TEAC21: PRINCIPLES OF TEACHING

LEARNING OBJECTIVES

I. INTENDED LEARNING OUTCOMES

At the end of this module, you will be able to:
1. Explain the objective-related principles and their implications in teaching;
2. Write SMART lesson objectives in the three domains;
3. Craft useful and meaningful objectives based on the skills, knowledge, attitudes and
values defined in the K-12 learning competencies.

II. CONTENT
A. Goals and Objectives
B. Taxonomy of Objectives
C. Guiding Principles in Determining and Formulating Learning Objectives
D. Step-by-Step Procedure in Writing Lesson Objectives
E. Standards and Competencies in the K to 12 Curriculum

Introduction
Learning outcomes were previously called goals and objectives. They are made up of particular
knowledge, skill or behavior that every learner is expected to demonstrate after completion of
the instruction provided by the teacher.

Table 1. Differences between goals and objectives

GOALS Institutional Learning Outcomes (IILO)
Goals are general statements about what
schools are expected to accomplish Program Intended Learning Outcomes (PILO)
(Ornstein, 1996)
OBJECTIVES Course Intended Learning Outcomes (CILO)
Objective is an intent communicated by a
statement describing a proposed change in a Intended Learning Outcomes (ILO)
learner.

There should be a seamless flow of connection between and among the constitutional aims,
goals, and objectives, to strengthen and support the fundamental ideals and aspiration of the
nation.
On Objective Specifications
Teachers usually categorize learning into three main groups or domains. These are the
cognitive, psychomotor and affective domains. It means that when we teach, we should not only
focus on the enrichment of knowledge (cognitive) but also to teach the learner to act
(psychomotor) and use it properly to benefit self and his neighbor (affective).

Table 2. Objective specifications

Domain The Nature of the Learner The Goal of Life
Cognitive is for the HEAD to nurture the MIND in order to Know
Affective is for the HEART to nurture the Spirit in order to Love
Psychomotor is for BODY to move the Limbs in order to Serve
the

This is the trilogy of our human endowments. The teacher should dedicate himself/herself
to unlock the mental (cognitive), physical (psychomotor), and spiritual (affective) capabilities of
every learner to achieve his/her true human potential.

Table 3. The three types of learners

It is not enough that a school produces
graduates with excellent academic standing,
who later assumes prominent positions in the
government and uses his intelligence for
 corruption to get rich or worse, purports the
The Big Head Tiny Heart Learner idea of “conflict” or “war”, etc.
It is not also good to pass/promote a learner
because he is kind, nice, or behaves well in
your class. He should also learn the
fundamental knowledge necessary for daily
living activities, e.g. reading, writing,
arithmetic, manipulative and thinking skills,
etc. so that he can perform well in the world of
The Big Heart Tiny Mind Learner work.
As teachers, it is our mission to mould each
learner to become balanced individual
capable of using his knowledge for a noble
cause. Hence, the cognitive, affective and
psychomotor domains are essential for holistic
teaching to produce holistic learners, a
The Holistic Learner “thinking and feeling being.”

F. Taxonomy of Objectives
With educational taxonomy, learning is classified into three domains namely:
1) cognitive, 2) affective, c) psychomotor or behavioral.

Bloom’s Revised Taxonomy

Lorin Anderson, a former student of Bloom, and David Krathwohl revisited the
cognitive domain in the mid-nineties and made some changes, with perhaps the three most
prominent ones being:
● Changing the manes in the six categories from noun to verb forms
● Rearranging them
● Creating a matrix of processes and levels of knowledge (Anderson, Krathwohl)

Within each domain, there are several levels you may wish to specify in your objective writing.
This will depend on the extent of detail that is required in the curriculum and what you know
about the learning style and readiness of the students (Bannister, 2002).

Definitions of Anderson’s Revised Taxonomy

Cognitive Domain
The levels are arranged from the least complex levels of thinking to the most complex
levels of thinking. This will be of great help in the formulation of lesson objectives.
Table 4. The cognitive domain
Descriptors of the Major Key Words
Categories in the (Illustrative Verbs)
Cognitive Domain
Remembering Define, duplicate, list, memorize, recall, repeat,
Can the student recall or reproduce, state, select, describe, identify, name,
L remember the match, label, reproduce
information?
Understanding Classify, describe, discuss, explain, identify, locate,
O Can the student explain translate, report, select, paraphrase, convert,
ideas or concepts? defend, extend, generalize, predict, distinguish,
infer, interpret, rewrite, explain, summarize
T Applying Choose, dramatize, employ, illustrate, interpret,
Can the student use the operate, schedule, sketch, solve, use, write, apply,
information in a new way? change, discover, prepare, show, relate, compute,
S construct, demonstrate, manipulate, modify,
produce, operate

Analyzing Appraise, compare, contrast, criticize, differentiate,

Can the student discriminate, distinguish, examine, experiment,
H distinguish between the question, test, analyze, break down, diagram,
different parts? deconstruct, identify, illustrate, infer outline, relate,
select, separate

O
Evaluating Appraise, argue, defend, judge, select, support,
Can the student justify a value, evaluate, compare, conclude, contrast,
stand or decision? criticize, critique, describe, discriminate, explain,
T interpret, justify, relate, summarize, support

Creating Assemble, construct, create, design, develop,

Can the student create formulate, write, categorize, combine, compile,
S new product or point of compose, plan, reorganize,
view?
Source: http://www.nwlink.com/donclark/hrd/bloom.html#revised
http://www.odu.edu/educ/llschult/blooms_taxonomy.htm

Cognitive Processes and Levels of Knowledge Matrix

When the cognitive and knowledge dimensions are arranged in a matrix, as shown
below, it makes a nice performance aid for creating performance objectives.

Table 5. The cognitive dimension

 The Knowledge Remember Understand Apply Analyze Evaluate Create
Dimension
Factual
The basic
elements students
must know to be
acquainted with a
discipline or solve
problems.
Conceptual
The
interrelationships
among the basic
elements within a
larger structure
that enable them
to function
together.
Procedural
How to do
something,
methods of inquiry
and criteria for
using skills,
algorithms,
techniques, and
methods.
Metacognitive
Knowledge of
cognition in
general, as well as
awareness and
knowledge of
one’s own
cognition.

Table 6. Krathwohl’s taxonomy of objectives in the affective domain

Hierarchy Descriptors/Level Key Words Sample Objectives
(Illustrative Verbs)
 Most Characterization act, discriminate, display,
Complex (Internalizing Values) influence, listen, modify Revises judgments and
Instructional objectives perform, practice, propose, changes
are concerned with the qualify, question, revise,
student’s general serve, solve, verify Displays a professional
patterns of adjustment commitment to ethical
(personal, social, practice on a daily basis
emotional).
Organizing adhere, alter, arrange,
The emphasis is on combine, compare, Accepts responsibility
comparing, relating, and complete, defend, explain, for own behavior
synthesizing values. formulate, generalize,
identify, integrate, modify, Organizes a meeting
order, organize, prepare, concerning a feeding
relate, synthesize program for
malnourished children.
Valuing complete, demonstrate,
Valuing is based on the differentiate, explain,
internalization of a set of follow, form, initiate, invite, Assumes
specified values, while join, justify, propose, read, responsibility for the
clues to these values are report, select, share study, effective functioning of
expressed in the work the group
learner’s overt behavior
and are often identifiable.
Responding answer, assist, aid,
Active participation on comply, conform, discuss,
the part of the learner. greet, help, label, perform, Contributes to group
Attends and reacts to a practice, present, read, discussions by asking
particular phenomenon. recite, report, select, tell, questions
Learning outcomes may write
emphasize compliance in
responding, willingness
to respond, or
satisfaction in responding
(motivation).
Receiving ask, choose, describe, Listens attentively,
Awareness, willingness follow, give, hold, identify, shows sensitivity to
to hear, selected locate, name, points to, social problems
attention. select, sit, reply use
Simplest
Source: http://www.nlink.com/”donclark/hrd/bloom.html#revised
Anita Harlow’s Taxonomy of the Psychomotor Domain
Anita Harlow (1972) did something parallel to what Bloom and Krathwohl did for learning
objectives in the psychomotor domain.
 Table 7. Harlow’s taxonomy of the psychomotor domain
Level Description Examples
Reflex movement actions Learning in response to Flexion, extension, stretch,
elicited without some stimuli. postural, adjustments
Basic fundamental Inherent movement patterns Pushing, pulling,
movement which are formed by manipulating
combining of reflex e.g. to run a 100-yard dash
Perceptual Abilities Perceptual refers to Coordinated movements
interpretation of various such as jumping rope,
stimuli that enable one to punting, or catching.
make adjustments to the
environment. Visual, tactile,
auditory, kinesthetic
discrimination. Suggests
cognitive as well as
psychomotor behavior.
Physical Activities Require endurance, Examples are: all activities
strength, vigor, and agility which require a) strenuous
which produces a sound, effort for long period of time;
efficiently functioning body b) muscular exertion; c) a
quick, wide range of motion
at the hip joints; and d)
quick, precise movements.
Skilled movements The result of the acquisition Examples are: all skilled
of a degree of efficiency activities obvious in sports,
when performing a complex recreation and dance.
task.
Non-discursive Communication through
communication bodily movements ranging Examples include: body
from posture to gestures. postures, gestures, and
Creative movements and facial expressions efficiently
facial expressions, act a executed in skilled dance
part in a play through movement and
sophisticated choreographics.
choreographics (Harlow,
1972).

Likewise, Moore (1998) gave three levels of learning in the psychomotor domain. They
are as follows: imitation, manipulation, precision.
 Table 8. Moore’s psychomotor domain
Level Performance
Imitation Models skills
Manipulation Performs skills independently
Precision Exhibits skills effortlessly and automatically
Source: K. D. Moore and C. Quinn. (1998). Classroom Teaching Skills. McGraw-Hill Companies

C. Guiding Principles in Determining and Formulating Learning Objectives (Corpuz, B.

and Salandanan, G., 2015).
1. “Begin with the end in mind,” says Covey, the author of “Seven Habits of Effective
People”. In the context of teaching, this means that we must begin our lesson with a clearly
defined lesson objective. With a clear and specific lesson objective we will have a sense
of direction. With a specific objective, our lesson becomes more focused. We do not waste
nor kill time for we are sure of what we teach, how to teach, what materials to use.

2. Share lesson objectives with students. The lesson objective when shared and
possessed by our students will become their personal target. It is against this personal
target that they will evaluate themselves at the end of the lesson. When our students set
their own personal targets, we are certain that they will become more self-motivated.

3. Lesson objectives must be in the two or three domains- knowledge (cognitive), skill
(psychomotor) and values (affective). What is most important according to this principle
is that our lesson is wholistic and complete because it dwells on knowledge and values or
on skills and values or on knowledge, skills and values. If we teach only knowledge, this
is incomplete for this may not touch and bring about change in the learner.

4. Work on significant and relevant lesson objectives. With our lesson objectives
becoming our students’ lesson objective, too, 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.

5. Lesson objective must be aligned with the aims of education as embodied in the
Philippine Constitution and other laws and on the vision-mission statements of the
educational institution of which you are a part. The aims of education as enshrined in
our fundamental law of the land, in the Education Act of 1982, The Ten-Year Medium-
Term Development Plan must be reflected in the vision-mission statements of educational
institutions.

6. Aim at the development of critical and creative thinking. If we want to contribute to

the development of citizens who are critical and creative thinkers, then we should include
in our scope of questions high-level, divergent, or open-ended questions. Our teaching
strategies and techniques must be such that they serve as catalyst in the development of
higher-order thinking skills (HOTS) and creative thinking skills. For this reason, the whole
 brain must be used for balanced learning not just the left for critical thinking but also the
right for creative thinking.

7. For accountability of learning, lesson objectives must be SMART- Specific,

Measurable, Attainable, Result-oriented Relevant, Time-bound and Terminal. When
our lesson objective is SMART, it is easy to find out at the end of our lesson if we attained
our objective or not.

D. Step-by-Step Procedure in Writing Learning Objectives (Serrano, E. & Paez, A.N.,

2015).
There is a preferred order when writing objectives. The condition or STEM is usually
placed first, followed by the behavior or VERB, and the criteria or actual product, process, or
outcome. Objectives are written in the future tense.
STEP 1: Write the STEM.
Table 9. STEM examples
Institutional A (name of school) is expected to be….
Objective
Program Objectives When you successfully complete BSEd/BEEd, you will be able
to….
Course Objectives At the end of the term, you will be able to….
Classroom For Grade School
Objectives At the end of 45 minutes, Grade 1-Hope pupils should be able to…

For High School

At the end of 1.5 hours, Grade 9-Bravery students should be able
to….
For conditions describing relevant factors associated with the
desired performance:
1. After attending a lecture, student teachers should be able
to…
2. Following review of a demonstration, student teachers
should be able to…
3. Given a case study, intern therapists should be able to…
4. After completing the assignment, pupils/students should be
able to…
5. Given a specific instrument, third year BSEd major in
science students should be able to…

Notice that the stem includes the: time frame and grade level of the learners. Teachers
should make good use of allotted academic instructional time (good time management). The
grade level of the learners will help the teacher formulate objectives with resect to the level of
knowledge of a particular group of students. This will ensure that the students/pupils will learn
topics and skills appropriate to their developmental/cognitive stages.
 STEP 2: After you construct the stem, affix a verb. (Be specific- use only one action
verb).
Nonfunctional Verbs. These key words should be avoided when writing objectives because
they are vague infinitives/verbs. To prove that somebody knows something, he needs to show
a behavior (i. e. explain, describe, etc.). Objective statements using these verbs are called
“General Objectives” like the Institutional Goals and Program Goals.

appreciate comprehend familiarize perceive recognize

become aware develop realize understand know

STEP 3:
Once
you have a
STEM, and a VERB, determine
● A learning statement that specifies what learning will be demonstrated in the
performance;
● A broad statement of the criterion or standard for acceptable performance.
Table 10. Examples
Action Word Learning Statement Criterion
(Performance) (the learning) (the conditions of the
performance demonstration)
Label the external parts of the human body using the human torso model.
Write critically about literature, using textual with proper citation.
evidence
Describe the rules for numeric patterns and use them to solve problems.
Compose a writing response to the prompt-How is by making predictions, inferences,
human migration affected by geography and drawing conclusions.
Give the importance of vegetable classification suitable for vegetable processing.
Nasasabi ang kahulugan ng mahihirap o bagong sa tulong ng mga larawan at
salita konteksto.

Explore
1. Describe the teaching behavior of a teacher without a specific lesson objective upon
entering the class. (5 pts)

2. What can be solved by algorithm/process? By heuristics/discovery?

3. Why are fluent, flexible, original and elaborative thinking classified as divergent thinking?
Standards and Competencies in the K to 12 Curriculum
The Curriculum Guide of the K to 12 Curriculum contains content and performance
standards and competencies, not objectives. It makes use of standards-based instruction.
1. What are content and performance standards?
2. What are competencies?
3. How do they relate to lesson objectives?
Content standards define what students should know and be able to do. These are
benchmarks which identify the expected understandings and skills for a content standard at
different grade levels.
Performance standards (or indicators) describe how well students need to achieve in order
to meet content standards. They are the levels of proficiency which the students are expected to
demonstrate what they know and what they are able to do.
Competencies are more specific versions of the standards. They are specific tasks performed
with mastery. They also refer to the ability to perform activities within an occupation or function to
the standards expected by drawing from one’s knowledge, skills, and attitudes.
How do standards and competencies relate to objectives?
Your lesson objectives are drawn from the content and performance standards and
competencies contained in a Curriculum Guide.
Sample of content and performance standards and competencies for health subject lifted
from the draft of the Curriculum Guide for K to 12 of the DepEd.

Table 11. Sample content and performance standards and competencies

Content Standard The learner demonstrates understanding of the importance of good

eating habits.

Performance Standard The learner observes healthy eating habits daily.

Competencies The learner…

● Distinguishes healthful from unhealthful foods.
● Relates the consequences of eating unhealthful foods.
● Practices good eating habits that can help one grow healthy.
● Eats regular meals without skipping breakfast.
● Chooses healthful foods.

The content and performance standards are broader statements than the competencies.
The competencies look like objectives. But objectives are even more specific than competencies.
REFERENCES
● Acero, V. C., Javier, E. J., Castro, H. C. (2015). Principles of Teaching I.
Manila: Rex Book Store.
● Corpuz, B. & Salandanan, G. (2010). Principles of Teaching 1. Quezon
● City: Lorimar Publishing Inc.
● Serrano, E. & Paez, A. R. (2015). Principles of Teaching. Quezon City:
Adriana Publishing Co. Inc.