Instructional objectives represent the desired change in the
pupil who undergoes instruction in a lesson. There are two types of
instructional objectives. They are
- General Instructional objectives
- Specific Instructional objectives
When a teacher plans a lesson, he should ask himself, “Why
should 1 teach this lesson?” The answer
to this question constitutes Instructional objectives. All instruction will
result in learning which in turn bring about changes in the behaviour of the
learners. So the Instructional objectives it means the anticipated behaviour
change, which is what the teachers expect as a result of their teaching.
General Instructional
objectives:
If the
objectives are stated in general and vague manner, then they are called general
objectives. They contain non-behavioural verb ie they contain ‘non-action’
verb.
For example:
(i)
The learner acquires knowledge of the various branches
of science.
(ii)
The learner develops skill in manipulating apparatus.
Here the verbs ‘acquires’ and ‘develops’ are non-action
verbs which we cannot measure or observe directly, because they are in the form
of inner development or passive aspect of mental activity.
Example:
The pupil,
1. acquires
knowledge about circulatory system.
2. understands
the significance of circulatory system.
3. applies
the knowledge in relevant situation.
4. develops
skill in drawing and observation.
5. develops
interest in the study of circulatory system.
Specific
Instructional objectives (S.I.O’s):
If the objectives are stated in general,
then they are called specific objectives. They contain behavioural verb ie they
contain ‘action’ verb. The observable and measurable behavioural changes as a
result of realizing an objective is termed as specific objectives or
specifications.
For example:
The learner defines the term
Genetics. Here defines is the active verb.
The statement of specification
should contain two parts:
(i)A
modification part and
(ii)Content part
Example:
The learner
defines genetic engineering
M.P C.P
Table showing illustrative examples of specifications with
specified behavioural part and content part from Biological science.
|
Level
|
SL.
No.
|
Specific objectives/specifications
|
|
|
The behavioural part
|
The
content part
|
||
|
KNOW
LEDGE
|
1.
2.
|
The learner
recalls
recognises
|
the meaning of biology pond ecosystem
|
|
UNDERSTANDING
|
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
|
distinguishes
identifies
selects
compares
classifies
detects errors
rectifies
identifies relationship
verifies
prepares
senses
locates
gives examples
describes
explains
writes systematically
contrasts
lists/enumerates
|
between biotic and abiotic factors.
sources of water pollution.
detritus food chain from food chains.
commensalism and mutualism.
consumers into primary , secondary and tertiary consumers.
in a faulty procedure of kerbs cycle.
the defects occur in an experiment of osmosis.
between micro organisms and macro organisms.
the O2 is released during photosynthesis.
diorama on food web.
the infrared radiation emitted by a hot body.
wild life sancturies in
for mutualism in the ecosystem.
the inter relationship among organisms.
the tropic levels of ecosystem.
the methods of layering.
between work and power.
the different types of interaction among organisms.
|
|
Level
|
SL.
No.
|
Specific objectives/specifications
|
|
|
The behavioural part
|
The
content part
|
||
|
APPLICATION
|
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
|
gives reason
infers
computes
predicts
solves
establishes relationship
suggests
relates
adopts
evaluates
justifies
criticizes
selects
|
why do all food chains begin with procedures?
that eutrophication is due to excess use of fertilizers.
the calorie value of a given quantity of food.
the consequences of eutrophication.
local environmental problems.
between adaptations and environment.
measures to dispose wastes.
ecosystem and biosphere.
measures for fresh water management.
the activities of NGO for environmental protection.
eco friendly life styles for balance of nature.
indiscriminate killing of animals.
judicious methods of conservation of nature.
|
|
SKILL
|
34.
35.
36.
|
draws
constructs
visits
|
a generalized drawing of a food chains.
a diorama of food web in forest.
sewage disposal site.
|
|
INTEREST
|
37.
38.
39.
40.
41.
|
participates
collects.
prepares
writes
organises
|
in a wild life quiz on oct 2nd .
information regarding use of endosulphan.
postures on eco-friendly messages.
articles on ‘depletion of water’ for school magazine.
an exhibition on conservation of nature.
|
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