To decide if an objective should be classified as a concept, consider several key factors: Does the objective meet the definition of a concept? How does it compare with examples of other concept objectives? What instructional strategy would be used to teach the objective, and does that strategy make sense? The answers to these questions, and more are provided by the topics below.
Definition of a Concept Objective
A concept has these characteristics:
A group of elements which share common characteristics and a common name
Each element possesses the unique set of characteristics common to the group
Is best explained by showing examples and non examples.
The group of elements may be objects, symbols, events or circumstances.
Examples of a Concept Objectives
Here are some examples of concept objectives:
•Classify animals as either mammal, amphibian, bird or reptile.
•Using the maps, photos and other information about a proposed property development site, designate the site as either suitable or unsuitable for development of a shopping center.
•Classify widgets as either acceptable or unacceptable based on the product quality specifications.
•Differentiate between audit findings and audit "recommendations".
Typical Action Verbs of Concept Objectives
Below is a list of action verbs commonly used with concept objectives:
Categorize |
Designate |
Evaluate |
Isolate |
Recognize |
Choose |
Differentiate |
Find |
Label |
Regroup |
Circle |
Discriminate |
Identify |
Mark |
Rename |
Classify |
Distinguish |
Indicate |
Match |
Select |
Instructional Benefits for Concept Objectives
Concepts are the basis of efficient communication and thought. What if there was no concept of "valve"? Every time the subject of controlling the flow of fluids in a pipe came up we would have to invent and explain at great length some device to carry out that function. If you"re told that something requires a valve, you already understand a great deal about the situation. The bulk of our productive work involves using and communicating commonly understood concepts.
Instructional Strategy of Concept Objectives
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Introduction to an objective: A Brief statement that orients the student to what is coming. It also serves as the "glue" that helps the lesson to flow from objective to objective. |
Objective: A precise definition of what the student will be capable of doing after the instruction has been completed. For concept objectives, the student will classify, categorize, recognize circumstances, identify situations, differentiate between, etc. |
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Main idea for a concept objective: Presents the critical characteristics shared by all members of the concept class. The characteristics are usually presented in a list. The list of characteristics is sufficient for a learner to determine whether or not an encountered object, symbol, event or circumstance fits the concept. The practice and tests will be based on the main idea. |
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Explanation of a concept: Describes each characteristics of the concept in more detail. Sometimes uses a specific example to highlight a critical characteristic. The explanation of a concept also points out common errors in deciding whether or not an object, symbol, event or circumstance are members of the concept class. |
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Examples and non-examples of the concept class: Presents examples that exhibit all critical characteristics of the concept, matched with an "non-example" that is similar or identical to the example in irrelevant characteristics, but lacks at least one of the critical characteristics. |
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Practice and feedback for a concept: Presents a series of instances that fits the concept, along with instances which do not. The student is required to apply the characteristics given in the main idea to determine which instances do represent the concept. Feedback explains why the answer was correct or incorrect according to the presence or absence of the characteristics. |
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