The Sufficiency of Different Approaches to Constructing Behavioral Objectives for the Improvement of Instruction.

Autor/inn/en	Smith, Richard B.; und weitere
Titel	The Sufficiency of Different Approaches to Constructing Behavioral Objectives for the Improvement of Instruction.
Quelle	, (17 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Affective Objectives; Behavioral Objectives; Behavioral Science Research; Classification; Cognitive Objectives; Conventional Instruction; Course Objectives; Creative Teaching; Educational Improvement; Educational Methods; Educational Objectives; Elementary Secondary Education; Evaluation; Instructional Improvement; Learning Experience; Models; Teacher Effectiveness; Teaching Methods + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Kognitives Lernziel; Creative thinking; Teaching; Kreatives Denken; Unterricht; Teaching improvement; Unterrichtsentwicklung; Educational method; Erziehungsmethode; Educational objective; Bildungsziel; Erziehungsziel; Evaluierung; Unterrichtsqualität; Lernerfahrung; Analogiemodell; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Ways of utilizing behavioral objectives to their best advantage are specified. The purpose of the study is to help educators improve instruction through examination of different approaches to constructing behavioral objectives. Classroom teachers have been convinced that behavioral objectives are "necessary" for the functioning of the "general model of instruction" and that the "general model of instruction" is "necessary" for the improvement of instruction. Five suggestions for properly constructing behavioral objectives are given: (1) making possible the more efficient attainment of the broad general goals of instruction; (2) making it possible for the teacher to use results of learning research in designing instructional experiences; (3) making it possible for the teacher to test hypotheses regarding the effectiveness of different learning experiences for the attainment of the objective; (4) making it possible for teachers to produce findings which can be generalized to facilitate the attainment of similar objectives; and (5) making it possible for the teacher to diagnose and remediate the learning difficulties encountered by students. References are included in the document. (Author/DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01