Promoting Child Development and Learning, Part 8

Question 1: Define behavioral objective.

Answer 1: A behavioral objective is a clear and unambiguous description of the expectations for the students that will set out which behaviors are acceptable and which behaviors are not. There are usually three parts of a behavioral objective: student behavior, conditions of performance, and performance criteria. Student behavior outlines the skill or knowledge that should be gained as well as the result that the students will be able to accomplish. The conditions of performance is under what circumstances or in what situation the students will be able to perform the behavior, such as in an oral presentation, or with note cards. Finally, performance criteria is how well the individual behavior is done, compared to a standard that is outlined to the students.

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Question 2: Describe how behavioral objectives appear in the cognitive, affective and psychomotor domains.

Answer 2: Cognitive Domain: These objectives will refer to intellectual learning and problem solving as the cognitive levels are knowledge, comprehension, application, analysis, synthesis and evaluation. Affective Domain: The affective domain refers to the emotional and value system of students. These are learned by receiving, responding, valuing, organizing, and characterizing a value. It could be an objective for students to be able to receive constructive criticism and to better their performance.Psychomotor Domain: This refers to movement characteristics and capabilities and could be used as a way for students to use different ways in order to present their information. It involves the use of motor skills, whether small or gross, and can add a three dimensional aspect to the way students learn.

Question 3: Describe what should be taken into consideration when making learner objectives.

Answer 3: Learner objectives should be specific and clear so that the student knows exactly what is expected. If the objectives are clear, then they should be able to be assessed in some way that can be quantified, such as giving a time limit to work on a project, or a page or word limit. As with this, the students should have some say as to whether or not the task is acceptable, so if possible, there should be some choice within the task so that the students will find the task doable and realistic. Having a time frame is also a good way to make sure that the task is realistic, and especially with longer projects, giving goals, such as writing five pages of a thirty page paper each week, can help students to structure their time more wisely.

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