Here is an example of a specific objective with the three elements identified: The pupils will be able to identify five parts of the human body (performance) when shown an anatomical diagram (condition) with 80% accuracy (criterion).

1. GENERAL AND SPECIFIC OBJECTIVES
Bloom’s Taxonomy
Cognitive Domain

2. GENERAL AND SPECIFIC OBJECTIVES
What are Objectives?
 Objectives are statements of what learners are
expected to do when instruction and /or course
have been completed.
 We therefore need to select suitable objectives for
the success of our lesson planning.
Types of objectives
 General Objectives
 Specific Objectives

3. GENERAL OBJECTIVES
 A general objective is an expected learning
outcome of instruction that is expressed or stated in
general terms to comprise a set of specific learning
outcomes.
 They are stated in non-behavioural verbs or verbal
phrase of internal state. In other words, the verb
does not show observable behavior or action.
 the general objectives help teachers to see the
general directions of the programme or lessons.

4.  Some examples of the general objectives are:
 -to know the proper nouns
 -to understand the sources of water
 -to enjoy the song
 -to appreciate music
So, general objectives, non-
behavioural, programme
objectives…refers to the
same term?
Exactly!

5.  General objectives describe what the school
intends to accomplish and provide general
direction.
 Such objectives can be found in our
resource unit or scheme of work. Since
general objectives provide a general
direction, there is a need for objectives to be
more specific.

6.  Which verbs below could you use easily to check to
see or observe your pupils were learning?
 Which verbs below could you not easily use to
check to observe your pupils were learning?
DRAW, UNDERSTAND, EXPLAIN,ADD,
LIST,POINT TO, DESCRIBED, KNOW,
SORT, CONSTRUCT, ENJOY,
APPRECIATE, SING, WRITE

7. Observable Non-observable
Draw, explain, add, list, point to,
describe, sort, construct, sing,
enjoy, write
Understand, know, appreciate

8. SPECIFIC OBJECTIVES
 Specific objectives are statements that have
verbs which show immediate intended learning
outcomes.
 These learning outcomes can be observed and
measured.
 Specific objectives are also know as:
-behavioural objectives
-instructional objectives
-intended learning outcomes
-performance objectives

9.  Specific objectives help to achieve general
objectives.
 Here are some examples: By the end of the lesson
pupils will be able to:-
-Identify four proper nouns in given sentences
correctly.
-sing one verse of the song, called “Oh beautiful
Guyana” lustily.
-describe two main sources of water
 In the above sentences, the verbs ‘identify’, ‘sing’,
‘describe’ are action verbs.
 All statements in specific objectives should be
unitary. That is, they must contain one action verb.
The verbs must be measurable.

10.  They must also focus on the learners.
 Specific objectives are found in our daily lesson
plan.
Once the teacher can
observe and measure how
well we can do something
it is a specific objective!

11. Activity 2 pg 60

12. BLOOM’S TAXONOMY
 What is Bloom’s Taxonomy
 It is a classification of different objectives and skills
that educators set for their students learning
objectives. The taxonomy was proposed in 1956 by
Benjamin Bloom an educational psychologist at the
University of Chicago.

13. CLASSIFICATION OF BEHAVIOURAL
OBJECTIVES
 Learning is said to have occurred when objectives
set for your lessons have been achieved.
 Some of these objectives may require children to
undertake physical tasks such as drawing or
sewing.
 Others may require intellectual tasks such as
naming the parts of the body.
 Yet, another set of objectives may require children
to express their attitudes and values; for example,
the children may be required to volunteer to
complete a task.

14.  Drawing or writing: naming parts of the body;
volunteering to do a task are all examples of
learning, but they are not all the same kind of
learning.
 Behavioural Objectives are classified into three
domains (areas):
1. Cognitive (naming the parts of the body)
2. Psychomotor (drawing)
3. Affective (volunteering to complete a task

15. Here are two quick ways to work out the
three domains
Mind =Cognitive
Muscle=psychomotor
Heart=Affective
Cognitive=Mind
Psychomotor=Hand
Affective= Heart

16. Psychomotor Objectives
 Psychomotor Objectives deal with muscular
activities such as sewing, singing, handwriting.
Affective Objectives
 Affective objectives express attitudes, values,
emotions, beliefs and interests.
Cognitive Objectives
 Cognitive Objectives are concerned with
knowledge, problem solving, understanding and
other mental skills.

17. LEVELS OF COGNITIVE DOMAINS
 The three domains are further divided into
levels or categories, but in this unit you will
focus mainly on the levels of the Cognitive
domains
 The cognitive domains are divided into six
categories.
 This classification is according to blooms
 They are classified according to levels of difficulty.
 These levels are shown in order of difficulty (from
low order to higher order category.

18. Classification Meaning Level
1. Knowledge Remembering of Previous
learning
low
2. Comprehension Ability to grasp meaning low
3. Application Ability to use learned materials
in new ways
middle
4. Analysis Ability to break down materials
into its component parts in
order to understand
higher
5. Synthesis Ability to put parts together in a
new way.
higher
6. Evaluation Ability to judge the value of
materials.
higher

19. VERBS YOU CAN USE FOR WRITING
COGNITIVE OBJECTIVES
Hand out
page 67

20. LESSON PLAN
What is a Lesson Plan?

21. THE LESSON PLAN
 Definitions
 A lesson plan is an outline of important ideas to be
covered during the process of teaching and
learning.
 A lesson plan is the working document from which
the daily programme is run.
 The lesson plan describes each activity planned for
the day, objectives for activities, and the time frame
within which they are carried out.

22. IMPORTANCE AND USES OF THE LESSON PLAN
 Remind teachers of what they are going to teach
and how they are going to teach it.
 Guide the teacher to present ideas in a logical
order.
 Guide the teachers to know when they should ask
questions.
 Guide the teachers in the use of teaching and
learning materials during lesson presentation.
 Give the teacher confidence in front of the class
 Enable tutors and supervisors to give practical and
constructive advice on what the teacher is doing
when supervised.

23.  Enable the teachers and tutors to judge whether the
lesson has achieved the intended objectives.

24. PRE-REQUISITES FOR A SUCCESSFUL LESSON
PLAN
 Have good knowledge of content area
 Develop appropriate goals and objectives
 Build on what children already know
 Use stimulating teaching aids
 Plan for individual needs
 Use appropriate teaching activities to stimulate
thinking.

25. COMPONENTS OF A LESSON PLAN
What are the components
of a Lesson Plan?

26.  The Preamble
 Gives necessary information about the lesson. The
preamble contains:
 Class
 Subject
 Date
 Time
 Topic

27. Class
 This refers to the class, level or grade to be taught.
Knowledge of the class level enables the teacher to
choose the right vocabulary for use during the
lesson delivery.
Subject
 This refers to the subject stated on the timetable.
Indicating the subject helps the PEAs (Professional
Educational Advisory), tutors, supervisors to know
the field of study the lesson is drawn from.
Date
 The date is shown to remind the teacher on which
day the lesson is to be taught.

28. Time
 This is the time stated on the timetable. An
indication of time enables the teacher to have an
idea about the length of the lesson. It is advisable
to show time as 7:30 am- 8:05 am and not 35
minutes. The former is desirable because it exactly
tells what time the lesson is to begin and end.
Topic
 This refers top usually a subtopic which is obtained
from the schemes of work for the particular subject.
The topic may be expressed as a single word e.g.
Nouns or as a phrase e.g. Types of cattle. The topic
helps the teacher to formulate appropriate lesson
objectives.

29. Previous Knowledge
 This is the basic knowledge, attitudes and skills
which pupils must have to begin the lesson.
Objectives
 These are statements of intended learning
outcomes which are written in terms of what the
pupil is expected to do (performance), under
what condition he/she is expected to do it
(condition) and what is the level of proficiency
required (criterion).
Content
 This is the subject matter to be covered during the
lesson. It may contain an outline or summary, new
words to be taught problems/examples to be done
questions to be answered for comprehension.

30. Teaching and learning materials
 This refers to the materials the teacher uses in
order to achieve instructional objectives. Teaching
and learning materials help to promote learning in
children. All children but especially slow learners
benefit a lot if they are shown for example, real
objects, flash cards, maps charts, pictures, books
and models. It is advisable for a teacher to prepare
and use teaching materials, which are simple,
accurate, clear and attractive in order to draw the
attention of the pupils.
Teaching methods
 Is the means or method the teacher uses to
achieve the stated instructional objectives. This is
an outline of what the teacher will do during the
lesson. It consists of an introduction, development
and conclusion.

31. 1.The Introduction
 This is the stage where the real teaching and
learning takes place. The introduction of the lesson
should begin from what pupils already know. It is
important because it helps to arouse the interest of
the pupils, make pupils think, helps to get children
prepared for the lesson, links the previous work
with the new knowledge to come.
2.The development
 This is the stage where the real teaching and
learning takes place. The teacher follows the order
of the stated objectives and presents activities in a
logical order.

32. 3.The conclusion
 This is at the end of the session. It helps pupils to
see clearly what they have achieved. The
conclusion should include some questions or
exercises intended to measure the achievement
stated in the objectives. The teacher often
concludes with follow up work, which the pupils can
do at home. This home work is intended to
reinforce the concepts learned in the lesson.
Homework should never introduce new concepts.

33. ELEMENTS OR COMPONENTS OF A SPECIFIC
OBJECTIVE
 Three Elements
 Performance (Audience + Behaviour)
 Condition
 Criterion
 Four Elements
 Audience
 Behaviour
 Condition
 Degree (criteria)

34. THREE ELEMENTS
 Performance- what the pupil is expected to do.
 Condition- under what condition he/she is
expected to do it
 Criterion- what is the level of proficiency required.

35. FOUR ELEMENTS
Audience
 For whom the objective is attended. NOTE: They
are not written for the instructor, but for students.
Behavior
 The specific observable actions/behaviors that the
learner is to perform or exhibit.
Conditions
 Relevant factors affecting the actual performance
(the givens), example:
 1. Given a case study, diagram……….

36.  Degree
 The level of achievement indicating acceptable
performance (the competence), example:
 1. To a degree of accuracy, example 90%.
 2. To a stated proportion, example 3 out of 5 or a
minimum of 3.

37. Write one specific
objective and
identify the three
elements.