Intructional Objectives against the following Criteria

1. Written in terms of student performance
2. observable by one or more of the five senses
3.Specific enough to be meaningful?
4. Valid in relation (i.e., relevant) to the major objective or goal
5. Measurable in terms of (a) level of performance and (b) condition under which the performance is to take place?
6. Sequential in relation to the prior and subsequent objective
7. Relevant to the students experience?
8. Attainable within the same period allotted?
9. Challenging to each individual student?
10. acceptable to the societies of which the student is a member? (Tuckman, 1975)

Categorization Of Instructional Objective

There are various ways of categorizing instructional objectives, whether for an entire program (i.e., science program, math program, social studies program, etc.)or for individual class instruction.the example of how objectives instruction of a modern school science program are categorize.

Conceptual Objectives

To develop an awareness and understanding of scientific concepts,principles, and generalizations so that the student is able to do the following:

Classify objectives of the natural world into orderly arrangement according to known and observe characteristics
Explain the continual changes in the natural world and cite evidence of process of change
Identify common examples of the change of state of matter and explain the composition of matter in terms of particles which are in constant motion
Explain common examples of energy transfer based on the knowledge that energy exists in a variety of convertible forms
Describe the condition of ecological balance and its importance to various life forms including homo sapiens
Explain fundamental differences between living and non-living forms, and describe characteristics of simple and more complex life form

Process Objectives

To develop a functional competency with the procedures of scientific inquiry so that the student is able to do the following:
Observe and classify natural phenomena with care and objectivity
Form and test hypotheses relating to counterintuitive observations and discripant events
Make predictions and generalizations about objects and events of the natural world
Develop creative designs for solving problems, answering question,and testing hypothesis through experimentation, field study, use of references, and other mens of investigation

Skills Objectives

To develop the functional competency with the tools of science so that the student is able to do the following:

Use common laboratory apparatus in scientific investigation
Measure and record scientific phenomena with precision and understanding
Employ appropriate quantitative methods to record and interpret data derived from scientific investigation
Accurately report the results of scientific investigation
Accurately report the results of scientific investigation orally and in writing

Affective Objectives

To develop a view of science which helps the student to do the following:

Recognize that learning and satisfying curiosity about the natural world is a fundamental human inclination
Recognize the social relevance and application of scientific knowlendge and put inquiry processes to use in everyday living
Demonstrate a growing awareness of and sensitivity to environmental problems and ways in which they maybe handled
Describe relationships between the quality of human life, other living things, and the environment (MIchaelis et al.,1975).

Piaget's Stages of Cognitive Development

Stage 1. Sensori-motor stage. The first stage corresponds from birth to infancy. This is the stage when the child who is initially reflexive in grsping, sucking and reaching becomes more organized in his movement and activity.

Stage 2. Pre-operational stage. The preoperational stage covers from about two to seven years old, roughly corresponding to the preschool years. Intelligence at this stage is intuitive in nature.

Stage 3. Concrete-Operational Stage. This stage is characterized by the ability of the child to think logically by only interms of concrete objects.this covers approximately the ages between 8-11 years or the elementary school years.

Stage 4. Formal Operational Stage. In the final stage of formal operations covering ages between 12 and 15 years, thinking becomes more logical.they can now solve abstract problems and can hypothesize.

Metacognition and Development

Researches such as that of Fang and Cox showed that metacognitive awareness was evident in preschoolers and n students as young as eight years old.Children already may have the capacity to be more aware and reflective of their own learnng.

Below are examples of teaching strategies to develop metacognition:

^ Have student have monitor their own learning a nd thinking( examle: have student monitor a peer's learning/thinking/behaving in dyad)
^ Have students learn study strategies (e.g., SQ3R, SQ4R).
^Have students make predictions about information to be presented next based on what they have read.
^ Have student relate ideas to existing knowledge structures. (mportant to have relevant knowledge structures well learn).
^ Have students develop questions; ( Have you asked a good question today?)
^ Help students to know when to ask to help. ( must be able to self monitor; require the students to know how they have attempted to deal with the problem with their own).
^ Show students how to transfer knowledge, attitudes,values, skills to other situation or tasks.

Intructional Materials

Principles:

1.) All intructional materials are aids to instruction. They do not replace the teacher.
2.) Choose the intructional ,material that best suits your intructional objectives.
3.) If possible, use a variety of tools.
4.) Check out your intructional material before class starts to be sure it is workng properly.
5.) For results, abide by the general utilization guide on the use of media given below:
* Learn how to use the intructional materials.
* Prepare intruductory remarks, questions or initial comments you need.
* Provide a conducive environment.
* Explain the objective of the lesson.
* Stress what is to be watched or lestened carefully.
* State what they will be expected to do with the information they will learn.
* There is a need to summarize or review the experience.

Factors for technology Selection

1.) Practicality
2.) Appropriateness in relation to the learners
3.) Activity/suitability
4.) Objective-matching

The Primary Roles of Educational Technology in Delivering in School curriculum's intructional program have been identified:

* Upgrading the quality of teaching-learning-in schools
* Increasing the capability of the teacher to effectively inculcate learning, and for students to gain mastery of lessons and courses
* Broadening the delivery of education outside schools through non-traditional approaches to formal and informal learning to adult learners
* Revolunizing the use of technology to boost educational paradigm shifts that give importance to student-centered and holistic learning

Curriculum from Different Points of View

Traditional Points of View of curriculum - Curriculum is that it is body of subjects or subject matter prepared by the teachers for the students to learn. it was synonymous to the course study.and syllabus.
Robert m. Hutchins views curriculum as permanent studies where the rules of grammar, reading, rhetoric and logic and mathematics for basic education are emphasized.

Progressive Points of View of Curriculum - On the other hand, to the progressivist, a listing of school subjects, syllabi, course of study, and list of courses or specific discipline do not make a curriculum. This can only called a curriculum if the written materials are actualized by the learner. Broadly speaking , curriculum is defined as the total learning experiences of the individual.