The document discusses learner-centered teaching, focusing on crafting goals, aims, objectives, and outcomes for educational purposes, including the importance of clear learning objectives. It explains the revised Bloom's taxonomy, detailing the six levels of cognitive processes and their relevance for educators in developing effective teaching strategies. Additionally, it outlines the structure of learning objectives using the ABCD method to ensure measurable outcomes and alignment with curricular standards.

2. • Introduction
• What is Crafting
Learner
• Centered Learning
Outcome
• Goals, Aims,
Objective, Outcomes
• Revised Bloom's
Taxonomy
• The ABCD of
Learning Outcomes

3. INTRODUCTION
TO LEARNER-CENTERED TEACHING

4. THE TEAM

5. •

6. CRAFTING
LEARNER

8. GOALS, AIMS,
OBJECTIVES AND
OUTCOMES

9. AIMS -Aims are general statements that
provide direction or intent to educational
action, it is usually written in amorphous
terms using words like learn, know,
understand, and appreciate and these are
not directly measurable. Aims may serve
as organizing principles of educational
and for more than one grade.

10. GOALS -Goals are statements of
educational intention which are
more specific than aims. Goals too
may encompass an entire program,
subject area, or multiple grade
levels.

11. -A learning objective is an outcome
statement that captures specifically
what knowledge, skills, attitudes
learners should be able to exhibit
following instruction.

12. -Learning outcomes are statements that
describe the knowledge or skills students
should acquire by the end of a particular
assignment, class, course, or program, and
help students understand why that knowledge
and those skills will be useful to them.

14. WHAT IS
BLOOM’S
TAXONOMY?

15. WHO REVISED
THE BLOOM’S
TAXONOMY?

16. LORIN ANDERSON DAVID KRATHWOFL

17. THE SIX LEVELS OF COGNITIVE
DOMAIN

18. REMEMBERING
Recognizing or recalling knowledge
from memory. Remembering is when
memory is used to produce or retrieve
definitions, facts, or lists, or to recite
previously learned information.

19. SECOND LEVEL:
UNDERSTANDING
Constructing meaning from different
types of functions be they written or
graphic messages or activities like
interpreting,exemplifying, classifying,
summarizing, inferring, comparing, or
explaining.

20. Carrying out or using a procedure through
executing, or implementing. Applying relates
to or refers to situations where learned
material is used through products like
models, presentations, interviews or
simulations.

21. FOURTH LEVEL:
ANALYZING
Breaking materials or concepts into parts,
determining how the parts relate to one
another or how they interrelate, or how
the parts relate to an overall structure or
purpose. Mental actions included in this
function are differentiating, organizing,
and attributing, as well as being able to
distinguish between the components or
parts.

22. EVALUATING
Making judgments based on criteria and
standards through checking and critiquing.
Critiques, recommendations, and reports
are some of the products that can be
created to demonstrate the processes of
evaluation.

23. CREATING
Putting elements together to form a
coherent or functional whole; reorganizing
elements into a new pattern or structure
through generating, planning, or producing.
Creating requires users to put parts
together in a new way, or synthesize parts
into something new and different creating
a new form or product.

24. WHY DO TEACHER
NEED TO USE
BLOOM’S
TAXONOMY?

25. WHY DID THEY
REVISED THE
BLOOM’S
TAXONOMY?

28. SCRAMBLE
WORDS

29. AUDIENCE
DENIEUAC

30. BEHAVIOR
HIRAVOBE

31. CONDITION
TONIDINOC

32. DEGREE
GEREDE

33. WHAT IS LEARNING OBJECTIVES?
• Learning objectives describe
what we want students to know
and be able to do by the end of a
course.

34. Why we Write Learning Objectives?
• We are teaching from a specific curriculum standards
that need to be addressed.
• Objectives describe exactly what the learners will
display upon completion of the lesson.
• Basis for selection of the strategies & media used.
• Basis for student learning expectations and
assessment

35. A (Audience)
• Who is the objective
for

36. B (Behaviour)
• Action verb representing the
behavior wanted

37. C (Conditions of
Performance)
• Learning materials
and environment

38. D (Degree of Accuracy)
• Specific information about
how you will determine
student mastery