Used for my speakership during the 2024 Mid-Year School-Based In-Service Training, giving credit to the source of information the Paper Shape of Matatag Curriculum Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training, giving credit to the source of information the Paper Shape of Matatag Curriculum Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training, giving credit to the source of information the Paper Shape of Matatag Curriculum Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Yea
Criterion and Norm - Referenced Interpretations and the Four Frames of ReferenceMr. Ronald Quileste, PhD
This presentation is all about knowing Criterion and Norm-referenced interpretations. This presentation will give you an idea when are tests considered needing criterion or norm-referenced descriptions. The four frames of reference are also discussed here. Assessment of Learning 1 Lesson
This lesson plan in Filipino VI is made for educational purposes only. Any reproduction of this lesson plan for business purposes without a prior notice from the owner is prohibited and against the law.
The K to 12 curriculum is standard and competency-based. It is inclusive and built around the needs of the learners and the community. The K to 12 program was carefully studied and designed based on research from other countries and our own local successes and failures in education. The curriculum is available on DepED website. It is the first time in history that the entire curriculum is digitized and made accessible to the public.
Used for my speakership during the 2024 Mid-Year School-Based In-Service Training, giving credit to the source of information the Paper Shape of Matatag Curriculum Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training, giving credit to the source of information the Paper Shape of Matatag Curriculum Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training, giving credit to the source of information the Paper Shape of Matatag Curriculum Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Yea
Criterion and Norm - Referenced Interpretations and the Four Frames of ReferenceMr. Ronald Quileste, PhD
This presentation is all about knowing Criterion and Norm-referenced interpretations. This presentation will give you an idea when are tests considered needing criterion or norm-referenced descriptions. The four frames of reference are also discussed here. Assessment of Learning 1 Lesson
This lesson plan in Filipino VI is made for educational purposes only. Any reproduction of this lesson plan for business purposes without a prior notice from the owner is prohibited and against the law.
The K to 12 curriculum is standard and competency-based. It is inclusive and built around the needs of the learners and the community. The K to 12 program was carefully studied and designed based on research from other countries and our own local successes and failures in education. The curriculum is available on DepED website. It is the first time in history that the entire curriculum is digitized and made accessible to the public.
mga pansariing salik sa pagpili ng track o kursong akademiko, teknikal-bokasy...GeraldineKeeonaVille
mga pansariing salik sa pagpili ng track o kursong akademiko, teknikal-bokasyonal, sining at disenyo, at isports. ito ay nakakayulong sa pagpili ng kurso.
3. DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF SURIGAO DEL SUR
LEVELS OF LEARNING
LEARNING
COMPETENCIES
LEVELS OF ASSESSMENT
LEARNING OBJECTIVES
4. DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF SURIGAO DEL SUR
LEARNING
OBJECTIVES
LEARNING
COMPETENCIES
REMEMBER
UNDERSTAND
APPLY
ANALYZE
EVALUATE
CREATE
Taxonomy
of
Learning
5. DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF SURIGAO DEL SUR
LEARNING
COMPETENCIES
LEARNING OBJECTIVES
Knowledge Skills Attitude
COGNITIVE PSYCHOMOTOR AFFECTICE
6. DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF SURIGAO DEL SUR
LEARNING
COMPETENCIES
LEARNING OBJECTIVES
Knowledge Skills Attitude
7. DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF SURIGAO DEL SUR
Together, we stand for education.
-Monitors and Improves Learning
-Monitors and improves the effectiveness of
teaching
-Not used for grading purposes in the Philippines
LEARNING COMPETENCIES
LEARNING OBJECTIVES
LEARNING ACTIVITIES
LEARNING ASSESSMENTS
Must be
CONGRUENT
8. DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF SURIGAO DEL SUR
Together, we stand for education.
-Monitors and Improves Learning
-Monitors and improves the effectiveness of
teaching
-Not used for grading purposes in the Philippines
LEARNING COMPETENCIES
LEARNING OBJECTIVES
LEARNING ACTIVITIES
LEARNING ASSESSMENTS
This must NOT
be
interchanged
9. DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF SURIGAO DEL SUR
Together, we stand for education.
LEARNING COMPETENCIES
LEARNING OBJECTIVES
Learning competencies are the main ideas or skills you expect
students to master. These are skill standards that specify the
level of KSAs required for success as well as potential
measurement criteria for assessing competency attainment.
Learning objectives describe what the learner should be able
to achieve at the end of a learning period.
Learning objectives should be specific, measurable statements
and written in behavioral terms (KSA).
10. DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF SURIGAO DEL SUR
Together, we stand for education.
Most Essential Learning Competency:
Nasasagot ang mga tanong sa binasa/napakinggang talaarawan,
journal at anekdota (F5PB-Id-3.4, F5PB-Ie-3.3, F5PB-IIf-3.3)
ANONG MALI?
Mga Layunin
1. Nasasagot ang mga katanungan sa nabasang journal o talaarawan.
2. Nakakasulat ng sariling talaarawan o journal.
3. Naibabahagi sa iba ang mga mabubuting gawain at karanasan sa
pamamagitan ng talaarawan.
11. DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF SURIGAO DEL SUR
Together, we stand for education.
1. Ang pagkasulat ng layunin ay hindi
naayon sa KSA. Ang pagsagot sa
nabasang materyal ay hindi
knowledge ngunit ito ay skill.
2. Ang competency ay ginawang
layunin “Nasasagot ang mga
tanong sa binasa/napakinggang
talaarawan, journal at anekdota”
ANONG MALI?
Mga Layunin
1. Nasasagot ang mga
katanungan sa nabasang
journal o talaarawan.
2. Nakakasulat ng sariling
talaarawan o journal.
3. Naibabahagi sa iba ang
mga mabubuting gawain
at karanasan sa
pamamagitan ng
talaarawan.
12. DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF SURIGAO DEL SUR
Together, we stand for education.
• Ang ikalawang layunin ay hindi
tugma sa inaasahan ng
competency.
• Ang competency ay “Nasasagot
ang mga tanong sa binasa/
napakinggang talaarawan, journal
at anekdota” ngunit ang layunin ay
nakasusulat ang bata ng sariling
talaarawan.
ANONG MALI?
Mga Layunin
1. Nasasagot ang mga
katanungan sa nabasang
journal o talaarawan.
2. Nakasusulat ng sariling
talaarawan o journal.
3. Naibabahagi sa iba ang
mga mabubuting gawain
at karanasan sa
pamamagitan ng
talaarawan.
13. DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF SURIGAO DEL SUR
Together, we stand for education.
• Ang ikatlong layunin ay hindi tumutukoy
sa hinahangad ng kasanayang
pagkatuto o competency.
• Hindi inaasahan ng competency na
magbahagi ang ang bata sa iba ng
kanyang talaarawan, inaasahan na sa
ikatlong layunin ay makikita ng bata ang
halaga ng pagsagot ng tama sa mga
tanong mula sa nabasang journal.
ANONG MALI?
Mga Layunin
1. Nasasagot ang mga
katanungan sa nabasang
journal o talaarawan.
2. Nakasusulat ng sariling
talaarawan o journal.
3. Naibabahagi sa iba ang
mga mabubuting gawain
at karanasan sa
pamamagitan ng
talaarawan.
14. DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF SURIGAO DEL SUR
Together, we stand for education.
Mga Layunin
K – Nakikilala ang mga bahagi at layunin
ng talaarawan, journal o anekdota
S – Naipapaliwanag ang mga detalye
mula sa binasang talaarawan, journal
o anekdota
A – Naipapahayag ang kahalagahan
ngpagbibigay ng tamang sagot sa
mga katanungan mula sa nabasang
talaarawan, journal o anekdota
Paano Babaguhin?
Mga Layunin
1. Nasasagot ang mga
katanungan sa nabasang
journal o talaarawan.
2. Nakasusulat ng sariling
talaarawan o journal.
3. Naibabahagi sa iba ang
mga mabubuting gawain
at karanasan sa
pamamagitan ng
talaarawan.
15. DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF SURIGAO DEL SUR
Together, we stand for education.
• Most essential learning competencies must not
be used as objectives
THINGS TO REMEMBER
• Competencies must be broken down into
objectives (KSA)
• Objectives must be aligned to the competency
and skill requirements.
16. DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF SURIGAO DEL SUR
Together, we stand for education.
-Monitors and Improves Learning
-Monitors and improves the effectiveness of
teaching
-Not used for grading purposes in the Philippines
LEARNING COMPETENCIES
LEARNING OBJECTIVES
LEARNING ACTIVITIES
LEARNING ASSESSMENTS
Must be
CONGRUENT
17. DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF SURIGAO DEL SUR
Together, we stand for education.
LEARNING OBJECTIVES
LEARNING ACTIVITIES
Learning objectives describe what the learner should be able
to achieve at the end of a learning period. Learning objectives
should be specific, measurable statements and written in
behavioral terms (KSA).
Learning activities are activities designed or deployed by the
teacher to bring about, or create the conditions for learning to
stimulate experiential learning, conceptual thinking, analytical
discussion, etc.
18. DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF SURIGAO DEL SUR
Together, we stand for education.
Most Essential Learning Competency:
Nailalahad ang mga pangunahing paksa at ideya batay sa napakinggang
usapan ng mga tauhan (F10PN-IIa-b-71)
ANONG MALI?
Mga Layunin
1. Nakikilala ang mga pangunahin at pantulong na kaisipang nakasaad
sa binasa.
2. Naipapaliwanag nang maayos ang pansariling kaisipan, pananaw,
opinyon kaugnay sa akda.
3. Nakasusulat ng sanaysay na naglalahad ng ideya tungkol sa napiling
pangunahing paksa.
19. DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF SURIGAO DEL SUR
Together, we stand for education.
• Tama ang pagkagawa ng una at
ikalawang layunin.
• Ang unang layunin ay naisulat batay
sa KNOWLEDGE
• Ang ikalawang layunin ay naisulat
batay sa SKILL.
ANONG MALI?
Mga Layunin
1. Nakikilala ang mga
pangunahin at pantulong na
kaisipang nakasaad sa binasa.
2. Naipapaliwanag nang maayos
ang pansariling kaisipan,
pananaw, opinyon kaugnay sa
akda.
3. Nakasusulat ng sanaysay na
naglalahad ng ideya tungkol sa
napiling pangunahing paksa.
20. DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF SURIGAO DEL SUR
Together, we stand for education.
• Ang ikatlong pahayag ay hindi layunin.
Ito ay gawain o learning activity o
learning requirement.
• Marahil sa pagsulat ng sanaysay ay
makukuha ang competency na
“Nailalahad ang mga pangunahing
paksa at ideya“ ngunit ang pagsulat ng
sanaysay ay isang gawain na
napapaloob sa LAYUNIN BILANG 2.
ANONG MALI?
Mga Layunin
1. Nakikilala ang mga
pangunahin at pantulong na
kaisipang nakasaad sa binasa.
2. Naipapaliwanag nang maayos
ang pansariling kaisipan,
pananaw, opinyon kaugnay sa
akda.
3. Nakasusulat ng sanaysay na
naglalahad ng ideya tungkol
sa napiling pangunahing
paksa.
21. DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF SURIGAO DEL SUR
Together, we stand for education.
Mga Layunin
K – Nakikilala ang mga pangunahin at
pantulong na kaisipang nakasaad sa
binasa.
S – Naipapaliwanag nang maayos ang
pansariling kaisipan, pananaw, opinyon
kaugnay sa akda.
A – Naipapahayag ang kahalagan ng
pagbibigay ng tamang opinyon batay sa
napakinggang usapan ng mga tauhan.
Paano Baguhin?
Mga Layunin
1. Nakikilala ang mga
pangunahin at pantulong na
kaisipang nakasaad sa binasa.
2. Naipapaliwanag nang maayos
ang pansariling kaisipan,
pananaw, opinyon kaugnay sa
akda.
3. Nakasusulat ng sanaysay na
naglalahad ng ideya tungkol
sa napiling pangunahing
paksa.
22. DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF SURIGAO DEL SUR
Together, we stand for education.
1. Objectives must be carefully planned (goal for
every learner)
2. Learning activities must not be used as learning
objectives.
THINGS TO REMEMBER
23. The capacity to
learn is a gift;
The ability to learn
is a skill;
The willingness to
learn is a choice.”
Brian Herbert
Editor's Notes
Articulating learning objectives helps teachers select and organize course content. As a teacher, when you write and review the learning objectives in a course, you can identify the kinds of materials and topics that will be suitable to the learning outcomes most efficiently. Well-crafted objectives provide clarity for teachers to design a well-organized lesson. Before we proceed, you may subscribe for more sessions and learning.
Just like a pineapple, we could not eat the whole of it. We need to chunk it by pieces so that it can be gradually taken. Like a learning competency, a child could not digest the whole of the skill or the competency unless teachers will chunk it and will be given to learners gradually. The logic is… Learning Competencies must be translated into objectives to make it feasible and doable for learners to master the competency.
If learning competencies are guided by different levels of learning and levels of assessment, learning objectives must also consider these two levels. When levels of learning and levels of assessment are incorporated in designing learning objectives, the goals become specific about what learners will achieve as a result of the work, others can see what teachers and learners are working towards, and learners can demonstrate achievement by measuring and reporting on progress. Guided by the levels of learning and levels of assessment, learning objectives aid better communication and provide focus for effort placed for teachers and learners over time.
When breaking down the competencies to learning objectives, the learning objectives must adhere to levels of learning and assessment through the taxonomy of learning. It must be noted that learning objectives must be articulated in a way that it is sequential and progressive and must encapsulate the cognitive, psychomotor and affective domains.
The cognitive, psychomotor and affective domains will be translated now to knowledge, skills and attitude. The knowledge will focus on what learners will know from the lesson. These is where key concepts are deepened to allow learners to process the details of the presentation or discussion. The skills however will focus on what learners will understand from the presentations and discussions and how will the learners apply the concepts into similar situations of life-events. Attitude objectives will focus and how learners put value an the knowledge gained and skills mastered out from their learning. The valuing part will wrap up how valuable the learnings are in the lives of the learners. Since we are talking of competencies, we need to make sure that lessons must imbibe KSA. Competencies require sufficient knowledge, exceptional skills and right attitude, When one is lacking from our learners, they might be growing up skillfull but not competent.
Since we are talking of competencies, we need to make sure that lessons must imbibe KSA. Competencies require sufficient knowledge, exceptional skills and right attitude, When one is lacking from our learners, they might be growing up skillful but not competent. In other way around, they can be good but not skillful and knowledgeable. Learning must be holistic, thus competencies requires every learner to be competent at the end of the day. If one behavioral target is out of the context, then learner’s competence fails.
When teachers break down the competencies in their lessons, they must understand that objectives must be aligned to the target of the competencies, learning activities must suit the learning objectives and learning assessment must be relevant to the learning objectives and the competencies as well. Assessment must also focus on what skills the competency requires, so that outcome is targeted toward the skill requirement. This elements must be congruent and must be connected to each other.
Teachers must be critical in breaking down these elements to ensure that lessons are appropriately designed. When one element lost its proper placement, the lesson will not become smooth and target learning outcomes will not be achieved.
Let us take a quick review of their definitions. Learning competencies are the main ideas or skills you expect students to master. This is what we call skill standard to be master at the end of the lesson. Learning objectives describe what the learner should be able to achieve at the end of a learning period. The competencies are broad enough that learners can be choked when taken directly, therefore there is a need to chunk the competencies into smaller and measurable objectives, and teachers and learners treat the objectives gradually one by one. Competencies focus on the terminal skills and objectives will help the learners achieve and master the skills. Learning objectives should be specific, measurable statements and written in behavioral terms.
Let us take a look at this example taken from one of the lesson exemplars during the document analysis and evaluation of learning activity sheets. The competency is.. Nasasagot ang mga tanong sa binasa/napakinggang talaarawan, journal at anekdota. The teacher breaks down the competency into the following: first - Nasasagot ang mga katanungan sa nabasang journal o talaarawan, second - Nakakasulat ng sariling talaarawan o journal. And third is … Naibabahagi sa iba ang mga mabubuting gawain at karanasan sa pamamagitan ng talaarawan. The question is.. Are these objectives properly crafted? Let us check.. First objective… Mali…. Second Objective.. Mali pa rin.. And Third objective…. Mali pa rin…. So what is the explanation?
The objectives are not written in complete behavioral terms. The first objective focus directly on skill without targets of allowing learners to learn key concepts on answering questions based on journals or anecdotes. The second reason is that lesson developer repeats the competency to become an objective. We have to remember that the competency must be chunked to be able to allow learners to digest the lesson and achieve competency targets.
The second objective as written is not congruent to the competency requirement. The competency do not require students to write their own journal but to answer questions from the anecdotes and journals. This competency requires reading comprehension and not writing activity. This is critical when lesson designer do not refer to competency requirements because they can require learning goals that is not congruent to the skills required by the competency.
The third objective is supposedly measuring appreciation through valuing. The objective required learners to share their experiences to others through his written journal, and again it is not the competency requirement. Supposedly this part of the lesson will close through valuing that allow learners to appreciate the beauty of answering questions properly from the journal readings. Yet writing and sharing is not too relevant to the competencies’ main idea and skills expected.
How will we improve our objectives… we need to write it in KSA. The knowledge objective which is Nakikilala ang mga bahagi at layunin ng talaarawan, journal o anekdota will allow learners to understand the purpose of journal and anecdotes so that they can get key points on how to answer questions. The second objective which is naipapaliwanag ang mga detalye mula sa binasang talaarawan, journal o anekdota will allow the learners to expand and prove their answers to be correct through explanations as the purpose of the competency is to let the students asnswer the questions correctly. The third objective which is Naipapahayag ang kahalagahan ngpagbibigay ng tamang sagot sa mga katanungan mula sa nabasang talaarawan, journal o anekdota will allow the learners to express appreciation of giving right and appropriate answers from questions based from readings of journals and anecdotes.
When we are going to write learning objectives, we must always remember this things: Most essential competencies must not be used as objectives. Competencies must be broken down into objectives (KSA) and Objectives must be aligned to the competency and skill requirements.
We are done with the congruency of competencies and objectives. We will now take a look the congruency of learning objectives and learning activities. Most lesson developers can interchange these elements in their lesson designs. Let us take a look first on the difference between these two elements.
Learning objectives basically are goals that learners must achieve at the end of the lesson. Learning activities are specific tasks or outputs that students must accomplish before the end of the lesson. Sometimes teachers are making output targets or tasks as objectives. If we will make specific tasks and outputs as objectives, then we limit the skills of learners to the tasks and outputs and not anymore to the goals to be achieved and the competencies at the end of the lesson. Therefore teachers must be very careful in determining between objectives and activities.
Let us take again this example. The competency is … Nailalahad ang mga pangunahing paksa at ideya batay sa napakinggang usapan ng mga tauhan. The objectives are: First.. Nakikilala ang mga pangunahin at pantulong na kaisipang nakasaad sa binasa. Second… Naipapaliwanag nang maayos ang pansariling kaisipan, pananaw, opinyon kaugnay sa akda. And third is Nakasusulat ng sanaysay na naglalahad ng ideya tungkol sa napiling pangunahing paksa. The question again is.. Are these objectives properly crafted? Let us check.. Number 1 is check. Number 2 is check. Number 3 is not correct.. So what’s the explanation?..
Objectives number 1 and 2 wre written correctly because objective number 1 refers to knowledge and objective no. 2 refers to skill. The two objectives are written in appropriate behavioral formats and targets.
However, Objective number 3 must shift to valuing and appreciating. Objective number 3 as written by the lesson developer is not a learning objective but a learning activity. The writing of essay is an activity under objective no 2 which will allow the learner to express personal opinions and ideas based on the reading text. This must not be a separate objective because the competency do not require learners to write an essay but to express personal views and opinions. Writing is just a medium to explain the opinions and ideas in details.
And to revise objective number three…. is to focus on valuing or appreciating the essence of giving right opinion based on the reading text. In that way, learners will be able to reflect and appreciate the value of the lesson.
There are certain things that lesson developers must remember. Objectives must be carefully planned (goal for every learner) and
Learning activities must not be used as learning objectives.
Learning is the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences. Brian Herbert believed that the capacity to learn is a gift; The ability to learn is a skill; and The willingness to learn is a choice.” Let us all learn together. Don’t forget to subscribe for more sessions.
