Module III methods/Strategies of Teaching History

3.3 
Self Assessment Exercise 
Select a topic of your choice and formulate 2 behavioural objectives. 
4.0 
Conclusion 
Putting a target by the teacher to the learner on behavioural objective is necessary in 
planning a teaching. The teacher is encouraged to think and plan in advance to see to the 
achievements of the set out objectives. For instance, the objective which says ‘student 
should be able to explain the role of Bashorun Gaha in the collapse of Oyo Empire”, 
indicates the subject matter involved (i.e. Bashorun Gaha) and the behaviour desired (i.e. 
explaining). Stating instructional objectives in this way ensures that the instructional plan not 
only covers all the essential materials (i.e. information, concepts, ideas, skills, and values) to 
be learned but also specifies the level of understanding (i.e. recall, interpretation, analysis, 
application and evaluation at which the material must be learned. 
5.0
Summary 
This unit has dealt extensively on the need to always state objectives behaviourally. Effort 
should always be made by teachers to state their objectives behaviourally for the benefits 
attached to such objectives are numerous to a teacher. It is believed that at the end of this unit 
you must have learned a new dimension involved in the teaching and learning processes. 
6.0 
Tutor Marked Assignment 
Itemize the characteristics of behavioural objectives.

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7.0 References/Further Readings
Ayot, H. O. (1979). New approach in history teaching in schools. Nairobi:Kenya
Literature Bureau.  
Garvey, B., & King, M. (1977). Models of history teaching in secondary schools. Oxford:
Oxford University Press. 
Ndubisi, F. A. (1981). Curriculum Objectives for Effective Teaching. Onitsha, Nigeria:
Africana Educational Publishers (Nig.) Ltd. 
Osokoya, I. O. (1996). Writing and teaching history: A guide to advanced study. Ibadan:
Oluseyi Press Ltd.
Mager, R. F. (1997). Preparing instructional objectives. Atlanta, GA: The Center for
Effective Performance 

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