The document discusses guidelines for developing effective learning objectives. It recommends that objectives 1) begin with the desired learning outcome in mind, 2) be shared with students, and 3) address multiple domains of learning, including cognitive, psychomotor, and affective. Additionally, objectives should 4) be significant and relevant, 5) aligned with educational aims, 6) develop critical thinking, and 7) be specific, measurable, attainable, relevant and time-bound (SMART). The document also provides examples and explanations of how to apply these principles when formulating learning objectives.

2. TIME’S UP!

3. TIME’S UP!

4. TIME’S UP!

5. TIME’S UP!

6. TIME’S UP!

7. TIME’S UP!

10. T
Taxonomy -are classification systems based on an organizational
scheme is a framework for classifying statements of what we expect
or intend students to learn as a result of instruction.
Learning objectives - are brief statements that describe what
students will be expected to learn by the end of school year, course,
unit, lesson, project, or class period.
Domains- is a particular field of thought, activity, or interest,
especially one over which someone has control, influence, or rights .

11. Guiding Principles in Determining
and Formulating Learning
Objectives
1. Begin
with the
end in
mind
2. Share
lesson
objective
with
students
3. Lesson
Objectives
must be in 2
or 3
domains

12. Guiding Principles in Determining
and Formulating Learning
Objectives
4. Work on
significant and
relevant lesson
objectives
5. Lesson
objectives
must be
aligned with
the aims of
education
6. Aim at
the
development of
critical and
creative
thinking.

13. Guiding Principles in Determining
and Formulating Learning
Objectives
7. For
accountability
of learning,
lessons must
SMART

14. T
Begin with the end in mind
Says Covey (Stephen R. Covey ), the
author of “Seven Habits of effective
People”. In the context of teaching, it
means that we must begin our lessons
with a clearly defined lesson objectives.

15. T
Begin with the end in mind
For Teachers ex.
Necessary Materials
Clear Objectives
Background Knowledge
Direct Instruction
Student Practice
Closure
(Quick Assessment)

16. n
T
Share lesson objective with
students
Like a seminar that begins with a statement of purpose, our lesson
ought to begin with a statement and clarification of our lesson objective . Make
known to our students our instructional objectives and encourage them to
make the lesson objective their own. This lesson objective when shared and
possessed by our students, it will become their personal target . When our
students set their own personal targets we are certain that they will become
more self-motivated.

17. n
T
Share lesson objective with
students
Ex. How to make a bananacue
Why?
Ensure appropriate focus.
Provide opportunity to clarify their understanding.
Identify success for themselves.
Begin to identify where the difficulties lie.
Discuss how they will improve.
Monitor their own progress.

18. n
T
Lesson Objectives must be in 2 or 3 domains
 Cognitive Domain-The cognitive domain involves the development of our mental skills and
the acquisition of knowledge.
Knowledge: the ability to recall data and/or information.
Comprehension: the ability to understand the meaning of what is known
Application: the ability to utilize an abstraction or to use knowledge in a new situation.
Analysis: the ability to differentiate facts and opinions.
Synthesis: the ability to integrate different elements or concepts in order to form a sound
pattern or structure so a new meaning can be established.
Evaluation: the ability to come up with judgments about the importance of concepts.

19. n
T
 The psychomotor domain is comprised of utilizing motor skills and
coordinating them. The seven categories under this include:
Perception: the ability to apply sensory information to motor activity. Example: A cook adjusts
the heat of stove to achieve the right temperature of the dish.
Set: the readiness to act . Example: An obese person displays motivation in performing planned
exercise.
Guided Response: the ability to imitate a displayed behavior or to utilize trial and error.
Example: A person follows the manual in operating a machine.
Mechanism: the ability to convert learned responses into habitual actions with proficiency and
confidence. Example: A mother was able to cook a delicious meal after practicing how to cook
it.
Complex Overt Response: the ability to skilfully perform complex patterns of actions. Example:
Typing a report on a computer without looking at the keyboard.
Adaptation: the ability to modify learned skills to meet special events. Example: A designer
uses plastic bottles to create a dress.
Origination: creating new movement patterns for a specific situation. Example: A
choreographer creates a new dance routine.

20. n
T
The affective domain involves our feelings, emotions and
attitudes. This domain is categorized into 5 subdomains,
which include:
Receiving Phenomena: the awareness of feelings and emotions as well as the ability
to utilize selected attention. Example: Listening attentively to a friend.
Responding to Phenomena: active participation of the learner. Example: Participating
in a group discussion.
Valuing: the ability to see the worth of something and express it. Example: An activist
shares his ideas on the increase in salary of laborers.
Organization: ability to prioritize a value over another and create a unique value
system. Example: A teenager spends more time in her studies than with her
boyfriend.
Characterization: the ability to internalize values and let them control the person`s
behavior. Example: A man marries a woman not for her looks but for what she is.

21. eith
T
Work on significant and relevant
lesson objectives
With our lesson objective becoming our
students will be self-propelled as we
teach . The level of their self-
motivation all the more increases when
our lesson objective is relevant to their
daily life, hence significant.

22. eith
T
 Lesson objectives must be aligned
with the aims of education
This means that the aims and goals of education
as provided for in our laws filter down to our
lesson objectives . We have something to do with
the attainment of our broad aims of education .
We can contribute very much to the realization of
our schools vision and mission statements because
our lesson objectives are based on our school’s
vision and mission statements .

23. eith
T
 Aim at the development of critical
and creative thinking.
This is easier said than done. We need not go go
into a laborious research to be convinced that the
development of critical and creative thinking is
wanting in classrooms .Most questions asked
whether oral or written are convergent ,low level
questions.

24. eith
T
For accountability of learning,
lessons must SMART
S- Specific
M-Measurable-
A-Attainable
R- Result-
oriented/ Relevant
T- time-bound
and Terminal
When our lesson objective is
SMART it is quite easy to find out
at the end of our lesson if we
attained our objective or not.
Moreover, our lesson becomes more
focused for we have a concrete
picture of the behaviour that our
students should be able to
demonstrate if we realize our
lesson objectives.

25. T

26. T

27. T

28. T
David Krathwol's Affective Domain
Taxonomy
Internalization refers to the process
whereby a person's affect toward an
object passes from a general awareness
level to a point where the affect is
'internalized' and consistently guides or
controls the person's behavior

29. T
Foster receiving by getting the student's attention
Verbs for expressing learning outcomes: ask, choose, describe, follow, give, hold, identify,
reply, select, use.
Foster responding by encouraging the student in participating on a voluntary level
Verbs for expressing learning outcomes: assist, conform, greet, help, perform, present, read,
select, tell, write.
Foster valuing by helping the student discuss the new idea and formulating potential ways to
use the idea
Verbs for expressing learning outcomes: complete, explain, follow, form, initiate, invite, join,
justify, propose, share.
Foster organization by encourage the students by helping the student solve problems using
the new idea, integrating the new idea into a pre-existing structure for solving problems
(comparing, relating, and synthesizing values)
Verbs for expressing learning outcomes: adhere, alter, arrange, combine, generalize, identify,
integrate, modify, order, organize, prepare, relate, synthesize.
Foster characterization by value or value set by encouraging the student to transfer idea to
daily life
Verbs for expressing learning outcomes: act, display, influence, listen, modify, perform,
practice, propose, qualify, question, serve, solve, use, verify.

30. T

31. T

32. T

33. T