formulating goals and objectives

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formulating goals and objectives

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formulating goals and objectives

  1. 1. FORMULATING GOALS AND OBJECTIVES
  2. 2. THE TYLER MODEL BY: RALPH TYLER TYLER’S THREE SOURCES 1. STUDIES OF THE LEARNERS 2. STUDIES AND CONTEMPORARY LIFE OUTSIDE THE SCHOOL 3. SUGGESTIONS FROM SUBJECT SPECIALIST
  3. 3. TAXONOMY OF EDUCATIONAL OBJECTIVES 3 DOMAINS 1. COGNITVE DOMAINE (MENTAL) A. KNOWLEDGE B. COMPREHENTION C. APPLICATION D. ANALYSIS E. SYNTHESIS
  4. 4. 2. AFFECTIVE DOMAIN (APPRECIATION) A. RECEIVING B. RESPONDING C. VALUING D. ORGANIZATION E. CHARACTERIZATION 3. PSYCHOMOTOR DOMAIN (MOVEMENT) A. REFLIX MOVMENT B. FUNDAMENTAL MOVEMENT C.PERCEPTUAL ABILITIES D. PHYSICAL ABILITIES E. SKILLED MOVEMENT F. NON- DISCURCIVE COMMUNICATION
  5. 5. GENERAL OBJECTIVES AND SPECIFIC LEARNING OUTCOMES GRONLUND’S METHOD BY; NORMAN GRONLUND GRONLUND’S OBJECTIVES COINCIDE WITH PROGRAM (SUBJECT, GRADE) AND COURES LEVEL OBJECTIVES. ACCORDING TO HIM, TEACHERS START WITH GENERAL OBJECTIVES BECAUSE LEARNING IS TOO COMPLEX TO BE DESCRIBED IN TERMS OF SPECIFIC BEHAVIOR OR OUT COME.
  6. 6. SPECIFIC OBJECTIVES: MAGER’S METHOD BY: ROBERT MAGER HIS OBJECTIVES HAVE 3 COMPONENTS 1. BEHAVIOR OR PERFORMANCE 2. CONDITION 3. PROFICIENCY LEVEL OR CRITERIA
  7. 7. PERFORMANCE OBJECTIVES: GAGNE’S METHOD BY: ROBERT GAGNE FIVE CAPABILITIES THAT OVERLAPPING THE THREE DOMAINES OF TAXONOMY OF EDUCATIONAL OBJECTIVE NAMELY: 1. INTELLECTUAL SKILLS A. B. C. D. E. DISCRIMINATION CONCRETE CONCEPT DEFINE CONCEPT RULE HIGHER ORDER RULE (PROBLEM-SOLVING) 2. COGNITIVE STRATIGIES 3. INFORMATION 4. MOTOR SKILLS 5. ATTITUDE

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