Measurable ni

1. Writing SMARTER
Objectives and
Domains of
Learning
Guidelines for Effective Lesson Planning

2. COMPETENCIES, OBJECTIVES and
OUTCOMES
These three words are very critical to
the successful implementation of
teaching-learning and evaluation.
The lack of a solid understanding of
the terms distinctions in the teacher's
aspect will be tough to establish clear
learning goals, and hence ambiguous
on what to accomplish in the end.

3. COMPETENCIES
-The demonstrated ability or capacity to
perform tasks or activities to a defined
standard.
-The competency is a broad skill or
knowledge area that students must
develop.
-It is usually set by educational
standards (e.g., DepEd MELCs in the
Philippines).
•The competency is a broad skill or knowledge area that students must develop.
•It is usually set by educational standards (e.g., DepEd MELCs in the Philippines).

4. OBJECTIVES
-Concrete and actionable
statements that outline what
needs to be achieved.
-Is a specific, measurable goal
within a lesson that supports the
larger competency.
-It provides a focused target for
what students will learn and do.
e objective is a specific, measurable goal within a lesson that supports the larger compete
rovides a focused target for what students will learn and do.

5. LEARNING OUTCOMES
-The outcome is the
observable and measurable
result of the lesson.
-It shows whether students
have achieved the objective
and competency.

6. Competency:
• Naipaliliwanag ang mga epektibong paraan ng
pagmo-move on mula sa isang failed relationship.
Objective:
• Naililista ang mga tamang hakbang upang hindi na
ma-stalk si ex sa social media.
Outcome:
• Nakabubuo ng isang “Breakup Survival Guide” na
may checklist ng mga dapat at hindi dapat gawin
(hal. Dapat: Mag-focus sa self-improvement; Hindi
Dapat: Mag-message ng "Miss u" nang lasing).

7. Competency:
Uses appropriate verb forms in different
sentence structures and contexts.
Objective:
Identifies different types of verbs (action,
linking, and helping verbs)
Outcome:
Creates a short paragraph using at least five
action verbs, two linking verbs, and three
helping verbs.

8. In a Nutshell:
Competency: The state or
quality of being competent.
Suitably or well qualified, can do.
Objective: Worked toward or
striven for, a goal.
Outcome: A natural result,
consequence.

9. Writing Instructional
Objectives
 Each objective will
contain four parts.
 It’s as easy as
ABCD!
 Audience
 Behavior
 Condition
 Degree

10. Audience
 The audience is always the
individual(s) for whom you
are writing the objective.
 This should be explicitly
stated in your objective.
 Only include one audience
in each objective.
 Examples:
 The pupil will…
 The student will…

11. Audience
 The infant will make eye contact with
the caregiver’s face when the
caregiver talks 8 out of 10 times.
(4.4.A)
 The toddler will point to an object in a
book when the caregiver names the
object 7 out of 10 times. (6.3.B)

12. Behavior
 The behavior is always a
verb/action that you can
measure or observe
objectively.
 Only include one behavior
in each objective.
 Bloom’s Taxonomy should
be used to make sure you
are choosing behaviors that
promote different levels of
learning.

13. Behavior
 The toddler will point to big/little
objects when named by the teacher 3
out of 4 times. (6.1.c.)
 The preschooler will recreate an
auditory pattern through hand claps,
foot taps, and leg flaps 7 out of 10
times. (3.12)

14. Condition
 The condition identifies
actions, materials and/or
tools that will be
accessible to the learner
while his/her performance
is evaluated.
 This should be explicitly
stated in your objective.
 The condition should be
the assessment used to
evaluate learners.

15. Condition
 The infant will respond to their name
by turning their head 2 out of 3
times. (1.2.B)
 The preschooler will make
appropriate predictions of whether
objects can sink/float 8 out of 10
times. (3.23)

16. Degree
 The degree is the level of proficiency
required to indicate successful
completion of the objective.
 This should be explicitly stated in
your objective.
 Typically, you should not require
your learners to be perfect to
complete an objective, as this sets
them up for failure.
 Examples:
 2 out of 3 (66%)
 3 out of 4 (75%)
 9 out of 10 times (90%)

17. Degree
 The toddler will respond to the cries
of another child by patting/hugging
the child as an expression of concern
3 out of 4 times. (3.3.C)
 The preschooler will demonstrate
independence by washing hands
correctly without assistance 8 out of
10 times. (1.2)

18. SMARTER Objectives
Lesson objectives are
statements that describe what
students should know or be
able to do by the end of a
lesson. When creating lesson
objectives, it is important to
make them SMARTER:

19. SPECIFIC
Lesson objectives should be
clear and specific. This means
that they should clearly define
what students will learn or be
able to do, and should not be
vague or general.

20. MEASURABLE
Lesson objectives should
be measurable. This means
that it should be possible to
assess whether or not
students have achieved the
objective.

21. ATTAINABLE
Lesson objectives should be
attainable. This means that they
should be challenging but not
impossible. Objectives that are too
difficult can lead to frustration and
lack of motivation, while objectives
that are too easy can lead to
boredom and lack of engagement.

22. RELEVANT
Lesson objectives should be
relevant to the real-life
experiences of the learners.
They must see the
connection of what they
learn to their day to day life.

23. TIME-BOUND
Lesson objectives should
be time-bound. This means
that they should be
achievable within the
timeframe of the lesson or
unit.

24. EVALUATED
Lesson objectives should be
evaluated. This means that there
should be a mechanism in place to
assess whether or not the objective
has been achieved. Evaluation can
help teachers and students to
monitor progress and identify areas
for improvement.

25. REVIEWED
Lesson objectives should be
reviewed. This means that
teachers should periodically
review and revise objectives
as needed to ensure that they
remain relevant and effective.

26. In a Nutshell:
Overall, SMARTER lesson
objectives can help to ensure
that teachers have a clear
understanding of what they want
their students to achieve, and
can help students to focus their
learning efforts on specific goals.

27. DOMAINS OF
LEARNING

28. The Three Domains
The identified three domains of
educational activities or learning
(Bloom et al. 1956):
Cognitive : intellectual skills
(knowledge)
Affective : development in feelings or
expressive areas (attitude or self)
Psychomotor : manual or physical
skills (competencies)

29. Cognitive Domain
The cognitive domain includes the
development of consciousness and
intellectual capacity (Bloom, 1956).

30. Cognitive Taxonomy

31. Cognitive Taxonomy

32. Cognitive Taxonomy
The shift from using nouns to using verbs
in Bloom's Taxonomy is significant because
it places an emphasis on the active process
of learning, rather than just the end result.
By using action words, or verbs, to
describe each level of the hierarchy, the
framework encourages students to engage
in active, goal-directed learning that is
focused on specific cognitive skills.

33. Cognitive Taxonomy

34. Exchange of Synthesis and
Evaluation
The reason for this change is that
synthesis is considered to be a more
complex cognitive process than
evaluation. Synthesis involves the ability
to take multiple pieces of information or
ideas and combine them in a new and
creative way to form a new whole. It
requires a high degree of critical
thinking, problem-solving, and creativity.

35. Affective Domain
-One of the primary reasons for
recognizing and studying the affective
domain is to acknowledge that
learning and human behavior are not
solely rational or cognitive processes.

36. Affective Domain
This approach recognizes that
students bring a wide range of
experiences, values, and
perspectives to the classroom
and that effective teaching
requires a deep understanding
of these factors.

37. Affective Domain

38. Affective Domain
WOMEN EMPOWERMENT
1. Receiving: Attending a workshop on gender
equality and listening attentively to the
presentations and discussions.
2. Responding: Participating in group activities
during the workshop, such as sharing personal
experiences or asking questions.
3. Valuing: Acknowledging the importance of
gender equality and recognizing the need for
women to have equal opportunities and rights.

39. Affective Domain
WOMEN EMPOWERMENT
4. Organizing: Actively seeking out opportunities
to support women's empowerment initiatives, such
as advocating for policies that benefit women.
5. Characterizing: Consistently advocating for
women's rights in various aspects of life, including
at work, in social circles, and in community
settings, and actively working towards creating a
more inclusive and equitable society for all
genders.

40. Psychomotor Domain
The psychomotor domain was
created as a framework to describe
the range of physical skills that
students can develop through the
process of learning. This domain
includes skills related to
movement, coordination, and
physical performance, such as

41. Psychomotor Domain
By incorporating the
psychomotor domain into
educational frameworks,
educators can help students
develop the physical skills and
abilities they need to succeed in
fields such as sports, music, art,

43. Psychomotor Domain
 Perception: Identifying the basic
elements of the cha-cha dance,
such as the rhythm, tempo, and
the distinctive "cha-cha-cha" step
pattern.
 Set: Getting into the starting
position for the cha-cha dance,
with feet together and body

44. Psychomotor Domain
 Guided Response: Following along
with an instructor or video
demonstration of the basic cha-cha
steps.
 Mechanism: Mastering the basic
steps of the cha-cha dance, including
the basic forward and backward
steps, the side-to-side steps, and the
cha-cha-cha step, with proficiency

45. Psychomotor Domain
 Complete Overt Response: The
learner has already a full mastery of
the basic steps of cha-cha dance
 Adaptation: Combining the basic
steps of the cha-cha dance into more
complex sequences and routines,
incorporating turns, spins, and
variations of the basic steps, with
fluidity and grace.

46. Psychomotor Domain
 Origination: Applying the cha-
cha dance steps to different
styles of music, dance floors,
partners, or performance
settings, adjusting movements
and choreography as needed
to fit the context or situation.