Stating Objectives
Stating Objectives
A well-chosen objective is still useless if it is worded badly. This chapter works through four ways of stating objectives, three of which fail for the same reason: they leave out either what the learner should do or what they should do it with. The fourth, naming both a behavior and its content, is the one that can actually guide a curriculum, and it leads to a simple two-dimensional chart.
The first two ways of stating objectives, as teacher activities or as topics and content, and why each leaves a curriculum without direction
The third way, stating objectives as general behaviors like critical thinking, and why behavior without content is not enough
The most useful form: an objective that names both the behavior to develop and the content or area of life where it applies
How a behavior-by-content grid lays out objectives clearly and gives a curriculum maker criteria for every later decision
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Last updated on • Talha