Writing instructional goals and objectives
Write goals and objectives using action verbs from Bloom's Taxonomy
Here are some common action verbs that are used to write instructional goals and objectives:
Goals are written in a vague fashion, such as, "Expose students to the theoretical tenets of psychology."
Objectives are written to reflect what educators are going to do to achieve their goals. Whatever they plan to do, it must be measurable and observable. How many times will the learners do something? How many things will they do? How will they do it? What should they do?
For example, "Learners will be able to outline five prevalent theories in psychology: Psychoanalysis, cognitive-behavioral, Gestalt, person-centered, and existentialism."
You can see that I used an action verb, "outline," the actual number of theories we would cover, "five," and I identified the specific content to be presented.
As goals become more complex, then the instructional objectives and effort put forth by the teacher must become more complex. This means that the teacher must integrate higher order pedagogical (teaching) interventions and utilize learning objectives that are coincident with the analysis, synthesis, and evaluation levels of "knowing."
Lower-levels (knowledge, comprehension, application) of "knowing" are associated with instructional objectives for traditional didactic or lecture-based courses.
Higher-level "knowing" or action verbs (analysis, synthesis, evaluation) are used in instructional objectives for applied learning settings such as laboratories, clinical environments, graduate level education, practicums, internships, fellowships, residencies, and the field.
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**There were changes made to Bloom's original taxonomy by Anderson et al. (2000). However, I espouse the original Bloom et al. (1956) taxonomy.
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