Toward facilitation of behavioral objectives in speech communication

Abstract

Two problems associated with the development of behavioral objectives in speech communication are analyzed with suggestions for solutions. The problem of translating existing instructional goals into behavioral goals is approached by emphasizing the behavioral nature of judgments the teacher has previously made. The problem of abstract analytic and affective goals is approached by leaving behavioral descriptions abstract, but exemplifying them with concrete, often contradictory, examples. It is argued that both student creativity and independent judgment is enhanced through such procedures.