This document discusses determining and formulating goals and objectives in education. It emphasizes beginning with the end in mind by planning ahead, setting goals, and making a difference. Objectives should be shared with students and be specific, measurable, attainable, results-oriented, and time-bound. Objectives must address cognitive, affective, and psychomotor domains and be based on the Philippine constitution and education acts. The document also discusses Bloom's taxonomy of cognitive levels and ways to develop critical thinking in students.

1. Determining and Formulating
Goals/Objectives

2. Begin With The End in Mind
• plan ahead and set goals.
• do things that have meaning and make a
difference.
• Make an important part in the classroom.
• look for ways to be a good citizen.

3. Begin With The End in Mind
Finish these sentences:
If I my future had no limits, I would
choose to be…..
I want to be a person who…

4. Share Lesson Objectives to Students
• challenging and enable students to make good
progress.
• articulated in context of what has been
learned before
• differentiated eg what all students, most
students and some students to have been
achieved

5. Objective of our Topic
• Relating the educational System in
Determining the Goals and Objectives
• How the Principle in teaching-learning process
affected by our topic
• To illustrate and understand the essence of
objectives

6. Objectives must be in three Domain
• Cognitive: mental skills (Knowledge)
• Affective: growth in feelings or emotional
areas (Attitude)
• Psychomotor: manual or physical skills (Skills)

8. Objective is must be based on
Philippines constitution

9. Objective is must be based on
Philippines constitution
• Education Act of 1982 is a an act which calls
for the establishment of national schools and
the conversion of schools from elementary to
national secondary schools or from secondary
to national secondary or tertiary schools.

10. Critical and creative thinking
• Benjamin Bloom (1956) developed a classification
of levels of intellectual behavior in learning. This
taxonomy contained three overlapping domains:
the cognitive, psychomotor, and affective. Within
the cognitive domain, he identified six levels:
knowledge, comprehension, application, analysis,
synthesis, and evaluation. These domains and
levels are still useful today as you develop the
critical thinking skills of your students.

11. S.M.A.R.T.
• Specific
• Measurable
• Attainable
• Result-Oriented
• Time Bound

12. KNOWLEDGE COMPREHENSION
Remember previously
learned information.
Demonstrate an
understanding of the
facts.
•Arrange
•Define
•Describe
•Duplicate
•Identify
•Label
•Classify
•Convert
•Defend
•Describe
•Discuss
•Distinguish

13. APPLICATION ANALYSIS
Apply knowledge to
actual situations.
Break down objects or
ideas into simpler parts
and find evidence to
support generalization.
•Apply
•Change
•Choose
•Compute
•Demonstrate
•Discover
•Analyze
•Appraise
•Breakdown
•Calculate
•Categorize

14. SYNTHESIS EVALUATION
Compile component
ideas into a new whole
or propose alternative
solutions.
Make and defend
judgments based on
internal evidence or
external criteria.
•Arrange
•Assemble
•Categorize
•Collect
•Combine
•Appraise
•Assess
•Attach
•Choose
•Compare

15. RECEIVING RESPONDING
Awareness, willingness
to hear, selected
attention.
Active participation on
the part of the
learners. Attends and
reacts to a particular
phenomenon.
• Asks
•Chooses
•Describes
•Follows
•Gives
•Answers
•Assists
•Complies
•discusses

16. VALUING ORGANIZATION
The worth or value a
person attaches to a
particular object or
behaviour.
Organizes values into
priorities by contrasting
different values
•completes
•Demonstrates
•Differentiates
•Explains
•follows
•Adheres
•Alters
•arranges
•Combines
•Compares
•completes

17. CHARACTERIZING
Has a value system that controls their behaviour.
The behaviour is pervasive, consistent,
predictable, and most importantly, characteristic
of the learner.
•Acts
•Discriminâtes
•Displays
•Influences
•Listens

18. REFLEX MOVEMENTS BASIC FUNDAMENTAL
involuntary reaction,
Segmental, inter-
segmental, and supra-
segmental reflexes.
basic simple
movement.
•React
•respond
•Grasp
•Walk
•Stand
•throw

19. PERCEPTUAL ABILITY SKILLED MOVEMENTS
basic response. visual,
auditory and tactile
discrimination and
coordinated abilities.
complex operations.
complex adaptive skills,
advanced learned
movements
•Catch
•Write
•Explore
•distinguish using
senses
•Drive
•Build
•Juggle
•play a musical
instrument
•craft

20. PHYSICAL ABILITY NONDISCURSIVE
Fitness. Endurance,
strength, stamina,
flexibility, and agility.
meaningfully
expressive activity or
output
•Endure
•Maintain
•Repeat
•Increase
•improve
•express
•Convey feeling
•meaning through
movement
•actions