The document discusses curriculum goals, objectives, and products. It defines curriculum goals as broad descriptions of educational purposes stated generally without specific criteria for achievement. Curriculum objectives are more specific and measurable. Curriculum products provide guidance for teaching and include curriculum guides, course of study outlines, syllabi, and resource units. The document also discusses Bloom's taxonomy of learning domains - cognitive, affective, and psychomotor - which progress from basic to more complex levels of learning.

1. CURRICULUM AND
INSTRUCTIONAL GOALS

2. FIX ME! I’M BROKEN!
1. It’s derived from the school’s philosophy of education.
• RRICUMULCU OALSG
2. The Lowest Level of Affective Domain
• RCIENEVGI
3. This Domain aims to develop the mental skills and the acquisition of
knowledge of the individual.
• MODIAN TIVECOGN
4. This domain is characterized by progressive levels of behaviors from
observation to mastery of a physical skill.
• SYPHCMOOTRO MODANI
5. Sensory cues guide motor activity.
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3. CURRICULUM GOALS, OBJECTIVES AND
PRODUCTS
CURRICULUM GOALS
• A broad descriptions of purposes or ends stated in general terms
without criteria of achievement or mastery. Curriculum aims or goals
relate to educational aims and philosophy. They are programmatic
and normally do not delineate the specific courses or specific items of
content. Typically they refer to the accomplishment of groups (e.g. All
learners, learners in general, most learners) rather than the
achievement of individual learners. They are broad enough to lead to
specific curriculum objectives.
• It’s derived from the school’s philosophy of education.
• Written on national basis.

4. CHARACTERISTICS OF CURRICULUM
GOALS
The following are some of the characteristics of curriculum goals.
• They relate to educational aims of philosophy
• They are programmes. Although they speak to one or more areas of the
curriculum, they do not delimit specific courses or specific items of
content.
• They refer to the accomplishments of a group i.e. All students in general,
most students rather than the achievement of individual students.
• They are always stated in general terms that provide directions for
curriculum development
• They are broad enough that lead to specific curriculum objectives.

5. • Curriculum objectives come from curriculum
goals.
• Curriculum objectives are defined as purpose
or end, stated in specific, measurable terms.
• Curriculum objectives provide opportunities for
evaluating the students’ achievements.
CURRICULUM OBJECTIVES

6. CHARACTERISTICS OF CURRICULUM OBJECTIVES
The following are some of the major characteristics of
curriculum objectives.
• They relate to the educational aims and philosophy
• They are practical in nature
• They refer to the achievement of groups and not individual
students.
• They are stated in specific measurable and behavioural terms
• They are refined statements from curriculum goals.

7. CURRICULUM PRODUCTS
• A document or set of documents usually providing
guidance for teachers and instructors on approaches and
procedures for a successful planning and implementation
of the curriculum at school, local or national level.
• A teaching aid with helpful suggestions minimal objectives
that students must master in the discipline.
• Suggest learning activities or teaching materials.
CURRICULUM GUIDES

8. 3 CURRICULUMGUIDE
FORMATS
1.THE COMPREHENSIVE
2.THE SEQUENCING
3.THE TEST-CODING
Peter Oliva (2001) has identified three typical formats for
curriculum guides, as described below:

9. 1. The Comprehensive Format
While there may be many “comprehensive” formats used, the one identified by
Oliva contains the following (for a particular grade level and subject area):
Introduction
Instructional Goals
Instructional Objectives
Learning Activities
Evaluation Techniques
Resources

10. 2. The Sequencing Format
Oliva (2001) notes that guides in this format:
•“specify behavioral objectives for each competency area
•indicate at what [grade level] each competency will be taught
•code objectives at each grade level as to whether they are
introduced (I), developed (D), mastered (M), reinforced (R), or
extended (E) at that level” (p. 581)

11. 3. The Test-Coding Format
Oliva (2001) concludes by noting the test-coding format
that:
•“lists objectives to be mastered by the learners at each
marking period of each grade level of a given discipline
•May use learning activities and additional resources.

12. Course of Study
• Detail plan for one
course.
• Includes content,
texts materials and
suggestion for how
to teach.
Syllabus
• Outlines of topics
to be covered in a
single course.
Resource Unit
• An arrangement of
materials and activities
around a particular
topic or problem.
• Provides teachers with
suggestions and
information.

13. DOMAINS OF LEARNING

14. • Initially developed between 1956 and 1972, the domains of
learning have received considerable contributions from
researchers and experts in the field of education.
• Learning can generally be categorized into three domains:
cognitive, affective, and psychomotor. Within each domain
are multiple levels of learning that progress from more basic,
surface-level learning to more complex, deeper-level
learning.
DOMAINS OF LEARNING

15. THREE DOMAINS OF LEARNING

16. COGNITIVE DOMAIN
• The cognitive domain aims to develop the mental skills
and the acquisition of knowledge of the individual.
• The cognitive domain encompasses of six categories
which include knowledge; comprehension; application;
analysis; synthesis; and evaluation.

17. Knowledge: the ability to recall data and/or information.
Example: A child recites the English alphabet.
Comprehension: the ability to understand the meaning of what is
known.
Example: A teacher explains a theory in his own words.
Application: the ability to utilize an abstraction or to use knowledge in a
new situation.
Example: A nurse intern applies what she learned in her Psychology
class when she talks to patients.
LEVELS OF LEARNINGIN
COGNITIVE DOMAIN

18. Analysis: the ability to differentiate facts and opinions.
Example: A lawyer was able to win over a case after recognizing logical fallacies
in the reasoning of the offender.
Synthesis: the ability to integrate different elements or concepts in order to form
a sound pattern or structure so a new meaning can be established.
Examples: A therapist combines yoga, biofeedback and support group therapy in
creating a care plan for his patient.
Evaluation: the ability to come up with judgments about the importance of
concepts.
Examples: A businessman selects the most efficient way of selling products.

19. AFFECTIVE DOMAIN
The affective domain is one of the three domains in Bloom’s
Taxonomy. It involves feelings, attitudes, and emotions. It
includes the ways in which people deal with external and
internal phenomenon emotionally, such as values,
enthusiasms, and motivations. This domain is categorized
into five levels, which include receiving, responding, valuing,
organization, and characterization. (ReResVOC)

20. LEVELS OF LEARNING IN THE AFFECTIVE
DOMAIN
Receiving – The Lowest level of the Affective Domain.
Responding – Involves actively participating.
Ex. Participation in Class discussion.
Example of Objective: At the end of this lesson, the learners must have
participated actively in class discussion.
Valuing – Defined as the ability to judge the worth or value of something.
Ex. Expressing convictions or beliefs about the democracy.
Example of Objective: At the end of the lesson, the learners must have shared
their views and ideas about various issues raised in class.
Organization – Organizes values into priorities by contrasting different values.
Ex. Accepting responsibility for one’s behaviour.
Characterizing – Internalizing the values.
Ex. Show self reliance when working independently.

21. • Psychomotor domain (Simpson, 1972)
includes physical movement, coordination,
and use of the motor-skill areas.
Development of these skills requires
practice and is measured in terms of speed,
precision, distance, procedures, or
techniques in execution.
• This domain is characterized by progressive
levels of behaviors from observation to
mastery of a physical skill. Several different
taxonomies exist.
PSYCHOMOTOR DOMAIN

22. Perception – Sensory cues guide motor activity.
Set – Mental, physical, and emotional dispositions that make one respond in a certain
way to a situation.
Guided Response – First attempts at a physical skill. Trial and error coupled with
practice lead to better performance.
Mechanism – The intermediate stage in learning a physical skill. Responses are
habitual with a medium level of assurance and proficiency.
Complex Overt Response – Complex movements are possible with a minimum of
wasted effort and a high level of assurance they will be successful.
Adaptation – Movements can be modified for special situations.
Origination – New movements can be created for special situations.