Using Behavioral Objectives to Describe Classroom Goals Sometimes Results in a Lengthy

Multiple Choice

Using behavioral objectives to describe classroom goals sometimes results in a lengthy list of seemingly trivial behaviors. In such situations, which one of the following is, according to the textbook, an acceptable alternative?

A) Constructing a small list of abstract objectives, giving examples of behaviors that reflect each one.
B) Foregoing instructional objectives when a teacher wants to focus on higher-level skills.
C) Constructing a mixture of behavioral and nonbehavioral objectives.
D) Emphasizing higher-level rather than lower-level skills.