This document provides guidance on writing objectives for lessons. It explains that objectives should describe measurable outcomes rather than instructional processes. Objectives need to specify student performance, the conditions under which the performance will occur, and the standard or criteria for acceptable performance. The document provides examples of well-written objectives that meet these characteristics as well as exercises for identifying the key elements of objectives in given statements.

1. WMSU
WESTERN MINDANAO STATE UNIVERSITY
HOW TO WRITE
LESSON
OBJECTIVES

2. • Bear in mind that objectives are
outcomes rather than instructional
process.
• Objectives are measurable outcome
statements.
• If an outcome statement isn’t precise
enough to measure whether the
outcome has been achieved, it isn’t an
objective. It is a goal.
2

3. Mager (1998) cites the following
characteristics of objectives:
1. It describes student
performance.
2. An objective is about ends rather
than means. It describes a
product of instruction rather
than the process of instruction.
3. An objective describes the
conditions under which the
performance occurs on the job
3

4. Mager (1998) cites the following
characteristics of objectives:
4. An objective describes the standard of
acceptable performance; it tells how well
someone must perform before being
considered competent on that objective.
In short, an objective describes
a) what the student should be able to do
(performance)
b) the conditions under which the doing will
occur (condition)
c) the criteria by which the performance will
be judged (acceptable performance) 4

5. Example
Given a Model 12 keyboard and a
standard tool kit, the student is able to
disassemble the keyboard down to the
frame within ten minutes.
Questions:
1. Does it say what someone will be doing when
demonstrating accomplishment of objective?
2. Does it describe the conditions under which the
behavior will occur?
3. Does it tell how to recognize when the performance
will be considered satisfactory?
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6. Example
, the student is able to
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7. • Task:
1. Determine if the
statement is a lesson
objective
2. if it is a lesson objective,
identify the performance,
the condition/s and the
criterion of the acceptable
performance 7

8. 1. Given any instructional objective, be
able to identify the stated
performance, the conditions under
which the performance will occur and
the criterion of acceptable
performance.
8

9. 1. ,
9

10. 2. In an hour and given a light
microscope, the teacher is able to
demonstrate how to focus the
microscope under the L.P.O and H.P.O.
10

11. 2. and
, the teacher is
11

12. 3. Given the activity, the Grade-V pupils
are expected to do the following with at
least 85% level of performance:
a. identify the major processes involved
in the water cycle;
b. describe water cycle
c. illustrate the reversible processes that
happen to water during the water
cycle; and
d. appreciate the importance of water
cycle in our lives through a role play
• 12

13. 3. , the Grade-V pupils are
expected to do the following with at least
85% level of performance:
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14. Activity No. 2
• From the topic below, formulate three (3) SMART learners’
objectives in three domains.
● Describe the teaching behavior of a teacher without a
specific lesson objective upon entering the class.
● Why is it important that students make the teacher’s
lesson objectives their own?
● What pedagogical benefits can you derive from formulating
SMART objectives?
14
Debate on Television’s Influence on Culture – Social Studies book III
p. 28
• Information is everywhere today. How much of what the media
presents is dictated by our everyday lives and how much of it dictates
how we live our lives? This activity will give students an opportunity to
debate that question. They will work together to research information
and present it in a persuasive argument before a panel of judges.

15. WMSU
WESTERN MINDANAO STATE UNIVERSITY
THANK YOU!!!