Duiding Principle in Determining and Formulating Learning Objectives

1. OBJECTIVE-
RELATED
PRINCIPLE IN
TEACHING
PRESENTED BY:
Group I

2. “Goals are our guiding star.

3. Focus Questions:
• What are objective-related principle and their
implications to teaching?
• What are the three domains of learning?
• How do we write good lesson objectives?

5. 1. “Begin with the end mind”
• In the context of teaching, this means that we
must begin our lesson with clearly defined
lesson objective.

6. 2. Share lesson objective with students.
• Like a seminar that begins with a statement
purpose, our lesson ought to begin with a
statement and clarification of our lesson
objective.

7. 3. Lesson objectives must be in the two or
three domain – knowledge (cognitive), skill
(psychomotor) and values (affective)
• Our lesson maybe dominantly cognitive
psychomotor or affective.
• Dominantly cognitive - meant primarily for
knowledge acquisition and
• Dominantly psychomotor - intended for the
acquisition and honoring of skills.
• Affective domain - mainly focused on attitude
and value formation.

8. 4. Work on significant and relevant
lesson objectives.
• With our lesson
objective becoming our
students’ objective too,
our students will be
self-propelled as we
teach.

9. 5. Lesson objective must be aligned
with the aims of education as
embodied in the Philippine
Constitutions and on the vision-
mission statements of the educational
institution of which you are a part.

10. 6. Aim at the development of critical
and creative thinking.
• This is said more than
done. We need not go
into a laborious
research to be
convinced that the
development of
critical and creative
thinking is wanting in
classroom.

11. 7. For accountability of learning,
lesson objectives must be SMART
• When our lesson objective is SMART it is quite
easy to find out at the end of our lesson if we
attained our objective or not.

12. TAXONOMY OF

13. TAXONOMY OF OBJECTIVES
With educational taxonomy, learning is
classified into three domains namely: (1)
cognitive, (2) affective, (3) psychomotor or
behavioral.

14. Bloom’s Taxonomy of Cognitive
Domain
• Benjamin Bloom (1956) led his group in
coming up with the list of instructional
objectives in the cognitive domain.

15. Arranged from lowest to the highest
level, they are as follows:
• Knowledge or recall –
knowledge of
terminology and
conventions, trends and
sequences, classifications
and categories, criteria
and methodologies,
principles, theories, and
structures;

16. Comprehension – relate to translation,
interpretation, and extrapolation;

17. Application – use of abstraction in particular
situations;

18. Analysis – objectives relate to breaking a whole
into parts

19. Synthesis – putting parts together in a new form
such as a unique communication, a plan of
operation, and a set of abstract relations;

20. Evaluation – judging in terms of internal
evidence or logical consistency and external
evidence or consistency with facts developed
elsewhere;

22. Anderson’s Taxonomy of Cognitive
Domain
In the 1990’s, Anderson, Bloom’s former
student, together with a team of cognitive
psychologists revisited Bloom’s taxonomy in the
light of the 21st century skills. This led to
Anderson’s taxonomy in 2001.

23. Definition of Anderson’s Revised
Taxonomy
Definition Verbs
Remembering: Can the
student recall or
remember the
informatoion?
Define, duplicate, list
memorize, recall,
repeat, reproduce,
state

24. Definition of Anderson’s Revised
Taxonomy
Definition Verbs
Understanding: Can
the student explain
ideas or concept?
Classify, describe,
discuss, explain,
identify, locate,
recognize, report,
select, translate,
paraphrase

25. Definition of Anderson’s Revised
Taxonomy
Definition Verbs
Applying: Can the
student use the
information in a new
way?
Choose, demonstrate,
dramatize, employ,
illustrate interpret,
operate, schedule,
sketch, solve, use, write

26. Definition of Anderson’s Revised
Taxonomy
Definition Verbs
Analyzing: Can the
student distinguish
between the different
parts?
Appraise, compare,
contrast, criticize,
differentiate,
discriminate, distinguish,
examine, experiment,
question, test

27. Definition of Anderson’s Revised
Taxonomy
Definition Verbs
Evaluating: Can the
student justify a stand or
decision?
Appraise, argue, defend,
judge, select, support,
value, evaluate

28. Definition of Anderson’s Revised
Taxonomy
Definition Verbs
Evaluating: Can the
student create new
product or point of view?
Assemble, construct,
create, design, develop,
formulate, write

29. Krathwol’s Taxonomy of Affective
Domain
Krathwol’s affective learning is
demonstrated by behaviors indicating attitudes
of awareness, interest, and values of concern,
and responsibility, ability to listen and respond
in interactions with others, and ability to
demonstratethose attitudinal characteristics or
values which are appropriate to the test
situation and the field of study.

30. Krathwol’s Taxonomy of Objectives
Usually the Waterloo of teachers, is the
formulation of objectives in the affective domain.

31. Krathwol’s Taxonomy of Objectives in
the Affective Domain
Level What it is Learning
Outcomes
Verbs Sample
Objectives
Receiving Refers to the
learners
sensitivity to
the existence of
certain ideas,
material or
phenomena
and the
willingness to
particular
phenomena of
stimuli such as
classroom
activities etc.
Learning
outcomes in
this area range
from the simple
awareness that
a thing exists to
selective
attention on
the part of the
learner
Differentiates,
accepts, listens
(for) to
responds to
Asks, chooses,
identifies,
locates, points
to, sits erect,
etc.
Listens
attentively,
shows
sensitivity to
social
problems.

32. Level What it is Learning
Outcome/s
Verbs Sample
Objectives
Responding Is not only
being aware
of the
stimulus but
reacting and
responding
to the
stimulus.
Answers,
assists,
complies,
discusses,
helps,
performs,
practices,
presents,
heads,
reports,
writes, etc.
Examples of
objectives in
the
responding
level are e.g.
to contribute
to group
discussions
by asking
questions,
listen
attentively
during group
presentation
, …

33. Level What it is Learning
Outcome/s
Verbs Sample
Objectives
Valuing Is concerned
with the
worth or
value a
student
attaches to a
particular
object,
phenomeno
n, or
behavior.
This ranges
in degree
from the
simpler
acceptance
of a value to
the more
complex
level of
commitment
Desire to
improve
group skills
Assumes
responsibilit
y for the
effective
functioning
of the group

34. Level What it is Learning
Outcome/s
Verbs Sample
Objectives
Organizing Organization
is to relate
the value to
those
already held
and bring
into a
harmonious
and
internally
consistent
value system
or
philosophy.
Examples
are: to
discuss, to
theorize, to
formulate, to
balance, to
examine
To organize a
meeting
concerning a
neighborhoo
d’s housing
integration
plan

35. Level What it is Learning
Outcome/s
Verbs Sample
Objectives
Characteriza
tion
At this level,
the person
has held a
value system
that has
controlled
his behavior
for
sufficiently
long time
that a
characteristi
c “life style”
has been
developed.
Displays self
reliance in
working
independent
ly,
cooperates
in group
activities,
maintains
good health
habits

36. Anita Harlow’s Taxonomy of the
Psychomotor Domain
Anita Harlow (1972) did something parallel
to what Bloom and Krathwohl did for learning
objectives in the psychomotor domain.

37. Anita Harlow’s Taxonomy of the
Psychomotor Domain
Level Description Examples
Reflex movement
actions elicited
without
Learning in response
to some stimuli.
Flexion, extension,
stretch, postural
adjustments
Basic fundamental
movement
Inherent movement
patterns which are
formed by combining
of reflex
Pushing, pulling,
manipulating, e.g. to
run a 100-yard dash

38. Level Description Examples
Perceptual Abilities Perceptual refers to
interpretation of
various stimuli that
enable one to make
adjustments to the
environment. visual,
auditory, kinesthetic,
or tactile
discrimination.
Suggests cognitive as
well as psychomotor
behavior.
Coordinated
movements such as
jumping rope,
punting, or catching.

39. Level Description Examples
Physical Activities Require endurance,
strength, vigor, and
agility which produces
a sound, efficiently
functioning body
Examples are: all
activities which
require a) strenuous
effort for long periods
of time; b) muscular
exertion; c) a quick
wide range of motion
at the hip joints; and
d) a quick, precise
movements.
Skilled movements The result of the
acquisition of degree
of efficiency when
performing a complex
task
Skilled examples are:
all skilled activities
obvious in sports,
recreation, and dance

40. Level Description Examples
Non-discursive
communication
Is communications
through bodily
movements ranging
from posture to
gestures, creative
movement facial
expressions, act a part
in a play through
sophisticated
choreographics.
(Harlow 1972)
Examples include:
body postures,
gestures, and facial
expressions efficiently
executed in skilled
dance movement and
choreographics.

43. Precision – the highest level
of the psychomotor
taxonomy – students can
perform a skill accurately,
efficiently and effortlessly.
Automaticity – the ability to
perform a skill with
unconscious effort, has
developed, which then frees
the student to concentrate
on other elements of the
activity or game.

45. Levels Performance
Imitation Models skills
Manipulation Performs skills
independently
Precision Exhibit skills effortlessly
and automatically