This monograph offers concise suggestions for drawing up instructional objectives. The essential elements of a well written instructional objective are outlined and a discussion is presented on writing instructional objectives in three major domains of learning: cognitive, affective, and psychomotor. It is emphasized that an instructional…

This paper addresses the lack of a clear definition in the educational profession of such key terms as philosophies, goals, and objectives. Accordingly, a clear rationale and definition is proposed for each of these terms, along with examples illustrating their appropriate use. An educational philosophy is defined as a statement of motivating…

The goal of this K-8 social studies curriculum guide is to ensure instructional consistency at each grade level and sequential growth in content and process skills. Within the K-6 grade levels, the curriculum objectives are itemized under the discipline areas of geography, history, cultures/ethnicity, citizenship/government, economics, and…

Guidelines developed by the Section on Anatomical Sciences of the American Association for Dental Schools are presented. These guidelines were drawn up as an effort to provide a general criterion-referenced standard against which a school can measure its course content in histology. (MLW)

The social studies core curriculum presented in this guide represents those standards of learning that are essential for all grade 7-12 students in the state of Utah. For each secondary social studies course, core standards are established, as well as the objectives that should be used to meet the standards. The following courses are covered for…

Designed to assist community college instructors in the development of objectives for a course or program, this guidebook applies Bloom's Cognitive Taxonomy to the process of writing objectives. First, a short preface underscores the importance of instructional objectives in the design and delivery of education. Next, part I provides a pre-test on…

States that a major source of frustration for the second language teacher is the difficulty of bridging the gap between the formal aspects of language and the exploitation of the language in authentic situations. Suggests steps that can be taken to overcome the problem and to meet students' expectations. (MES)

Developed for newly appointed or experienced college instructors, this monograph presents a process for specifying instructional objectives. After chapter 1 provides background on the process of writing learning objectives, chapter 2 defines the terms, "goals,""objectives,""instruction," and "learning." Chapter 3 provides the instructor with a…

This document is a decision-making tool on the instructional process in Mississippi. It attempts to standardize curriculum content by identifying core skills that must be included in subject areas in kindergarten through grade 12. Subjects covered are reading, English/language arts, mathematics, art, computer education, foreign languages, health…

After discussing the advantages and limitations of behavioral instructional objectives, recommends the use of "specified encounters" to complement those activities for which behavioral objectives can be specified. Describes these encounters as planned events with outcomes which vary with the individual. (AYC)

This curriculum guide covers the objectives for grades 9-12 social studies classes in civics (grade 9), U.S. history after 1865 (grade 11), and government and economics (grade 12). The skill levels to be obtained are itemized under "Skills for High School," and include reading skills, study skills, reference and information search…

This guide is intended for teachers who want to learn more about educational design of college courses. Chapter 1 identifies various pressures for change in designing courses and urges creation of conditions that foster deep learning. Chapter 2 examines various models of the course design process. Chapter 3 discusses beliefs, values and ideologies…

The California Education Code requires school boards to "establish standards of expected pupil achievement at each grade level in each area of study" and to consider student progress when evaluating teachers. The guidelines in this document have been prepared to help superintendents, principals, and teachers take steps to meet these…

The development of an instructional package for use with selected readings in a cultural anthropology course at the College of Marin is outlined in this paper. Introductory material indicates that an effort was made to create a learning package based on formal objectives spanning the readings in the course text, to respond to student needs, and to…

Based on a National Council for the Social Studies position statement on the essentials of social studies, a rationale for teaching about religions in the social studies is presented. The author's rationale includes the following points: (1) that knowledge about religion is not only characteristic of an educated person but also necessary for…