This document provides information on writing behavioral objectives according to Bloom's Taxonomy. It discusses the domains of learning - cognitive, affective, and psychomotor. The cognitive domain focuses on knowledge and thinking skills. Bloom's Taxonomy outlines six levels of complexity within this domain from basic recall to higher-order thinking. The affective domain addresses attitudes and values. The psychomotor domain involves physical skills ranging from reflexes to complex coordinated movements. Guidelines are provided for writing clear, measurable behavioral objectives using action verbs from each domain.

1. Writing Behavioral
Objectives
(Taxonomy of
educational objectives)

2. Learning and Teaching
• Learning
– Learning is a process through
which a person acquires new
Knowledge, Skill or Attitude.
– The result of learning is “Change
in Behavior” of a person.
• Teaching
– Teaching involves live human
interaction between a teacher and
one or more learners.

3. Information and Instruction
• Information
– The aim of information is to
officially tell someone something
• Instruction
– The aim of instruction is to
change the behavior of a person
• Behavior refers to any
observable activity performed
by a person

4. Goals vs. Objectives
• Goals
– Goals are broad statements of intent
that provide focus or vision for
planning.
– A statement that describes in broad
terms what the learner will do.
• They are:
– Non-specific
– Unclear
– Non-measurable
– Usually cannot be attained.

5. Goals vs. Objectives
• Objectives
– Much more specific than a goal
– Meant to be realistic targets for the
program or project.
– Help you focus your program
– Written in an active tense and use
strong verbs like:
– Plan, write, conduct, produce, etc
• Rather than:
– learn, understand, feel

6. Objectives
• There are a number of
approaches to writing objectives:
• Mager – Behavioral objectives
• Gronlund – General / specific
objectives
• Eisner – Expressive objectives

7. Behavioral Objectives-Definition
• A statement in specific
and measurable terms
that describes what
the learner will know
or be able to do.

8. Effective Behavioral Objectives
• Consistent with the goals of the
curriculum
• Clearly stated
• Clearly measurable
• Realistic and doable
• Appropriate for the level of the
learner/achievable
• Worthwhile
• SMART/SMARTER (George T. Doran)

9. Why Are Behavioral Objectives
Important?
• Communication tool
– Teacher should be able to tell all
who are interested what students
will learn from instruction
– NOTE: Teacher must first see
ends (objectives) of his/her own
instruction
• Objectives stated behaviorally
communicate better than non-
behaviorally stated objectives.

10. What is the Purpose of Behavioral
Objectives?
• Guide for the teacher
• Guide for learner
• Basis for dialogue
• Basis for evaluation
• Makes curriculum explicit
• Makes curriculum
analysis/evaluation possible

11. Components of Behavioral
Objectives
• Audience: For whom is the objective
written? student, class, school
• Behavior: What must the student do to
demonstrate mastery? Identify, circle,
list…
• Condition: Under what condition will they
demonstrate this understanding? Given a
paragraph, While reading a story, On a
multiple choice test
• Degree of proficiency: How much should
they know to be proficient? 100%, 3 out of
4, at lest half.

12. Example
• Given a list of the first 100
numbers arranged in ascending
order (conditions), the student
will circle (verb) at least nine
prime numbers (criteria).

13. Guidelines for Behavioral Objectives in
the Cognitive Domain
• State each objective in terms of
student performance rather than
teacher performance.
• State each objective as a learning
product (outcome or terminal
behavior) rather than in terms of the
learning process.
• State only one outcome or behavior in
each objective.
• Make objectives clear, brief and
unambiguous.
• Do not include trivial objectives.

14. Guidelines for Behavioral Objectives in
the Cognitive Domain
• When building objectives, think:
"At the end of the lesson the
student will be able to……"
• Good Objectives tell
students what they are
expected to know and what
they are to be able to do.

15. Vague Verbs
• Unacceptable
• Replace with more specific
verbs
• Example
– Vague: understand, know, or learn
about
– Specific: list, identify, state,
describe, define, solve, compare &
contrast, operate

16. Tips About Word Choice
• Use "doing words"
– Words which describe a
performance (e.g., identify)
– Words that can be observed and
measured
• Words to avoid
– Those that describe abstract states
of being (e.g., know)
– Words that are difficult to observe
or measure

17. Do Not Use Any of These!
• Understand
• Appreciate
• Be aware of
• Have faith in
• Really understand
• Become Familiar with
• Grasp the significance of
• Know
• Learn
• Enjoy
• Believe
Why not use these? Because they are open to
several interpretations and are not measurable!!!

18. EXAMPLES OF OBJECTIVES
On completion of the study of this Unit the learner will be able:
1. To comprehend the nature of Viral diseases
2. To define Virus (K)
3. To explain the origin of Viruses on the basis of “Regressive
theory” (C)
4. To list the four characteristic features of Viruses (K)
5. To define virulent cycle (K)
6. To give an example for (i) Spherical virus and (ii) Tadpole
shaped Virus (C)
7. To describe the shape and general structure of Viruses (C)
8. To name three Viral diseases in plants (K)
9. To describe the structure of HIV (C)
10. To explain the multiplication of T4 bacteriophage with
labeled sketches (C&Sk)
11. To describe any three Viral diseases in Human beings and
methods of preventing them (C)

19. Conclusion
• Well-written learning objectives
are at the heart of any lesson
plan
• Before you begin to write an
objective, spend a little time
thinking about what you are
describing, and remember to
make the student behavior
observable.

20. Our Objectives Today….
• List and describe the three
domains of learning
• List and provide an example
of the levels of Bloom’s
Taxonomy
• Paper 834

21. Descartes Moment
• What do you know about the
three domains of learning?
• What do you know about
Bloom’s Taxonomy?
• Where will WE use this
information later?

22. What is a Taxonomy?
• What do you think of when you
hear the word Taxonomy?
• Taxonomy is the practice and
science of classification.
– Phylum, Class, Order, Family,
Genus, Species, Variety

23. The Three DOMAINS

24. The Three DOMAINS

25. TAXONOMY OF
EDUCATIONAL OBJECTIVES
• The three domains are in a
hierarchical order
1. Cognitive Domain (Thinking)
2. Affective Domain (Feeling and
Attitudes)
3. Psychomotor Domain (Acting
or Doing)

26. TAXONOMY OF
EDUCATIONAL OBJECTIVES
Knowledge
(HEAD)
Cognitive
Domain
Affective
domain
Attitudes
(HEART)
Skills
(HANDS)
Psychomotor
Domain

27. Bloom’s Taxonomy
• Cognitive Domain
– Bloom (1956)
– Six ascending levels of
complexity
– Helps teachers develop
objectives that guide day-to-
day instruction
– Provide a structure for writing
text questions and evaluating
student progress

28. Cognitive Domain
• Hierarchical order of the categories in the
cognitive domain
Application
Analysis
Synthesis
Evaluation
Knowledge
Comprehension

29. Cognitive Domain
• A mnemonic device for
remembering the six levels:
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Killing
Cats
Almost
Always
Seems
Evil.

30. Cognitive Domain
• Knowledge
– Remembering previously learned
material
• Specifics, Facts, Trends,
Criteria, Principles, Methodology
– Student recalls or recognizes
information, ideas, and principles in
the approximate form in which they
were learned.
– Write, List, Label, Name, State, Define
– The student will define the 6 levels
of Bloom's taxonomy of the
cognitive domain.

31. Cognitive Domain
• Comprehension
– Grasping the meaning of material
• Translation, Interpretation,
Extrapolation
– Student translates, comprehends,
or interprets information based on
prior learning.
– Explain, Summarize, Paraphrase,
Describe, Illustrate
– The student will explain the
purpose of Bloom's taxonomy of
the cognitive domain.

32. Cognitive Domain
• Application
– This refers to the ability to use learned
material in new and concrete
situations.
– Include application of rules, methods,
concepts, principles, laws and theories
and solving of problems.
– Use, Compute, Solve,
Demonstrate, Apply, Construct
– The student will write an
instructional objective for each
level of Bloom's taxonomy.

33. Cognitive Domain
• Analysis
– Breaking down material into its parts
– Student distinguishes, classifies,
and relates the assumptions,
hypotheses, evidence, or structure
of a statement or question.
– Analyze, Categorize, Compare,
Contrast, Separate
– The student will compare and
contrast the cognitive and
affective domains.

34. Cognitive Domain
• Synthesis
– Putting parts together into a whole
– Student originates, integrates, and
combines ideas into a product, plan
or proposal that is new to him or her.
– Create, Design, Hypothesize, Invent,
Develop
– The student will design a
classification scheme for writing
educational objectives that
combines the cognitive, affective,
and psychomotor domains.

35. Cognitive Domain
• Evaluation
– Judging the value of a thing for a
given purpose using definite criteria
– Student appraises, assesses, or
critiques on a basis of specific
standards and criteria.
– Judge, Recommend, Critique, Justify
– The student will judge the
effectiveness of writing objectives
using Bloom's taxonomy.

36. Old Bloom’s vs. New Bloom’s

37. The Affective Domain
• Krathwohl (1956). The affective domain
addresses the acquisition of attitudes
and values. Contains five levels that can
be remembered by the following
mnemonic device:
Regular
Rude
Vices
Offend
Christ.
Receiving
Responding
Valuing
Organization
Characterization

38. The Affective Domain

39. The Affective Domain
• Receiving:
– Student is aware of or attending to
something in the environment.
• Responding:
– Students displays some new
behavior as a result of experiences
and responds to the experiences.
• Valuing:
– Students displays definite
involvement or commitment toward
some experience.

40. The Affective Domain
• Organization:
– Student has integrated a new value
into his or her general set of values
and can give it its proper place in a
priority system.
• Characterization by value:
– Students acts consistently
according to the value and is firmly
committed to the experience.

41. Psychomotor Domain
• Anita J. Harrow (1972)
• This taxonomy is organized according
to the degree of coordination from
involuntary responses to refined
learned capabilities:
– Reflex Movements
– Basic Fundamental Movement
– Perceptual Abilities
– Physical Abilities
– Skilled Movements
– Non-discursive Communication

42. Psychomotor Domain

43. Psychomotor Domain
• Reflex Movements
– Automatic reactions
• Basic Fundamental Movement
– Simple movements that can build to
more complex sets of movements.
• Perceptual Abilities
– Environmental cues that allow one to
adjust movements.
• Physical Abilities
– Things requiring endurance, strength,
vigor, and agility.

44. Psychomotor Domain
• Skilled Movements
– Activities where a level of efficiency
is achieved.
• Non-discursive Communication
– Expressive movement, body
language.

45. THANK YOU