Instructional objectives define the intended outcomes of learning, help teachers plan lessons, and help students and teachers assess progress. They should be observable, measurable, and specify the performance, product, and conditions. Bloom's and SOLO taxonomies provide frameworks for categorizing objectives according to their cognitive complexity, from basic recall to higher-order thinking. Objectives can target the cognitive, affective, or psychomotor domains of learning.

1. What is an
instructional objective?
1
Format in
Writing Instructional Objectives
Components of
Instructional objectives Formation of
Instructional
Objectives in
Reference to
Bloom and
SOLO Taxonomy
Levels of Objectives
according to Ground Lund
2
3
4
5A
5B
6
Educational Domains and the
Levels of Learning by Bloom
Instructional Objectives and
Associated Verbs
SOLO Taxonomy:
An alternative to Bloom’s Taxonomy

2. What is an instructional objective?
- Desired outcomes for learning
- Define the intents of an educational plan
- Help teachers to plan steps necessary to
achieve a plan
- Help students to know what is expected of
them at the end of a lesson
- Help teachers, administrators to assess the
products of the system

3. Components of Instructional Objectives
- According to Robert Mager,
instructional objectives must be:
- OBSERVABLE AND MEASURABLE

4. Components of Instructional Objectives
- PERFORMANCE
- What the learner will be able to do when he has mastered the
objectives.
- What behavior the teacher will accept as evidence that the
objectives have been achieved.
- Using verb that denote observable action.

5. Components of Instructional Objectives
- PRODUCT
- What will be evaluated.
- What students produce by their action.

6. Components of Instructional Objectives
- CONDITIONS
- Under what condition he/ she will do it.
- The condition under which the behavior will be observed.

7. Components of Instructional Objectives
- Performance Criteria
- To what standards he will be able to do it
- Standard of the performance level defined as acceptable

8. Format in Making Instructional
Objectives
1. Use precise words – that are not
open to many interpretations.
2. Link the components together to
write an effective/ efficient
instructional objectives.

9. Format in Making Instructional
Objectives

10. Format in Making Instructional
Objectives
With the same group, let the students walk in three
stations provided by the teacher. Every station has different
information showing each law of motion. Let them read the
ideas comprehensively and identify the laws of motion
described in each question given. Let them answer the guide
questions comprehensively. Through pick up lines/ hashtags/
taglines/ hugot lines, describe the laws of motion portrayed in
the different scenarios provided in each station. Remind the
students that each group has 5 minutes to answer and will
moved on the next station as the timer signals. After the
activity, every group will be given the chance to present in front
of the class. The students will be graded based on the
following criteria: Content Accuracy, Organization of the
Content, Creativity in Presenting the Output.
PERFORMANCE

11. Format in Making Instructional
Objectives
PERFORMANCE
PRODUCT
With the same group, let the students walk in three
stations provided by the teacher. Every station has different
information showing each law of motion. Let them read the
ideas comprehensively and identify the laws of motion
described in each question given. Let them answer the guide
questions comprehensively. Through pick up lines/ hashtags/
taglines/ hugot lines, describe the laws of motion portrayed in
the different scenarios provided in each station. Remind the
students that each group has 5 minutes to answer and will
moved on the next station as the timer signals. After the
activity, every group will be given the chance to present in front
of the class. The students will be graded based on the
following criteria: Content Accuracy, Organization of the
Content, Creativity in Presenting the Output.

12. Format in Making Instructional
Objectives
PERFORMANCE
PRODUCT
With the same group, let the students walk in three
stations provided by the teacher. Every station has different
information showing each law of motion. Let them read the
ideas comprehensively and identify the laws of motion
described in each question given. Let them answer the guide
questions comprehensively. Through pick up lines/ hashtags/
taglines/ hugot lines, describe the laws of motion portrayed in
the different scenarios provided in each station. Remind the
students that each group has 5 minutes to answer and will
moved on the next station as the timer signals. After the
activity, every group will be given the chance to present in front
of the class. The students will be graded based on the
following criteria: Content Accuracy, Organization of the
Content, Creativity in Presenting the Output.
CONDITIONS

13. Format in Making Instructional
Objectives
PERFORMANCE
PRODUCT
With the same group, let the students walk in three
stations provided by the teacher. Every station has different
information showing each law of motion. Let them read the
ideas comprehensively and identify the laws of motion
described in each question given. Let them answer the guide
questions comprehensively. Through pick up lines/ hashtags/
taglines/ hugot lines, describe the laws of motion portrayed in
the different scenarios provided in each station. Remind the
students that each group has 5 minutes to answer and will
moved on the next station as the timer signals. After the
activity, every group will be given the chance to present in front
of the class. The students will be graded based on the
following criteria: Content Accuracy, Organization of the
Content, Creativity in Presenting the Output.
CRITERION
CONDITIONS

14. LEVELS OF OBJECTIVES ACCORDING TO
GROUNDLUND
1.General Objectives
2. Specific Objectives

15. EDUCATIONAL DOMAINS AND THE
LEVELS OF LEARNING ACCORDING TO
BLOOM
Bloom’s Taxonomy of
Learning Objectives

16. Knowledge
Comprehension
Application
Analysis
Creation
Evaluation

17. Remember
Understand
Apply

18. Analyze
Create
Evaluate

19. BLOOM’S TAXONOMY- AFFECTIVE DOMAIN

21. BLOOM’S TAXONOMY- PSYCHOMOTOR DOMAIN

23. SOLO Taxonomy:
An alternative to Bloom’s Taxonomy
- is a systematic way of
describing how learners’
understanding develop from
simple to complex when
learning different subjects /
tasks

24. SOLO Taxonomy:
An alternative to Bloom’s Taxonomy
- Stands for:
Structure of
Observed Learning
Outcomes

25. Uses of SOLO Taxonomy
- To increase the quality and
complexity of thought
- To set learning objectives
- To define learning outcomes
- To create assessment criteria
- To create and evaluate learning
programs

26. Five Hierarchical Levels of Understanding
based on SOLO Taxonomy

28. What is an
instructional objective?
1
Format in
Writing Instructional Objectives
Components of
Instructional objectives
Thank You
for Listening
Levels of Objectives
according to Ground Lund
2
3
4
5A
5B
6
Educational Domains and the
Levels of Learning by Bloom
Instructional Objectives and
Associated Verbs
SOLO Taxonomy:
An alternative to Bloom’s Taxonomy
Mary Anne A. Mercado
MAEd(Science Education)