERATOR IN A AND STOPPING A GENERATOR IN A

SIMPLE LANGUAGE.SIMPLE LANGUAGE.

APPLICATION LEVEL OBJECTIVESAPPLICATION LEVEL OBJECTIVES : :

1.1. COMPUTE VARIOUS PARAMETERS COMPUTE VARIOUS PARAMETERS REQUIRED FOR MANAGING EFFICIENCY REQUIRED FOR MANAGING EFFICIENCY OF THERMAL GENERATION.OF THERMAL GENERATION.

2.2. DEVELOP POWER POINT PRESENTATION DEVELOP POWER POINT PRESENTATION TO EXPLAIN THE PRICIPLE OF WORKING TO EXPLAIN THE PRICIPLE OF WORKING OF A THERMAL INSULATOR.OF A THERMAL INSULATOR.

3.3. EXPLAIN HOW OPERATION OF A SLACK EXPLAIN HOW OPERATION OF A SLACK ADJUSTER CALIBRATION SYSTEM BE ADJUSTER CALIBRATION SYSTEM BE SUPERVISED TAKING THE WEAR OF SUPERVISED TAKING THE WEAR OF REPLACEABLE COMPONENTS INTO REPLACEABLE COMPONENTS INTO ACCOUNT.ACCOUNT.

ANALYSIS LEVEL OBJECTIVES :ANALYSIS LEVEL OBJECTIVES :

1.1. GIVEN THE DESCRIPTION OF A GIVEN THE DESCRIPTION OF A PARTICULAR PROBLEM IN THE BALL MILL PARTICULAR PROBLEM IN THE BALL MILL IDENTIFY THE REASONS FOR SUCH A IDENTIFY THE REASONS FOR SUCH A SITUATION.SITUATION.

2.2. DESCRIBE THE CONSEQUENCES OF DESCRIBE THE CONSEQUENCES OF VARIOUS ADDITIVES ON OPERATION OF VARIOUS ADDITIVES ON OPERATION OF BALL MILL GRINDING SYSTEM. BALL MILL GRINDING SYSTEM.

3.3. GIVEN THE DESCRIPTION OF GIVEN THE DESCRIPTION OF MAINTENANCE ACTIVITIES FOR A KILN MAINTENANCE ACTIVITIES FOR A KILN SYSTEM, ANALYSE THE RISKS FOR SYSTEM, ANALYSE THE RISKS FOR DAMAGE TO THE SYSTEM.DAMAGE TO THE SYSTEM...

EVALUATION LEVEL OBJECTIVES :EVALUATION LEVEL OBJECTIVES :

1.1. DESCRIBE THE OPERATION OF A MILL DESCRIBE THE OPERATION OF A MILL SYSTEM GIVEN INPUTS/VARIABLES SYSTEM GIVEN INPUTS/VARIABLES /CONSTRAINTS./CONSTRAINTS.

2.2. GIVEN THE DESCRIPTION OF A GIVEN THE DESCRIPTION OF A PARTICULAR DISTURBANCE IN THE MILL, PARTICULAR DISTURBANCE IN THE MILL, OUTLINE ALTERNATIVE MEASURES TO OUTLINE ALTERNATIVE MEASURES TO TACKLE THE SITUATION.TACKLE THE SITUATION.

3.3. PREPARE A PLAN OF OPERATION OF PREPARE A PLAN OF OPERATION OF REPAIRING A KILN WITHIN THE REPAIRING A KILN WITHIN THE STIPULATED TIME, GIVEN THE STIPULATED TIME, GIVEN THE DESCRIPTION OF ITS CONDITION.DESCRIPTION OF ITS CONDITION.

CREATION LEVEL OBJECTIVES :CREATION LEVEL OBJECTIVES :

1.1. GIVEN THE ALTERNATIVES MEASURES GIVEN THE ALTERNATIVES MEASURES

FOR TACKLING A PARTICULAR FOR TACKLING A PARTICULAR

DISTURBANCE IN THE MILL, GENERATE DISTURBANCE IN THE MILL, GENERATE

SOLUTIONS FOR LONG AND SHORT-TERM SOLUTIONS FOR LONG AND SHORT-TERM

CONSEQUENCES.CONSEQUENCES.

2.2. DESIGN A PREVENTIVES MEASURE PLAN DESIGN A PREVENTIVES MEASURE PLAN

FOR THE KILN MAINTENANCE TO FOR THE KILN MAINTENANCE TO

MITIGATE SUDDEN FAILURE OR MITIGATE SUDDEN FAILURE OR

UNCALLED FOR BREAKDOWNS.UNCALLED FOR BREAKDOWNS.

PSYCOMOTOR DOMAINPSYCOMOTOR DOMAIN

DEAL WITH DOING OR WHICH HAVE TO DO WITH HAND AND/ OR FEET.

OBJECTIVES RELATED WITH PERFORMING OBJECTIVES RELATED WITH PERFORMING PHYSICAL OR MOTOR SKILLSPHYSICAL OR MOTOR SKILLS

EXAMPLESEXAMPLES

SET UP THE INSTRUMENT ………..SET UP THE INSTRUMENT ………..

CALIBRATE THE INSTRUMENT ………..CALIBRATE THE INSTRUMENT ………..

ASSEMBLE OR DEASSEMBLE THE PART ………..ASSEMBLE OR DEASSEMBLE THE PART ………..

SKETCH THE GIVEN PART ………..SKETCH THE GIVEN PART ………..

TYPE A LETTER ………..TYPE A LETTER ………..

NATURALIZATION NATURALIZATION COMPLETES COMPLETES ONE OR MORE SKILLS WITH EASE AND ONE OR MORE SKILLS WITH EASE AND BECOMES AUTOMATIC WITH LIMITED BECOMES AUTOMATIC WITH LIMITED PHYSICAL OR MENTAL EXERTIONPHYSICAL OR MENTAL EXERTION

ARTICULATION ARTICULATION COMBINES MORE COMBINES MORE THAN ONE SKILL IN SEQUENCE WITH THAN ONE SKILL IN SEQUENCE WITH HARMONY AND CONSISTANCYHARMONY AND CONSISTANCY

PRECISION PRECISION REPRODUCES A SKILL WITH REPRODUCES A SKILL WITH ACCURACY, PROPORTION AND EXACTNESS, ACCURACY, PROPORTION AND EXACTNESS, USUALLY PERFORMED, INDEPENDENT OF USUALLY PERFORMED, INDEPENDENT OF ORIGINAL SOURCEORIGINAL SOURCE

MANIPULATION MANIPULATION PERFORMS SKILL ACCORDING PERFORMS SKILL ACCORDING TO INSTRUCTION RATHER THAN OBSERVATIONTO INSTRUCTION RATHER THAN OBSERVATION

IMITATION IMITATION OBSERVES SKILL AND ATTEMPTS OBSERVES SKILL AND ATTEMPTS TO REPEAT IT.TO REPEAT IT.

PSYCHOPSYCHOMOTOR MOTOR DOMAINDOMAIN

AFFECTIVE DOMAINAFFECTIVE DOMAIN

DEAL WITH DEAL WITH FEEINGFEEING OR WHICH HAVE TO OR WHICH HAVE TO

DO WITH DO WITH HEARTHEART

OBJECTIVES RELATED WITH EMOTIONS, OBJECTIVES RELATED WITH EMOTIONS,

INTEREST, VALUES AND ATTITUDESINTEREST, VALUES AND ATTITUDES

EXAMPLESEXAMPLES

• SHOW CONCERN FOR SAFETY.SHOW CONCERN FOR SAFETY.

• DEMONSTRATE AN ATTITUDE OF ENQUIRY. DEMONSTRATE AN ATTITUDE OF ENQUIRY.

• TAKE RESPONSIBILITY FOR CLEANLINESS TAKE RESPONSIBILITY FOR CLEANLINESS

IN THE SHOP. IN THE SHOP.

• WORK AS A LEADER OF A TEAM.WORK AS A LEADER OF A TEAM.

CHARACTERISING CHARACTERISING TOTAL TOTAL BEHAVIOUR CONSISTENT WITH BEHAVIOUR CONSISTENT WITH VALUES INTERNALIZEDVALUES INTERNALIZED

ORGANISING ORGANISING COMMITTED TO COMMITTED TO SET OF VALUES AS DISPLAYED BY SET OF VALUES AS DISPLAYED BY BEHAVIOUR .BEHAVIOUR .

VALUING VALUING DISPLAY BEHAVIOUR DISPLAY BEHAVIOUR CONSISTANT WITH SINGLE BELIEF OR CONSISTANT WITH SINGLE BELIEF OR ATTITUDES WITH SITUATIONS WHERE HE IS ATTITUDES WITH SITUATIONS WHERE HE IS NOT FORCED TO COMPLY OR OBEYNOT FORCED TO COMPLY OR OBEY

RESPONDING RESPONDING COMPLIES TO GIVEN COMPLIES TO GIVEN EXPECTATION BY REACTING TO STIMULI OR EXPECTATION BY REACTING TO STIMULI OR PHENOMENA i.e. INTERESTPHENOMENA i.e. INTEREST

RECEIVING RECEIVING AWARE OF PASSIVELY ATTENDING TO AWARE OF PASSIVELY ATTENDING TO CERTAIN PHENOMENA STIMULI i.e. LISTENINGCERTAIN PHENOMENA STIMULI i.e. LISTENING

AFFECTIVE AFFECTIVE DOMAINDOMAIN

OVERLAP OF DOMAINSOVERLAP OF DOMAINS

AFFECTIVEAFFECTIVE

PPAAAACC

CCAAPP

CCPP PSYCOPSYCOMOTORMOTORCOGNITIVECOGNITIVE

FOR TRAINERS OBJECTIVES;FOR TRAINERS OBJECTIVES;

GUIDE IN PREPARING LESSON PLAN, GUIDE IN PREPARING LESSON PLAN,

SELECTING APPROPRIATE CONTENT, SELECTING APPROPRIATE CONTENT,

INSTRUCTIONAL METHOD, MATERIAL, AND INSTRUCTIONAL METHOD, MATERIAL, AND

MEDIA.MEDIA.

PROVIDE BASIS FOR PLANNING PROVIDE BASIS FOR PLANNING

APPROPRIATE LEARNING ACTIVITIES FOR APPROPRIATE LEARNING ACTIVITIES FOR

TRAINEES.TRAINEES.

PROVIDE BASIS FOR CONSTRUCTING PROVIDE BASIS FOR CONSTRUCTING

RELIABLE AND VALID ASSESSMENT RELIABLE AND VALID ASSESSMENT

INSTRUMENTS.INSTRUMENTS.

FOR LEARNERS OBJECTIVES;FOR LEARNERS OBJECTIVES;

HELP TO EVALUATE THE EFFECTIVENESSHELP TO EVALUATE THE EFFECTIVENESS

OF INSTRUCTION. OF INSTRUCTION.

SPECIFY WHAT IS EXPECTED FROM THEM.SPECIFY WHAT IS EXPECTED FROM THEM.

HELP THEM IN MAKING EFFORT TOHELP THEM IN MAKING EFFORT TO

ACHIEVE THESE.ACHIEVE THESE.

PROVIDE BENCHMARK FOR SELF PROVIDE BENCHMARK FOR SELF

ASSESSMENT.ASSESSMENT.

I KNOW, I CAN DO I KNOW, I CAN DO IT !!!IT !!!

ONCE YOU SET A DIRECTION AND ONCE YOU SET A DIRECTION AND DECIDE TO REACH THE TOP, YOU DECIDE TO REACH THE TOP, YOU WILL. WILL.

THANKS FOR SHARING YOUR THANKS FOR SHARING YOUR EXPERIENCESEXPERIENCES