The document discusses learning objectives, learning outcomes, and the differences between them. Learning objectives are statements that define the expected goals of an educational activity and describe what a teacher hopes students will learn. Learning outcomes are formal statements that describe what a student will be able to do after learning a topic or concept and should be observable, measurable, and understood by all stakeholders.

1. Learning Objectives
and
Learning Outcomes
Ms.Poonam Sharma
Assistant Professor
BLMCE, New Delhi
Email Id: poonam.sharma@blmce.ac.in

2. Every learning should go into the imbibing of skills that will
help the individual perform tasks or take actions to lead a
productive and joyful life
Do you agree or disagree? Why?

3. Learning Objectives
● Learning Objectives are
statements that define the
expected goal(s) of an educational
activity.
● It describes intended state of a
teacher i.e. what you as a teacher
hope your students learn.
● Objectives are used to organize
specific topics or individual
learning activities to achieve the
overall learning outcome.
learn),

4. Learning Outcomes
➔ formal statements that tell us what
a student is able to do after
learning a given topic/concept.
➔ The learning described in
outcomes should encompass the
essential and significant knowledge
and skills students should develop
in a course.
➔ Students should generalise their
learning and integrate it with other
areas of their lives outside school.
➔ LOs should be observable and
measurable and clearly understood
by all stakeholders – students,
parents and teachers.

5. Difference between
learning Objectives
and
Learning Outcomes
Learning Outcome vs. Learning Objective
Goals, Objectives, and Learning Outcomes
Learning Extension Trajectories

6. Reflection
Spot
Students will be able to
differentiate between climate and
weather by illustrating the case of
their local city.
Action Verb Object of the verb
Condition

7. Rule of Thumb for writing a
learning outcome
● action verb/phrase
● object of the verb
● clause/phrase indicating level of achievement
● context or conditions if any.
Source: http://cbse.nic.in/newsite/attach/CBE_Circular15052020.pdf

8. Bloom’s Taxonomy
(propounded by B.S.Bloom et.al.)
Writing objectives in behavioural terms

9. Classification of Bloom’s Taxonomy (1956)
https://www.celt.iastate.edu/wp-content/uploads/2020/07/Churches_2008_Digital BloomsTaxonomyGuide.pdf
https://granite.pressbooks.pub/teachingdiverselearners/chapter/blooms-taxonomy-2/
Caption: Photograph of Benjamin Bloom’
Image Source: http://redie.uabc.mx/contenido/vol6no2/art-104-
spa/bloom.png
Bloom’s Taxonomy
Cognitive Domain Psychomotor DomainAffective Domain
Reflection Spot

10. Old Version of Bloom’s Taxonomy
(Explained in Nouns)
New Version of Bloom’s Taxonomy
(Explained in Verbs)
Cognitive
Domain

11. Let’s Do Hands On
With
Nearpod Application

12. Affective Domain
(Krathwohl,Bloom,Masia,1973)
Receiving Phenomena
Responding to Phenomena
Valuing
Organization
Internalizing Values
David R.Krathwohl

13. Sourcehttps://en.wikiversity.org/wiki/Instructional_design/Affective_behaviors/What_is_the_Affective_Domain%3F#:~:text=%22The%20affective%2
0domain%20describes%20the,%3A%20Taxonomy%20of%20Instructional%20Objectives).
Before continuing, you should visit the sneezing video and think about how a learner might demonstrate each stage.
Once you have done that, check yourself against the information below.
Receiving is being open to the information; you haven't yet made any decisions at this stage, but you've agreed to at least receive the
information. In our example, merely watching the video satisfies the receiving stage.
Responding is actively participating in the information. If the video had included tasks or an assessment and you had completed them, you
would be satisfying the requirements of responding.
Valuing is attaching worth to the ideas presented. In our video example, if you had believed that the technique offered was worth
considering and begun to think about implementing it in your everyday life, you have reached the valuing stage.
Organization is incorporating the new information into your existing schema. In the case of the video, this would include implementing the
technique presented in your daily life.
Characterization occurs when you truly become an advocate of the new information. In the video example, this may mean telling others
about the technique or finding some way to pass the information along to others.

14. Summary of Affective Domain
● The affective domain is concerned primarily with feelings, attitudes and behaviors.
● There are five stages to the affective domain: Receiving, Responding, Valuing, Organization and
Characterization
● The affective domain is one of three learning domains, the others are cognitive, psychomotor and
interpersonal. All domains work together to create learning.
● The affective domain impacts all learning, regardless of domain and you must always consider it when
creating learning.

15. Psychomotor Domain
(Elizabeth Simpson)1972
★ Perception
★ Set
★ Guided Response
★ Mechanism
★ Complex Overt Response
★ Adaptation
★ Origination
Psychomotor Domain: Definition & Examples - Video & Lesson
Transcript
★ Psychomotor domain consists of the somatic movement, the motor
coordination and the use of the psychomotor areas.
★ Developing these skills requires hands-on training that is usually measured
in speed, accuracy, or technical performance in execution.
Source: https://en.wikiafripedia.org/wiki/Bloom's_taxonomy
R.H.Dave (1970)

16. Reflection Spot
Choose the correct specific objectives
Student will take notes from
a powerpoint lecture about
the stock market crash of
1929.
Upon completion of the lesson,
students will create a graphic
organizer showing causes and
effects of the stock market
crash of 1929.
Correct

17. Now it’s Your Turn