Target Group:

VI Sem. B.A. B. Ed. Students(Pedagogy of Language)

(A Reference material for Students of Different Teacher Education Programmes )

SETTING INSTRUCTIONAL OBJECTIVES IN AFFECTIVE AND PSYCHO-MOTOR

DOMAINS

By

Dr. Tapan Kumar Basantia

Associate Professor

School of Education

Central University of South Bihar

Gaya, Bihar, India

Conceptualizing Instructional

Objectives…. During the process of teaching and learning, the pupil

comes in contact with different types of instructions.

All the instructions are designed to impart some specific experiences to the pupil.

These specific experiences are based on some specific intended learning outcomes or objectives which are called instructional objectives.

For Example, to study the structure of body of human being is a general goal of teaching Biology. But, this general goal can be specified or divided into more specific behavioural intended learning outcomes such as:

• To list the various external parts of the body such as hand, head, nose, leg, eye, finger etc.

• To explain the various internal parts of the body such as blood circulation, heart, glands etc.

• To describe about the various cells of the body and their components, etc.

Conceptualizing Instructional Objectives

Instructional objectives are the intended learning outcomes which are stated in terms of specific behavioural changes or observable learning out comes.

Or

Instructional objectives are the very specific and pinpointed goals which are stated before beginning of instructions. The instructions are provided according to these goals.

Types of instructional objectives General instructional objective:

The general instructional objective serves as an overall guide for teaching learning and evaluation.

It is a guideline under which the types of specific performances are listed, because, the general instructional objective is necessary to know learning outcome of the students.

Specific intended learning outcome: The specific intended learning outcome helps the student-

to define the meaning of the terms in his/her own words,

to identify the meaning of the term,

to differentiate the meaning of the term and make able to make sense and use them.

Domains of Instructional

Objectives….

All the instructional objectives are involved with three domains of human life such as cognitive domain, affective domain and psycho-motor domain:

• Cognitive domain: The activities which are involved with mental processes like remembering, understanding, intellectual thinking, deriving implications, using of learning experiences in other situations etc. come under cognitive domain.

• Affective domain: The activities which are related to the internal feeling of individual’s emotions and interest come under affective domain.

• Psychomotor domain: The activities which require the psychology based motor performance of the individual come under the psychomotor or conative domain.

In order to be successful in stating instructional objectives and providing instruction accordingly, a teacher should have proper knowledge on domains of instructional objectives.

Domains of Instructional Objectives Broad

Division of Behaviour

Name of Domains of Behaviour

Aspects of Body related to Domains

Tasks related to Domains

Behavioural Description

Exemplar Activities under the Domain

Cognitive Cognitive

Head Knowing Thinking, reasoning, imagination, langrage development, memory, understanding etc.

Puzzle, quiz, debate, critical analysis , etc.

Non-cognitive

Affective Heart Feeling Emotion, value, feeling, attachment etc.

Song, pledge, recitation, drill, music related activities, art work and drawing, role playing etc.

Psycho-motor or Conative

Hand Doing Physical exercise, acting, performance, practice etc.

Craft work, drama, model preparation, sports and games etc.

Importance of Instructional Objectives

for Teacher….

An aim in education is a direction. An objective in

education is a point in that direction. Therefore objectives come under the direction of education. It gives the teacher the direction to which he/she may go and provides him/her the way for proceeding in his/her task.

It helps the teacher in instructional planning.

It helps the teacher to make the educative effort systematic and planned.

It helps the teacher to provide certain knowledge, skills, understanding and attitude which can be achieved by the pupils.

It helps the teacher to choose the appropriate content materials or the learning experiences to achieve the objectives.

Importance of Instructional Objectives

for Teacher…. It helps the teacher to choose the appropriate methods or

techniques of teaching for suitability of teaching.

It helps to choose the appropriate instructional aids.

It helps the teacher to evaluate the learning outcomes or to know to extent to which the objectives have been achieved among the students.

On the basis of evaluation, the teacher may refine the objectives.

It helps to modify the existing curriculum, methods of teaching and also evaluation procedure.

Teaching and learning process is closely associated with objectives. Without objectives there is no education and its other aspects. Objectives are the key or main spring in the teaching learning process. There is a cyclical relationship among them and without objective the teaching learning has no meaning.

Importance of Instructional

Objectives for Teacher Cyclical relationship among Aims and Objectives, Curriculum

and Evaluation

Taxonomy of Instructional

Objectives

Taxonomy of educational objectives is basically a classification scheme.

By taxonomy, we mean meaningful classification or putting things into different categories.

Thus, taxonomy of educational objectives means the detail classification of the educational or instructional objectives into various categories on the basis of similarity of tasks which they require.

Psychologists like Bloom, Krathwohl and Harrow etc. have beautifully explained and classified instructional objectives in the major domains of behaviour i.e. cognitive, affective and Conative domains.

Instructional Objectives under

Affective Domain

This taxonomy classifies objectives into

categories which are familiar to most of the

teachers.

The objectives placed under affective domain

are found in order which proceed from the

simplest to the most complex. It is explained by

D.R. Krathwohl, B. S. Bloom and B. B. Masia

(1964).

The major categories of objective under affective domains are as under:

Categories of Objectives under

Affective Domain…. A. Receiving

It refers to the student’s willingness to attain and acquire learning experiences. It involves the student’s interests in materials. Receiving represents the lowest level of learning outcome. This includes the awareness to receive the learning materials.

Specifications (with action verbs)

– Attends Follows Points out

– Accepts Gives attention Perceives

– Be aware Identifies Prefers

– Chooses Locates Replies

– Describes Listens Uses

Categories of Objectives under Affective

Domain…. B. Responding This is concerned with the responses. A person actively attends the information here. It involves the active participation of the learner in learning situation as well as expresses relation towards it.

General Instructional Objectives Completes the work Obeys school rules

Completes laboratory work Voluntarily performs tasks

Shows interest in subjects Enjoys helping others

Participates in activities and discussions

Specific learning outcomes – Answers Discusses Performs Reads States

– Assists Develops Practises Recites

– Completes Derives Presents Records

– Confirms Helps Performs Selects

Categories of Objectives under Affective

Domain…. C. Valuing It is concerned with the ability of learner to estimate the worth, ability and importance of certain things.

General Instructional Objectives Shows attitude to perform the task Demonstrates the task

Appreciates to perform the task Solves the problem

Specific learning out comes – Accepts Increases

– Completes Invites

– Describes Influences

– Differentiates Justifies

– Develops Reads

– Divides Reports

– Explains Selects

– Follows Shares

– Forms Works

Categories of Objectives under Affective

Domain…. D. Organisation It is concerned with the bringing together different things to form an order and systematize something, resolving conflict between ideas and following pattern.

General instructional Objectives Accepting responsibility Compares among ideas and objects Formulates the plan Recognises needs, importance and role of something Relates ideas with objectives Understands strength and limitations

Specific learning outcomes – Alternates Explains Relates – Arranges Generalises Selects – Associates Identifies Synthesizes – Combines Judges – Compares Organizes – Completes Prepares – Determines

Categories of Objectives under Affective

Domain

E. Characterization(Pattern of adjustment) At this level the value system controls the human behaviour for a long time for him/her to be developed a characteristic ‘Life style’. The behaviour is persuasive, consistent and predictable. Specifications

– Accepts Identifies

– Associates Judges

– Changes Revises

– Decides Reproduces, etc.

– Develops

– Faces

Setting Instructional Objectives in

Affective Domain….

Examples in Geography

Topic: Modes of Transportation (Road ways, Rail ways, Water ways, Air ways and Pipelines)

1. Identify different modes of transportation.(Receiving)

2. Report merits and limitations of different modes of transportation. (Responding)

3. Justify the importance of air way and rail way transportation over road way transportation. (Valuing)

4. Identify the importance of various modes of transportation for various purposes. (Organization)

5. Use the modes of transportation according to the demand of the situation. (Characterization)

Setting Instructional Objectives in Affective Domain…. Examples in History

Topic: Policies of Akbar (Religious, Administrative and economic policies)

1. To point out religious, administrative and economic policies of Akbar. (Receiving)

2. To derive the basic features of religious, administrative and economic policies of Akbar. (Responding)

3. To explain the need of admiring religious policy of Akbar over his administrative and economic policies. (Valuing)

4. To arrange/rank the different policies(religious, administrative and economic) of Akbar according to their importance in present society.(Organization)

5. To revise the present religious policy of India in the light of religious policy of Akbar. (Characterization)

Setting Instructional Objectives in Affective

Domain

Examples in History Topic: Policies of Akbar and Sher Shah Suri (Religious and Administrative Policies)

1. Perceive the religious and administrative policies of Akbar and Sher Shah Suri. (Receiving)

2. Differentiate among religious and administrative policies of Akbar and Sher Shah Suri. (Responding)

3. Recognize the relative importance of religious and administrative policies of Akbar and Sher Shah Suri. (Valuing)

4. Combine the significance of religious and administrative policies of Akbar and Sher Shah Suri. (Organization)

5. Face the consequence of present day religious and administrative policies in the light of religious and administrative policies of Akbar and Sher Shah Suri. (Characterization)

Instructional Objectives under

Psychomotor Domain The instructional objectives under this category requires psychomotor tasks or skills of the individual.

Such objectives may include perception, set of sequence, guided response, mechanize complex activity, adoption, organization etc.

The tasks proceed from simple responding to acquire the mechanism and ideas involving tasks and actual performing the tasks.

It is explained by Harrow, A.J. (1972), Simpson, E. (1972) and Dave, R.H. (1970) including many others.

These include recognizing forms, size and texture; knowing the sequence of steps of activities; writing smoothly; operating different things; demonstrating skills; performing skills as activities; creating and constructing new things, etc.

The major categories of objective under psycho-motor domains are as under:

Categories of Objectives under Psycho-

motor Domain….

A. Perception

Perception refers to ability of the learner to become aware of action, objects, qualities and relations through his/her sense and to make preparatory adjustment mentally, physically and emotionally.

Action Verb

– Observes

– Identifies

– Attends

– Asks

– Describes

– Participates

Categories of Objectives under Psycho-

motor Domain….

B. Imitation

Imitation refers to the ability of the learners to perform an act according to given instruction. Here the person models the act according to given instruction. Action Verb

– Completes

– Demonstrates

– Replicates

– Shares

– Points out

– Puts together

Categories of Objectives under Psycho-

motor Domain….

C. Manipulation

Manipulation means, the learner is able to perform an act according to given instruction rather than doing an observation and imitation pattern. Action Verb

– Arranges Organizes

– Assembles Performs

– Chooses Refines

– Conducts Responds

– Constructs

– Designs

– Integrates

– Modifies

Categories of Objectives under Psycho-

motor Domain….

D. Precision

This refers to the accuracy and exact practice and performance. It is characterised by balance, control, proficiency, independence, errorless etc.

Action Verb

– Arranges Organizes

– Assembles Performs

– Chooses Modifies

– Conducts Refines

– Constructs

– Designs

– Integrates

Categories of Objectives under Psycho-

motor Domain….

E. Articulation

It includes coordination, sequence and harmony. It is

characterised by integration, smoothness, stability etc.

F. Naturalization

It includes the highest level of proficiency in performing

a task. It is automatic which comes suddenly to the

mind and unconsciously. It is characterised by

perfection, spontaneity, ease in making etc.

Categories of Objectives under Psycho-

motor Domain

Some More Action Verbs of Psycho-motor Domain – Aligns Follows Performs

– Adopts Grasps Places

– Balances Grinds Reaches

– Bends Handles Relaxes

– Builds Heats Repeats

– Calibrates Holds Rests(on)

– Constructs Manipulates Shortens

– Changes Measures Sketches

– Differentiates(by touch) Mends Stretches

– Dismantles Mixes Writes

– Displays Operates

– Fastens Originates

– Fixes Organizes

Setting Instructional Objectives in Affective

Domain….

Examples in Biology

Topic: Health Habits

1. Observe the ideal health habits of reputed health practitioners. (Perception)

2. Follow the ideal health habits of reputed health practitioners. (Imitation)

3. Perform the ideal health habits. (Manipulation)

4. Perform the ideal health habits proficiently. (Precision)

5. Maintain stability in performing the ideal health habits proficiently. (Articulation)

6. Professionally perform the ideal health habits. (Naturalization)

Setting Instructional Objectives in

Affective Domain Examples in Social Sciences

Topic: Indian culture(Odissi dance)

1. Attend the Odissi dance of eminent Odissi dance practitioners. (Perception)

2. Point out the important features of Odissi dance performed by eminent Odissi dance practitioners. (Imitation)

3. Play the Odissi dance in the light of its guiding rules. (Manipulation)

4. Play the Odissi dance accurately. (Precision)

5. Play the Odissi dance in smooth manner. (Articulation)

6. Play the Odissi dance naturally. (Naturalization)

Implication of Taxonomy of Educational

Objectives….

1. To act as communication system in the field of

education.

2. To establish the accuracy in communication regarding the objectives of education.

3. To reduce vagueness arising out of the learning.

4. To act as a means for understanding the sequence or order in presenting the material and organization of human development through teaching learning process.

5. To establish common understanding about the hierarchical classification of objectives.

6. To be of great help in clearly defining and meaningfully evaluating educational standard.

Implication of Taxonomy of Educational

Objectives

• It enables teachers, curriculum workers, and testing specialists to communicate more effectively the educational goals.

• To help the educators to plan and evaluate the learning experiences more effectively.

• To compare the existing curricular goals with the wide range of possible outcomes.

• To increase the possibilities of developing a broader spectrum of goal and outcome.

• To classify the intended behaviour of the students as a result of one set of instructional experiences.

How Taxonomy helps the teacher in

Evaluation?

1. It helps the teacher in analysing and classifying objectives.

2. It gives the idea of the all-round development of students to be achieved

such as cognitive, affective and conative development.

3. It provides a basis for precise comparison of two curricula or more

curricula.

4. It helps the teacher to proceed from simple to complex, concrete to

abstract etc. and provides guidelines for them.

5. It helps the teacher to set questions keeping in view the taxonomies and

hierarchal order of objectives.

6. It helps the pupil for his/her proper and balance development in all

aspects.

7. It increases the validity and reliability in testing procedures.

8. It helps the teacher to report the progress of child to his/her parent in

proper manner. The report of progress not only should give importance

to the cognitive manner of child but also should give to the affective

and psycho-motor domains which make the progress report

meaningful and prosperous.

The above two pages are taken from NCERT(Social Science) Book.