objective setting

1. OBJECTIVE
SETTING
Charmaine G. Gosim

2. Learning ojectives:
• After the end of the presentation, the group will be able
to:
- Critique an objective based on the SMART criteria

3. CURRICULUM GOALS
• Educational outcomes or terminal objectives
• Statement embraces teacher and learner’s actions and the
kinds of learning outcome anticipated

4. OBJECTIVES
• IMPORTANCE
 TYPES
> GENERAL
> SPECIFIC
 PARAMETER
SMART

6. Learning objective- analysis
• Student
• content

7. Learning objective- components
• Description- able to do / know
• By the end of this lesson, students will be able
• Condition- Under which the desired behaviour
performed
• Criteria- evaluation

8. Brown’s elements for sound ojective
• Subject (who?)
• Performance (what?)
• Condition (where? How much time? What resources?
• Measure (how?)
• Criterion (how well?)

9. BLOOMS’ TAXONOMY
• COGNITIVE DOMAIN
• AFFECTIVE DOMAIN
• PSYCHOMOTOR DOMAIN

10. COGNITIVE DOMAIN
• Involves knowledge and development of intellectual
skills (Bloom, 1995). This includes the recall or
recognition of specific facts procedural patterns, and
concepts that serve in the developments of
intellectual abilities and skills.

12. Knowledge
Knowledge of terminology or specific facts.
Knowledge is (here) defined as the remembering
(recalling) of appropriate, previously learned
information.
Source: Teaching and Resource Center at Berkeley; http://gsi.berkeley.edu/resources/writing/taxonomy.html

13. Comprehension
Grasping (understanding) the meaning of informational
materials.
Source: Teaching and Resource Center at Berkeley; http://gsi.berkeley.edu/resources/writing/taxonomy.html

14. Application
Using previously learned information in new and
concrete situations to solve problems that have single
or best answers.
Source: Teaching and Resource Center at Berkeley; http://gsi.berkeley.edu/resources/writing/taxonomy.html

15. Analysis
Breaking down informational materials into their
component parts, examining (and trying to understand the
organizational structure of) such information to develop
divergent conclusions by identifying motives or causes,
making inferences, and/or finding evidence to support
generalizations.
.
Source: Teaching and Resource Center at Berkeley; http://gsi.berkeley.edu/resources/writing/taxonomy.html

16. Synthesis
Creatively or divergently applying prior knowledge
and skills to produce a new or original whole.
Source: Teaching and Resource Center at Berkeley; http://gsi.berkeley.edu/resources/writing/taxonomy.html

17. Evaluation
Judging the value of material based on personal values or
opinions, resulting in an end product, with a given
purpose, without real right or wrong answers.
Source: Teaching and Resource Center at Berkeley; http://gsi.berkeley.edu/resources/writing/taxonomy.html

18. AFFECTIVE DOMAIN
• Includes the manner in which we deal with things
emotionally, such as feeling, values, appreciation,
enthusiasms, motivation, and attitudes. (Krathwohl,
Bloom, Masia, 1973)

19. Affective domain
Internalizing
values
organization
Valuing
Responding to phenomena
Receiving phenomena

20. Receiving phenomena
• Awareness, willingness to hear, selected attention

21. Responding to phenomena
• Active participation on the parts of learners. Attends
and react to a particular phenomenon.

22. valuing
• The worth or value a peron attache to a particular
object, phenomenon, or behavior.

23. organization
• Organizes values into priorities y contrasting
different values, resolving conflict between them and
creating a unique value system

24. Internalizng values (characterization)
• Has a value system that controls their bahavior

25. PSYCHOMOTOR DOMAIN
• Focuses on motor skills and perceptual processes.
• Includes physical movement, coordination and use of
motor skills.

26. Harrow’s taxonomy
Non-
discursive
communicati
on
Skilled
movements
Physical activities
Perceptual abilities
Fundamental movements
Reflex movements

27. DISADVANTAGES
–BROWN, 1995
• ASSOCIATION WITH BEHAVIORAL PSYCHOLOGY
• ISSUES WITH QUANTIFIABILITY
• TRIVIALIATION FO INSTRUCTIONS
• LIMITATIONS OF TEACHER’S FREEDOM
• INADEQUACY FOR EXPRESSION

28. ADVANTAGES- BROWN, 1995
• CONVERT PERCEIVED NEEDS INTO
TEACHING POINTS
• CLARIFY TEACHING POINTS
• DECIDE WHAT THEY WANT STUDENTS TO
BE ABLE TO DO
• DECIDE THE LEVEL OF SPECIFICITY FOR
TEACHING ACTIVITIES

29. ADVANTAGES –BROWN, 1995
• ASSESSMENTS TOOLS
• DEVELOPMENT OF TEACHING MATERIALS
• EVALUATION
• PROFESIONAL DEVELOPMENT

30. Alternative to ojectives
• A performance outline of tasks that lead to a
demonstrated mastery of skills that are necessary for
individuals to function proficiently in the society
which they live.

31. standards
• A clear definition of what is to e taught and what
kind of performance to be expected across the
school curriculum

32. practice

33. • Without notes or references, the students
should be able to list in order the steps in
giving bed bath with no mistakes.
.

34. • Given the values of two of the three
variables in IV fluid transfusion rate, the
students should be able to calculate the value
of the remaining variable 90% of the time