Selecting Instructional Objectives, Considering in Review (Part 2)

Selecting Instructional Objectives, Considering in Review (Part 2)

Are the instructional objectives attainable by these particular students?
To answer this question, we need to consider the ability of the students and their cultural background. Is the student group gifted, average, or of low ability? Or do we have a heterogeneous group, ranging from gifted students to students who are nearly mentally retarded? Re some or all of the students from culturally disadvantaged home? The nature of the student group and their readiness for particular learning experiences are important considerations in formulating and selecting instructional objectives. Closely related concerns are the time allowed for the instruction and the facilities and teaching materials available. The development of thinking skills and changes in attitude, for example, are extremely time-consuming because they depend on the cumulative effect of a long series of learning experiences. Similarly, some outcomes (e.g., skill in the scientific method) may require special laboratory facilities and special teaching materials. We are not suggesting here that otherwise desirable instructional objectives be discarded, but simply that they may need to be modified to fit the student group and the instructional conditions under which they are to be achieved.

Are the instructional objectives in harmony with the philosophy of the school in which the instruction is to be given?
This would be an easy criterion to apply if each school had a clear statement of philosophy or a list of educational objectives to serve as a guide. Unfortunately, many schools do not. Thus, we must infer with outcomes are most valued in a particular school. If there appears to be an emphasis on independent work, self-discipline, freedom to explore new areas, and the democratic planning or activities, for example, these emphases should be reflected in the final list of instructional objectives. Similarly, if every teacher is expected to stress effective oral and written communication, thinking skills, and complex performance tasks, a broader range of instructional objectives will need to be included than might otherwise be the case. In short, your instructional objectives should be in harmony with the stated or implicit objectives of the total school program.