The document discusses behavioral objectives and their importance in teaching. It defines objectives as statements that indicate the purpose or goals of an undertaking. There are three domains of objectives: cognitive, affective, and psychomotor. When writing objectives, there are five essential rules to follow: 1) describe the expected student behavior, 2) use an outcome verb, 3) describe criteria for acceptable performance, 4) specify conditions of performance, and 5) measure one outcome verb per objective. Objectives help guide lesson planning, materials selection, and assessment. The cognitive domain involves six levels of learning objectives from simple knowledge to more complex synthesis and evaluation.

1. Chapter 2
BEHAVIORAL OBJECTIVES
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2. Introduction
All professionals start their important tasks by defining clearly their
objectives and determining the procedures they will follow to reach the end
desire. All the more, teachers who take their profession as the solemn vow
to mold the young mindsare expected to be knowledgeable in identifying
the objectives their students are expected to accomplish and deciding on
the step-by-step procedure that they will follow to achieve intended learning
goals.
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3. I. OBJECTIVE
A statement that indicates a purpose, aim or goals set for any
undertaking.
In teaching, it identifies the purpose of the teacher plans to pursue.
Educational or instructional objective.
Provides guidance in organizing suitable learning situations and in
choosing appropriate assessment methods to find out if said
objectives have been attained.
The three domains of objectives:
o Cognitive domain
o Affective domain
o Psychomotor
A person will learn first through his/her mind or cognitive, next is
by reflecting to his/her life/heart or affective and the last is the
application of the learning or psychomotor.
Every objective is likely to have cognitive, affective and
psychomotor components because all learning activities involve all
three domains.
Reported by:
MaricarTeorima
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4. A. IMPORTANCE OF OBJECTIVES
Objectives are important because they help facilitate the
following:
1. Identification of what the students are expected to:
a. Know
 Knowledge
 Facts
 Information
b. Develop
 Skills
 Science process
c. Inculcate
 Values
 Attitudes
 Habits
2. Basis for:
a. Planning
b. Organizing
3. Choice of appropriate:
a. Instructional materials
b. Equipment
c. Sample tools
4. Decision on appropriate assessment techniques.
Reported by:
Cynthia Baoit
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5. RULES IN FORMULATING OBJECTIVES
The five essential rules in writing behavioral objectives:
1. Describe the expected behavior of the student.
The teacher must set a clear vision of what she wants the students to
perform during the lesson, what she wants to achieve in terms of their
behavior while or after teaching the lesson. This also speaks of the
goal at the end of the session. In short what you want them to do or
be able to do.
Example: predict the weather for the nest 24 hours, identify the flower
bearing plants.
In relation to English, for example I am going to use the short story as
my lesson. My expected behavior of the students will be for them to
be able to identify the elements of a short story.
2. Describe the observable behavior in terms of an
outcome verb which the student will perform.
In this rule, we are going to add an outcome verb to the expected
behavior we had set a while ago. The action will be specified unlike
the 1st rule that we talk of the behavior in general.
Examples: arrange, weigh, measure, classify
In the short story, I can put the word arrange in my objective as , to
arrange the series of events in the short story.
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6. 3. Describe the criterion for evaluating an acceptable
performance or behavior.
The teacher is going to set the standard or criteria in evaluating the
performance of the student. When they perform the task, there must
be criteria for the achievement and completion of the task. With my
given example, is it okay to just arrange the series of events? Is there
a guide or reference in which they are going to arrange the events?
Examples: name at least 4 officials who participated in EDSA 1, identify at
least 5 novels about war.
We need to specify the action ‘arrange the series of events’ by adding
that they need to arrange the series of events in reference to the 5
parts of the plot.
4. Specify important conditions under which the student
will perform the behavior.
We also need to state the conditions on performing the task.
Together with the criteria, we include the conditions in completing the
performance. Conditions like the manner of conducting the task,
where to write it, the presentation, etc.
Example: run a mile during a sports contest; arrange the books in the shelf
according to titles.
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7. So what happens to the my desired objective will be, to arrange the series
of events in the short story using the parts of a plot in paramedic structure,
5. Measure only one outcome verb for each objective.
Another rule in formulating objectives is that we only measure one
outcome verb for each objective. In formulating objectives, we must
make sure that what we want to achieve is clear in each desired
objective. Objectives are what will guide us in our lesson. From the
objectives will come the framework of our lesson. If these are listed in
accordance to the rules, we can expect that our discussion will be
harmonious and organized.
Reported by:
Jazzelle Alpha Andaya
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8. B. STATING OBJECTIVES
1. The Cognitive Domain
The following are cognitive process expected of the
learner. They are divided into six (6) levels ranging from
simple to more complex.
A. Knowledge
Exhibit memory of previously-learned materials by recalling facts,
terms, basic concepts and answers
 Knowledge of specifics - terminology, specific facts
 Knowledge of ways and means of dealing with specifics -
conventions, trends and sequences, classifications and
categories, criteria, methodology
 Knowledge of the universals and abstractions in a field - principles
and generalizations, theories and structures.
 Knowledge (Recall of facts)
 Terms
 Name
 Identify
 State
 Select
 List
 Match
 Label
 Reproduce
 Extended
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9.  Reorder
B. Comprehension
Demonstrative understanding of facts and ideas by organizing,
comparing, translating, interpreting, giving descriptions, and stating
main ideas
 Translation
 Interpretation
 Extrapolation
 Comprehension (Gaining meanings)
 Compare
 Classify
 Describe
 Give examples
 Order
 Estimate
 Distinguish
 Predict
 Convert
 Manipulate
 Modify
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10. C. Application
Using new knowledge, solve problems to new situations by applying
acquired knowledge, facts, techniques and rules in a different way
Application (Use a new situation)
 Demonstrate
 Solve
 Apply a rule
 Show
 Measure
 Compute
 Operate
 Use
 Illustrate
D. Analysis
Examine and break information into parts by identifying motives or
causes. Make inferences and find evidence to support
generalizations
 Analysis of elements
 Analysis of relationships
 Analysis of organizational principles
 Analysis (Break into parts)
 Differentiate
 Distinguish
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11.  Select
 Separate
 Prove
 Infer
 Breakdown
 Define
 Analyze
 Point out
 Categorize
 Detect
 Revise
Reported by:
Kharenz Grace Dulay
____________________________________________________________
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12. E. Synthesis
Compile information together in a different way by combining
elements in a new pattern or proposing alternative solutions
 Production of a unique communication
 Production of a plan, or proposed set of operations
 Derivation of a set of abstract relations
F. Evaluation
Present and defend opinions by making judgments about information,
validity of ideas or quality of work based on a set of criteria
 Judgments in terms of internal evidence
 Judgments in terms of external criteria
b. Synthesis (Organize)
 Summarize
 Design
 Combine
 Reconstruct
 Draw
 Relate
 Organize data
 Devise
 Prepare
 Recognize
 Produce
 Create
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13. c. Evaluating (Make Judgment)
 Interpret
 Explain
 Criticize
 Justify
 Recommend measures
 Suggest
 Appraise
 Contrast
 Discriminate
 Deduce
 Conclude
 Support
Reported by:
Christopher Dimatatac
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14. 2. The Affective Domain
The affective domain deals with how students are
affected by their learning. These are divided into five (5)
categories.
a. Receiving
 The student shows willingness to attend to
particular classroom stimuli or phenomenon in
the environment.
b. Responding
 The student is required active participation
based on the stimuli.
c. Valuing
 Thestudent displays definite involvement or
commitment toward some experience.
Affective: The Affective domain has received less attention, and is less
intuitive than the Cognitive. It is concerned with values, or more precisely
perhaps with perception of value issues, and ranges from mere awareness
(Receiving), through to being able to distinguish implicit values through
analysis. (Kratwohl, Bloom and Masia (1964))
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15. The affective domain includes the manner in which we deal with
things emotionally, such as feelings, values, appreciation, enthusiasms,
motivations, and attitudes. The five major categories are listed from the
simplest behavior to the most complex:
Category Key Words, Direct Objects and Specific
Objectives
Receiving Phenomena
1.1 1.1 Awareness Key Words: to differentiate, to separate, to set
apart, to share
Examples of Direct Objects: sights, sounds,
events, designs, arrangements
Specific Objective: After the introduction, the
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16. student will be able to share newly introduced
people in 20 minutes.
Key Words: to accumulate, to select, to
1.2 Willingness to receive
combine, to accept
Examples of Direct Objects: models,
examples, shapes, sizes, meters, cadences
Specific Objective: After the discussion, the
student will be able to select the models they
want to present in 5 minutes.
1.3 Controlled or selected Key Words: to select, to positively respond to,
attention to listen
Examples of Direct Objects: alternatives,
answers, rhythms, nuances
Specific Objective: Given the policy, the
student will be able to listen to others with
respect.
Responding to
Phenomena: Active
participation on the part of
the learners. Attends and Key Words: to comply (with), to follow, to
reacts to a particular
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17. phenomenon. commend, to approve
2.1 Acquiescence in Examples of Direct Objects: directions,
responding instructions, laws, policies, demonstrations
Specific Objective: after the discussion, the
student will be able to comply with what he
has learned in 5 minutes.
Key Words: to volunteer, to discuss, to
practice, to perform, to play
2.2 Willingness to respond Examples of Direct Objects: instruments,
games, dramatic works, charades, burlesques
Specific Objective: After giving the
presentation the student will be able to
perform the presented task in 10 minutes.
Key Words: to applaud, to acclaim, to spend
leisure time in, to augment
2.3 Satisfaction in
Examples of Direct Objects: speeches,
responding
plays, presentations, writings
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18. Specific Objective: After giving the topic to
the groups, the student will be able to acclaim
the topic using panel discussion.
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,
Key Words: to increase measured proficiency
while clues to these values
in, to increase numbers of, to relinquish, to
are expressed in the
specify
learner's overt behavior and
are often identifiable. Examples of Direct Objects: group
memberships, artistic productions, musical
3.1 Acceptance of a value
productions, personal friendships
Specific Objective: After watching the clip,
the student will be able to specify a belief in a
democratic process.
Key Words: to assist, to subsidize, to help, to
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19. support
Examples of Direct Objects: artists, projects,
viewpoints, arguments
3.2 Preference of a value
Specific Objective: After enumerating the
problems, the student will be able to help give
solutions to solve problems in 10 minutes.
Key Words: to deny, to protest, to debate, to
argue
Examples of Direct Objects: deceptions,
3.3 Commitment irrelevancies, abdications, irrationalities
Specific Objective: After discussing the social
problems, the students will be able to debate
about the best plan for social improvement.
Reported by:
Hayden Caroline Umandap
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20. 3. The Psychomotor Domain
a. Reflex movements
 Students’ actions can occur involuntarily in
response to some stimuli.
 The students can response to a situation
without their control it always depend on the
situation they were engage in. For example you are
cooking when you touch a hot surface your body
reflexes act quickly even without realizing you’re
doing it.
 Reactions that is not learned. It is not learned
nor teach because you can’t tell what your body
reaction is.
Example of activities to be measured
Respond physically instinctively
Keyword
react, respond
b. Basic fundamental movements
 Student has innate movement pattern formed
from a combination of reflexes movements.
 Basic movements such as walking or
grasping.
 Basic simple movement
Example of activities to be measured
alter position, move, perform simple
action
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21. Keyword
grasp, walk, stand, throw
c. Perceptual abilities
 Student can translate stimulus received
through the sense into appropriate desired
movements. What the students perceived can result
to a reaction which they know right for what they
see.
 Response to stimuli such as visual, auditory,
kinesthetic, or tactile discrimination. The people can
response on what he sees, what he hears, and
other people movement.
 Basic response it simple explained as what
the stimuli is acting is people react to it.
Example of activities to be measured
use than one ability in response to
different sensory perceptions
Keyword
catch, write, explore, distinguish using
senses
Reported by
Aleja L. Zarco
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22. d. Physical abilities
 Student has developed basic movements that
are essential to the development of more highly
skilled movements.
e. Skilled movements
 Student has developed more complex
movements requiring a certain degree of
efficiency.
f. Nondiscursive communications
 Student has the ability to communicate
through body movements.
Reported by:
Jay ArMaitem
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23. Robert Mager, in his book, Preparing Instructional Objectives
recommended a format in three parts as follows:
a. Student behavior
It states what the student should be able to do or the change in
behavior that the teacher would recognize as evidence that the objective
has been achieved.
b. Testing situation
It indicates the condition under which the behavior will observe or will
be expected to occur.
c. Performance criteria
It states the standard of performance level that is aimed at.
Additional information
What are instructional objectives?
Instructional objectives may also be called performance
objectives, behavioral objectives, or simply objectives. All of these
terms are used interchangeably. Objectives are specific, outcome
based, measurable, and describe the learner's behavior after
instruction. So what does that mean? Let's take a closer look.
. . . specific Objectives are very specific. This means that they should
describe precisely what the learner is expected to do.
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24. . . .outcome Objectives are outcome based. This means that the
based objective is going to state what the learner should be able
to do after the instruction is complete. The process of how
the instruction happens is not considered in an objective.
. . Objectives are measurable. This means that objectives
.measurable should describe learning outcomes that can be measured;
objectives should be seen or heard.
. . .describe Objectives describe student behaviors. This means that
student objectives should relate what the student should be able
behavior to do after the instruction.
Instructional Objectives are key to effective instruction.
Effective instruction occurs only when student behavior is changed in
desired ways. Because instructional objectives are tools for
describing student outcomes, they provide a means to making the
instruction effective. In addition, there are three reasons that instructional
objectives are so important. Let's review these reasons.
. . . serve as Objectives tell students to what is expected of them. They
a guide for eliminate the "guess work" because the expectations are
students. clearly defined.
. . . serve as Objectives allow the teacher/facilitator to determine the
a basis for media, and materials that is necessary to facilitate the
the learning. The procedures to be used to teach the new
selection of information become clearer once the objective is defined.
instructional
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25. media &
materials
and
procedures.
. . . Evaluation is always based on each instructional objective.
determine Determining the objective classification will assist you
the indetermining the appropriate methods for evaluation.
appropriate
ways to
evaluate the
learning.
Instructional Objectives
Definition -- Instructional objectives describe the skills,
knowledge, abilities or attitudes students should possess
or demonstrate after they complete the training. The
starting point for designing a course of study should
include these instructional objectives; the objectives
determine the intended outcomes of the training. Good
instructional objectives describe an observable
performance, one that can be observed and measured
by an instructor or manager. In a nutshell, instructional
objectives:
Describe a skill that students are expected to
possess after instruction
Describe a measurable performance
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26. Describe the performance conditions
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