formulating goals and objectives

1. FORMULATING
GOALS AND
OBJECTIVES

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. TAXONOMY OF EDUCATIONAL OBJECTIVES
3 DOMAINS
1. COGNITVE DOMAINE (MENTAL)
A. KNOWLEDGE
B. COMPREHENTION
C. APPLICATION
D. ANALYSIS
E. SYNTHESIS

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. 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. 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. 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