This document summarizes key points from a lecture on instructional objectives. It discusses the three domains of learning objectives: cognitive, affective, and psychomotor. For each domain, it describes the taxonomy developed by Bloom and others to categorize learning objectives. It provides examples of objectives written for each domain, as well as verbs commonly used. The document emphasizes that writing clear, measurable objectives is important for planning effective instruction aligned with intended learning outcomes.

1. ED 1203
INTRODUCTION TO TEACHING
LECTURE FIVE
UMAYRA M. SAID

2. OUTLINE
PLANNING AND PREPARATION FORTEACHING
Instructional Objectives:
– How to state objectives in:
• Cognitive domain
• Affective domain
• Psychomotor domain

3. CLASSIFYING INSTRUCTIONAL OBJECTIVES
• The classification of learning objectives was developed
by a team led by Benjamin Bloom in the 1950s.
• Three domains were addressed and for each taxonomy of
abilities, emotions and skills were developed.
• Taxonomies of learning objectives learning are used to
categorise goals for student learning.
• Taxonomies are based on the assumption that different
types of objectives are learned through different mental
processes.

4. INSRUCTIONAL OBECTIVES
TAXONOMIES
• The Cognitive Domain which is concerned
with mental or intellectual skills and abilities
• The Affective Domain which is concerned
with feelings, values and attitudes
• The Psychomotor Domain which is
concerned with physical skills

5. Cognitive Domain
• Bloom’s taxonomy of the cognitive domain is perhaps
the best known and most widely used.
• It lists a person’s observable and unobservable
intellectual abilities such as comprehending
information, organising ideas, and evaluating
information and actions.
• Bloom and his associated classified cognitive learnings
in 6 major categories: knowledge, comprehension,
application, analysis, synthesis and evaluation (see
Table that follows)

6. Knowledge
Comprehension
Application
Analysis
Synthesis Evaluation
Creative Thinking Critical Thinking
Research over the last 40 years has confirmed the taxonomy as
a hierarchy, with the exception of the last two levels. It is
uncertain whether synthesis and evaluation should be
reversed, or whether synthesis and evaluation are at the same
level of difficulty, but use different cognitive processes.
Cognitive Domain Levels

7. Cognitive Domain Levels
Level Description Verbs Objective
Knowledge To recall or recognize information
in some pre-arranged form.
Define
List
Define levels of
cognitive domain.
Comprehen-
sion
To understand meaning of
information based on prior
learning.
Describe
Explain
Interpret
Explain purpose of
cognitive domain.
Application To utilize information to complete
a task with limited direction.
Compute
Solve
Use
Write objective for
levels of cognitive
domain.
Analysis To classify and relate assumptions
or evidence.
Contrast
Examine
Compare cognitive &
affective domains.
Synthesis To integrate or combine ideas into
a new product or plan.
Design
Develop
Organize
Design way to write
objectives that
combines 3 domains.
Evaluation Critique idea based on specific
standards and criteria.
Appraise
Judge
Justify
Judge effectiveness of
writing objectives
using taxonomy.

8. Objectives Related to the Cognitive
Domain
• Cognitive Domain:
– The student will be able to determine the five
stages of curriculum development.
– The student will be able to describe protein
folding and its relation to protein function.
– The student will be able to define stress and
discuss typical neurobiological and behavioral
responses to stress and their implications for
physical and mental functioning.

9. Bloom's Revised Taxonomy
9

10. Bloom's Revised Taxonomy
Level Description Verbs Objective
Remembering Recall previous learned
information.
defines, describes,
identifies,
Recite a policy.
Understanding Comprehending the
meaning of problems.
comprehends,
converts, defends,
Rewrites the principles of
test writing
Applying Use a concept in a new
situation
applies, changes,
computes,
Use a manual to
calculate time
Analyzing Distinguishes between
facts and inferences.
analyzes, breaks
down, compares,
contrasts, diagram
Recognize logical
fallacies in reasoning
Evaluating Make judgments about
the value of ideas or
materials.
appraises, compares,
concludes,
Select the most effective
solution
Creating Builds a structure or
pattern from diverse
elements
categorizes,
combines, compiles,
Design a machine to
perform a specific task.
10

11. Affective Domain
• the affective domain was developed in 1964
• The affective domain relates to the manner in
which we deal with things involving our
emotions; such as our feelings, our values,
how we appreciate something, our
enthusiasm for something, what motivates us
to do something and our attitudes towards
something.

12. Affective Domain Levels
Level Description Verbs Objective
Receiving Being aware of, or attending to
something in the environment.
Listen
Notice
Tolerate
Listen attentively to
badminton
introduction.
Responding Showing some new behavior as
a result of experience.
Comply
Enjoy
Follow
Voluntarily help set
up badminton nets.
Valuing Showing some definite
involvement or commitment.
Carry out
Express
Attend optional
badminton match.
Organization Integrating a new value into
one's general set of values
relative to other priorities.
Choose
Consider
Prefer
Purchase own
badminton racket.
Characterization Acting consistently with the
new value; person is known by
the value.
Act on
Depict
Exemplify
Join intramurals to
play badminton twice
per week.

13. Objectives Related to the Affective
Domain
• Affective Domain:
– Interact with others with honesty, civility, and
respect.
– The student will be able to maintain composure
when dealing with hostile and difficult patients.
– By the end of the HIV curriculum, all residents
will have identified their attitudes and beliefs
regarding HIV patients.

14. Psychomotor Domain
• The psychomotor domain is less known
compared to the other two taxonomies
• The psychomotor domain involves physical
movement, coordination and use of the
motor-skill areas.
• Development of these skills require practice
and is measured in terms of speed, precision,
distance, procedures, or techniques in
execution.

15. Psychomotor Domain Levels
Level Description Verbs Objective
Perceiving Recognizing movement
position or pattern.
Listen
Observe
Discover headstand
movement principles.
Patterning Reproducing movement
position or pattern.
Imitate
Practice
Perform headstand
following modeling.
Accommodating Using or modifying
movement position or pattern.
Adjust
Modify
Use headstand in
routine.
Refining Demonstrating efficient
control in performing pattern.
Improve
Master
Perform headstand
with pointed toes.
Varying Performing movement pattern
in different ways.
Design
Develop
Perform headstand in
three positions.
Improvising Originating novel movement
or movement combinations.
Construct
Invent
Combine headstand
with new skill.
Composing Creating unique movement
pattern.
Create
Invent
Create floor exercise
routine.

16. CAN YOU ANSWER THESE?
• How are objectives different from goals and
course descriptions?
• Give examples of measurable objective
statements.
• What are some advantages of well written
instructional objectives?

17. END OF LECTURE FIVE
THANK YOU FOR LISTENING