The document outlines the key components of writing effective learning objectives according to the SMART criteria. It explains that objectives should be specific, measurable, achievable, relevant, and timely. For each criterion, examples are provided to illustrate how to write objectives that meet the SMART standards. The purpose is to create objectives that clearly define what learners will know and be able to do so their learning can be properly assessed.

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Lesson plan
 Presented by
 Dr. Zahida Javed
 Assistant Professor of Education

5.  Domain is assigning the rank in the classification
system
 Division
 Grouping
 Ranking

6.  The domains of learning are a tool to for
understanding of how people think, feel and act.

7.  By understanding the domains of learning we
can better plan what needs to be taught and
how for we need to go through the material.
 The domains of learning are used in
instructional design to write the goals and
objectives for curriculum.

8.  Three divisions to classify learning.
 Cognitive (Mental), Affective (Emotional),
and Psychomotor (Physical).
 Cognitive Domain mean Gain Knowledge
that leads to think
 Affective Domain mean Develop Attitude
leads to feel
 Psychomotor Domain mean Improve Skills
leads to do

10.  Blooms taxonomy is a set of three hierarchical
modes used to classify educational learning
objectives into levels of complexity and specificity.

11. Cognitive Affective Psychomoto
r
Learners’ ability
to process
information in a
meaningful way.
Categories
Knowledge
Comprehension
Application
Analysis
Synthesis
Learners’ ability
to use feelings
in result of
mental ability.
Categories
Receiving
Responding
Valuing
Organizing
Characterizing
Learners’ ability
to use physical
skills.
Categories
Perception
Set
Guided
Response
Mechanism
Complex Overt

14.  Remembering: Memorization and recalling or
retrieve previous learned information.

15.  Examples: Recite a policy. Quote prices from
memory to a customer. Recite the safety rules.
 Key Words: defines, describes, identifies, knows,
labels, lists, matches, names, outlines, recalls,
recognizes, reproduces, selects, states
 Technologies: book marking, flash cards, rote
learning based on repetition, reading

16.  Understanding: Comprehending the meaning,
translation, interpolation, and interpretation of
instructions and problems. State a problem in
one's own words.

17.  Examples: Rewrite the principles of test writing.
Explain in one's own words the steps for
performing a complex task. Translate an equation
into a computer spreadsheet.
 Key Words: comprehends, converts, defends,
distinguishes, estimates, explains, extends,
generalizes, gives an example, infers, interprets,
paraphrases, predicts, rewrites, summarizes,
translates
 Technologies: create an analogy, participating
in cooperative learning, taking notes, storytelling,
Internet search

18.  Applying: Use a concept in a new situation or
unprompted use of an abstraction. Applies what
was learned in the classroom into novel situations
in the work place.

19.  Examples: Use a manual to calculate an employee's
vacation time. Apply laws of statistics to evaluate
the reliability of a written test.
 Key Words: applies, changes, computes,
constructs, demonstrates, discovers, manipulates,
modifies, operates, predicts, prepares, produces,
relates, shows, solves, uses
 Technologies: collaborative learning, create a
process, blog, practice

20.  Analyzing: Separates material or concepts into
component parts so that its organizational
structure may be understood. Distinguishes
between facts and inferences.

21.  Examples: Troubleshoot a piece of equipment by
using logical deduction. Recognize logical fallacies
in reasoning. Gathers information from a
department and selects the required tasks for
training. Fail in exam that what points lead to fail.
 Key Words: analyzes, breaks down, compares,
contrasts, diagrams, deconstructs, differentiates,
discriminates, distinguishes, identifies, illustrates,
infers, outlines, relates, selects, separates
 Technologies: Fishbowls, debating, questioning
what happened, run a test

22.  Evaluating: Make judgments about the value of
ideas or materials

23.  Examples: Select the most effective solution. Hire
the most qualified candidate. Explain and justify a
new budget.
 Key Words: appraises, compares, concludes,
contrasts, criticizes, critiques, defends, describes,
discriminates, evaluates, explains, interprets,
justifies, relates, summarizes, supports
 Technologies: survey, blogging

24.  Creating: Builds a structure or pattern from diverse
elements. Put parts together to form a whole, with
emphasis on creating a new meaning or structure.

25.  Examples: Write a company operations or process
manual. Design a machine to perform a specific
task. Integrates training from several sources to
solve a problem. Revises and process to improve
the outcome.
 Key Words: categorizes, combines, compiles,
composes, creates, devises, designs, explains,
generates, modifies, organizes, plans, rearranges,
reconstructs, relates, reorganizes, revises, rewrites,
summarizes, tells, writes
 Technologies: Create a new model, write an essay,
network with others

26.  The affective domain is one of three domains in
Bloom's Taxonomy, with the other two being
the cognitive and psychomotor (Bloom, et al.,
1956). For an overview of the three domains, see
the introduction.
 The affective domain (Krathwohl, Bloom, Masia,
1973) includes the manner in which we deal with
things emotionally, such as feelings, values,
appreciation, enthusiasms, motivations,
and attitudes in five major categories.

27.  Receiving Phenomena: Awareness, willingness to
hear, selected attention.

28.  Examples: Listen to others with respect. Listen for
and remember the name of newly introduced
people.
 Key Words: acknowledge, asks, attentive,
courteous, dutiful, follows, gives, listens,
understands

29.  Responds to Phenomena: Active participation on
the part of the learners. Attend and react to a
particular phenomenon. Learning outcomes may
emphasize compliance in responding, willingness
to respond, or satisfaction in responding
(motivation)

30.  Examples: Participates in class discussions. Gives a
presentation. Questions new ideals, concepts,
models, etc. in order to fully understand them.
Know the safety rules and practice them.
 Key Words: answers, assists, aids, complies,
conforms, discusses, greets, helps, labels,
performs, presents, tells

31.  Valuing: The worth or value a person attaches to a
particular object, phenomenon, or behavior. This
ranges from simple acceptance to the more
complex state of commitment. Valuing is based on
the internalization of a set of specified values,
while clues to these values are expressed in the
learner's overt behavior and are often identifiable.

32.  Examples: Demonstrates belief in the democratic
process. Is sensitive towards individual and cultural
differences (value diversity). Shows the ability to
solve problems. Proposes a plan to social
improvement and follows through with
commitment. Informs management on matters that
one feels strongly about.
 Key Words: appreciates, cherish, treasure,
demonstrates, initiates, invites, joins, justifies,
proposes, respect, shares

33.  Organization: Organizes values into priorities by
contrasting different values, resolving conflicts
between them, and creating an unique value
system. The emphasis is on comparing, relating,
and synthesizing values.

34.  Examples: Recognizes the need for balance
between freedom and responsible behavior.
Explains the role of systematic planning in solving
problems. Accepts professional ethical standards.
Creates a life plan in harmony with abilities,
interests, and beliefs. Prioritizes time effectively to
meet the needs of the organization, family, and
self.
 Key Words: compares, relates, synthesizes

35.  Characterization: Has a value system that controls
their behavior. The behavior is pervasive,
consistent, predictable, and most important
characteristic of the learner. Instructional
objectives are concerned with the student's general
patterns of adjustment (personal, social,
emotional)

36.  Examples: Shows self-reliance when working
independently. Cooperates in group activities
(displays teamwork). Uses an objective approach in
problem solving. Displays a professional
commitment to ethical practice on a daily basis.
Revises judgments and changes behavior in light of
new evidence. Values people for what they are, not
how they look.
 Key Words: acts, discriminates, displays,
influences, modifies, performs, qualifies,
questions, revises, serves, solves, verifies

38.  Links mental activity with physical movements,
skills, actions to environmental stimuli. Example
 Jumping aside toward coming car
 Raise a hand to catch a boll

39.  Psychomotor behaviors are governed by fine
relationships between physical activity and cognitive
functions.
 The 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.
 Thus, psychomotor skills range from manual tasks,
such as digging a ditch or washing a car, to more
complex tasks, such as operating a complex piece of
machinery or dancing.

40.  Imitation: Learner watches actions of another
person and imitates them.
 Manipulation: Learner performs actions by memory
or by following directions.
 Precision: Learner’s performance becomes more
exact.
 Articulation: Learner can perform several skills
together in a harmonious manner.
 Naturalization: Learner achieves high level of
performance, and actions become natural with
little or no thought about them

41.  Perception
 The most basic skill being able to process sensory
information. It is used to see, hear, smell and
respond accordingly. Examples
 New born baby crying, eye movements, hand and
body haphazard movements

42.  Examples: Detects non-verbal
communication cues. Estimate where a ball
will land after it is thrown and then moving to
the correct location to catch the ball. Adjusts
heat of stove to correct temperature by smell
and taste of food. Adjusts the height of the
forks on a forklift by comparing where the
forks are in relation to the pallet.
 Key Words: chooses, describes, detects,
differentiates, distinguishes, identifies,
isolates, relates, selects

44.  Readiness to act. It includes mental, physical,
and emotional sets. These three sets are
dispositions that predetermine a person's
response to different situations (sometimes
called mindsets).

45.  Examples: Knows and acts upon a sequence
of steps in a manufacturing process.
Recognize one's abilities and limitations.
Shows desire to learn a new process
(motivation). NOTE: This subdivision of
Psychomotor is closely related with the
“Responding to phenomena” subdivision of
the Affective domain.
 Key Words: begins, displays, explains, moves,
proceeds, reacts, shows, states, volunteers.

46.  The early stages in learning a complex skill
that includes imitation and trial and error.
Adequacy of performance is achieved by
practicing.

47.  Examples: Performs a mathematical equation
as demonstrated. Follows instructions to
build a model. Responds hand-signals of
instructor while learning to operate a forklift.
 Key Words: copies, traces, follows, react,
reproduce, responds

48.  Mechanism (basic proficiency): This is the
intermediate stage in learning a complex
skill. Learned responses have become habitual and
the movements can be performed with some
confidence and proficiency.

49.  Examples: Use a personal computer. Repair a
leaking faucet. Drive a car.
 Key Words: assembles, calibrates, constructs,
dismantles, displays, fastens, fixes, grinds, heats,
manipulates, measures, mends, mixes, organizes,
sketches.

50.  Complex Overt Response (Expert): The skillful
performance of motor acts that involve complex
movement patterns. Proficiency is indicated by a
quick, accurate, and highly coordinated
performance, requiring a minimum of energy. This
category includes performing without hesitation,
and automatic performance.

51.  Examples: Maneuvers a car into a tight parallel
parking spot. Operates a computer quickly and
accurately. Displays competence while playing the
piano.
 Key Words: assembles, builds, calibrates,
constructs, dismantles, displays, fastens, fixes,
grinds, heats, manipulates, measures, mends,
mixes, organizes, sketches

52.  Adaptation: Skills are well developed and the
individual can modify movement patterns to
fit special requirements

53.  Examples: Responds effectively to
unexpected experiences. Modifies instruction
to meet the needs of the learners. Perform a
task with a machine that it was not originally
intended to do (machine is not damaged and
there is no danger in performing the new
task).
 Key Words: adapts, alters, changes,
rearranges, reorganizes, revises, varies.

54.  Origination: Creating new movement patterns
to fit a particular situation or specific
problem. Learning outcomes emphasize
creativity based upon highly developed skills.

55.  Examples: Constructs a new theory.
Develops a new and comprehensive training
programming. Creates a new gymnastic
routine.
 Key Words: arranges, builds, combines,
composes, constructs, creates, designs,
initiate, makes, originates

56.  A student is aggressive in behaviour towards
his peers and does not conform the nrms of
the school. This student needs help in which
domain??

58.  Specific (simple, sensible, significant).
 Measurable (meaningful, motivating).
 Achievable (agreed, attainable).
 Relevant (reasonable, realistic and resourced,
results-based).
 Time bound (time-based, time limited, time/cost
limited, timely, time-sensitive).

59.  Specific: Use clear, direct language to tell the
learner exactly what he or she should learn
and what he or she should be able to do after
the training. Don't be vague, unclear, or
misleading.

60.  Measurable: The point of setting a learning objective
is to determine if the learner can meet, perform, or
satisfy it. And you can only do that if the objective is
something that you can measure. That means, first,
that it must be an action that you can observe. This is
where the common mistake of using words like
"know" or "understand," which are not actions that
can be objectively observed, in learning objectives is
corrected. And second, the objective must be written
so that any objective observer could watch the
learner's performance and agree if the objective has
been satisfied or not. Don't create a learning
objective that can be satisfied only by your own
subjective understanding of the performance, for
example.

61.  Achievable: Your learning objective must be
something your learners have a chance of
completing/satisfying. They must have
enough pre-existing knowledge, time, and
similar resources. For example, you wouldn't
create a learning objective that asks an
elementary school child to construct a rocket
in an hour--it's just not achievable. While
checking your objectives at this level, make
sure your learning objective isn't too easy,
either.

62.  Relevant: The objective should be something
the learner sees the value in learning. Don't
teach material that's not important or won't
be used. Remember that your training should
matter to your learners--review this list
of adult learning principles to see the
importance of this. And to make this more
clear, if you're creating job training, your
learning objectives should teach workers to
perform skills they'll perform on the job after
the training is complete.

63.  Timely: Make sure your learning objective is
something your learner will have to use in a
timely fashion--like tomorrow or next week
instead of next year. Don't deliver training
about stuff people won't do on the job for a
long time--they'll forget it before they need
it on the job.