Instructional Objectives
Prior to reading this chapter I had never thought about the different kinds of objectives. I just made sure that the objectives were measurable. Reading through the chapter it seems that my objectives generally fall into either the cognitive or psychomotor domains. This is probably because the affective domain objectives are harder to observe and measure. There are often times when I may want to write an affective objective but I do not spend enough time with a student to truly observe the results since I only see them for an hour or two a week.
Reading through "Classifying Objectives" it states that by classifying the objective it helps to identify instructional strategies. I don't see this very clearly. To me a strategy tells me how to stand there and teach, use the computer etc. Obviously, knowing what kind of a behavior I want the student to perform, helps somewhat but I don't think it shows the best way to teach. For example the objective to answer the phone and correctly identify self and company could be dealt with in several ways. I could tell the person to just do it this way. I cold give them a card to read when answering the phone. I could show a video of the proper way to answer the phone or I could hold a practice session. Knowing that it is a speech goal doesn't truly tell me a strategy.
Cheryl Briggs October 22, 2001