Deepen!

Aims
- Broad statements about the intent of education as a whole (Ornstein)
- It must address the cognitive, psychomotor and affective domains
o The following are the aims of education as stipulated in the 1987 Philippine
Constitution, Article XIV, Sec. 3 (2)
1) Inculcate patriotism and nationalism
2) Foster love of humanity
3) Respect for human rights
4) Appreciation of the role of national heroes in the historical development
of the country
5) Teach the rights and duties of citizenship
6) Strengthen ethical and spiritual values
7) Develop moral character and personal discipline
8) Encourage critical and creative thinking
9) Broaden scientific and technological knowledge
10) Promote vocational efficiency
Goals
- General statements about what schools are expected to accomplish (Ornstein)
- Derived from the aims of education
Objectives
- Intents communicated by statements describing proposed changes in a learner
- It is more specific than goals
- They describe learning outcomes
- Behaviors that must be achieved in various levels of the curriculum. These levels include
lesson, subject, unit and program

Instructional Objectives
- It should be stated in behavioral terms
- It should be S-M-A-R-T (Specific, Measurable, Attainable, Result – Oriented and Time –
bounded)
- It consist of two essential components: behavior and content
o Behavior component tells what a learner is expected to perform (expected in verb
form)
o Content component specifies the topic or subject matter a student is expected to learn
(expressed in noun phrase)
 Examples:
 Solve a system of linear equation
 Identify the parts of a sentence
 Name the parts of the body
 Describe the function of the digestive system
Note: the underlined words are behavior components while the bold
noun phrases are content components.

- An instructional objective also contains two optional components: condition and criterion level
 o Condition is the situation which learning will take place. It may be materials tools,
places or other resources which can facilitate learning process
o Criterion level refers to the acceptable level of performance (standard). It tells how
well a particular behavior is to be done. It could be stated in terms of percentage,
number of items answered correctly, completion of task within a prescribed time limit,
and a completion of a task to a certain extent or degree of frequency.
 Example:
Given a world map, locate Ten Asian Countries With 90% correctness
(condition) (behavior) (content) (criterion level)

- Types of Instructional Objectives

o Specific or Behavioral Objectives – precise statement of behavior to be exhibited by
the student; the criterion by which mastery of objectives will be judged; the statmenet
of condtions under which behavior must be demonstrated.
 Example:Multiple three – digit number with 95% accuracy

o General or Expressive Objectives– statements wherein the behavior is not usually

specified and the criterion of the performance level is not stated. It only describes the
experience or educational activity to be done. The outcome of the activity is not
expressed in specific terms but in general terms
 Example: Interpret the novel Pride and Prejudice

- In developing instructional objectives, one must include behavioral terms or action verbs that
specifies learning outcomes. Some educators and education students are often confused with
learning outcome and learning activity
o Learning outcome is an activity that implies a certain product or end result of
instructional objective
o Learning activity is what we call if educators and education students write instructional
objectives as a means or process of attaining the end product.

Example:
Learning Activities (means) Learning Outcome (end)
Study Identify
Read Write
Watch Recall
Listen List

- Types of Learning outcomes

o It should be noted that behavioral objectives are observable and measureable. The
use of five senses – sight, smell, hearing, taste and touch – makes the objectives
observable. Measurable means that objectives can be translated into objective test
items.
 List of Some observable and Non – Observable behaviors

Observable Non – Observable

Draw Understand
Build Appreciate
List Value
Recite Know
Add Be familiar

Taxonomy of Instructional Objectives

Benajmin S. Bloom (1956), a well – known American psychologist and educator, and his
associates prepared taxonomy of instructional objectives categorized into three domains: cognitive
psychomotor; and affective.

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 the BODY to more the Limbs in order to Serve

A. COGNITIVE DOMAIN
It is called for outcomes of mental activities such as memorizing, reading, problem
solving, analyzing, synthesizing and drawing conclusions.
Lorin Anderson, a former student of Bloom, together with Krathwolh, revised the
Bloom’s Taxonomy of cognitive domain.
The two major changes are
1) Categories are changed from noun to verbs
2) Arrangement of the order of the last two highest levels

Levels of Learning Outcomes Some Question Learning

Revised Description Cues Outcomes
Original Bloom’s
Bloom’s Statement
Involves remembering list, define, Match the word
or recalling previously identify, name, with the parts of
Knowledge Remembering learned material or a recall, state, the picture of a
wide range of arrange sewing machine
materials
Levels of Learning Outcomes Some Question Learning
Revised Description Cues Outcomes
Original Bloom’s
Bloom’s Statement
 Ability to grasp the describe, Explain in one’s
meaning of material interpret, own words the
by translating material classify, stages in the life
Comprehension Understanding
from one form to differentiate, cycle of a butterfly
another or by explain,
interpreting material translate
Ability to use learned apply, Use a
material in new and demonstrate, mathematical
Application Applying
concrete situations solve, interpret, formula to solve an
use, experiment algebra problem
Ability to break down analyze, Examine the
material into tis separate, statistical tools
components so that explain, needed in testing
Analysis Analyzing
the whole structure is examine, the difference
understood discriminate, between two
infer means
Ability to put parts integrate, plan, Compare and
together to form a generalize, contrast the two
Synthesis *Creating new whole propose, types of error
construct,
design
Ability to judge the assess, decide, Conclude the
value of material on judge, support, relationship
Evaluation *Evaluating)
the basis of definite summarize, between two
criteria defend means

Helpful Mnemonics: Run ApAn EC-tings :Read as Run Upon Easy

Things!
LOTS (Lower Order Thinking Skills) :RUnAp (Run Up!)
HOTS (Higher Order Thinking Skills) :An EC-tings(Easy Things)

For further understanding of Cognitive Domain, watch ‘Bloom's Taxonomy: Why, How, & Top
Examples’ https://www.youtube.com/watch?v=OOy3m02uEaE&t=10s in Youtube.com

B. PSYCHOMOTOR DOMAIN
It is characterized by the progressive levels of behaviors from observation to mastery
of physical skills.

Learning Outcome
Categories Description Some Illustrative Verbs
Statement
Perception Ability to use sensory Watch, detect, Detects nonverbal
cues to guide motor distinguish, communication cues
activity. differentiate
Set Readiness to act Begins, displays, Recognizes one’s
explains abilities and
limitations
Guided response Early stage in learning a Copies, traces, follows, Performs a
complex skill that reacts, reproduces, mathematical
includes imitation and responds equation as
trial and error. Adequacy demonstrated
of performance is
achieved by practicing
 Learning Outcome
Categories Description Some Illustrative Verbs
Statement
Mechanism Intermediate stage in Assembles, calibrates, Repairs a leaking
learning a complex skill. constructs, dismantles faucet
Complex overt Skillful performance of Assembles, builds, Operates a
response motor acts that involves calibrates computer quickly
complex movement and accurately
patterns. Note: the Keywords
are the same as
mechanism, but will
have adverbs or
adjectives that indicate
the performance is
quicker, better
Adaptation Skills are well developed Adapts, alters, Responds effectively
and the individual can changes, rearranges to unexpected
modify movement experiences
patterns to fit special
requirements
Origination Creating new movement Arranges, builds, Creates a new
patterns to fit a particular combines, composes gymnastic routine
situation or specific
problem

C. AFFECTIVE DOMAIN
It describes the learning objectives that emphasize a feeling tone, an emotion, or a
degree of acceptance or rejection.
It refers to the way in which we deal with situations emotionally such as feelings,
appreciation, enthusiasm, motivation, values and attitude.

Some
Learning Outcome
Categories Description Illustrative
Statement
Verbs
Receiving Willingness to receive or to Acknowledge, Listen to others with
attend to a particular ask, choose, respect
phenomenon or stimulus follow, listen
Responding Refers to active participation on Answer, assist, Participate in class
the part of the student react discussion
Valuing Ability to see the worth or value Adopt, commit, Accepting the idea
in a subject, activity, etc explain, initiate, that spiral curricula
accept, justify is a good way to
learn
Organization Bringing together a complex of Adapt, Accepts
values, resolving conflicts categorize, responsibility
between them, and beginning to establish,
build an internally consistent generalize,
value system integrate
Value Values have been internalized Advocate, Display self –
Characterization and have controlled one’s behave, defend, reliance when asking
behavior for a sufficiently long encourage
period of time

Principles in Designing Learning Objectives

PRINCIPLE 1 Objectives must be congruent with the nation’s educational policies and
standards

PRINCIPLE 2 Objectives should unlock the mental (cognitive), physical (psychomotor), and
spiritual (affective) reserves of every learner to liberate his true human potential

PRINCIPLE 3 Objectives must be sequenced according to the different levels of learning that
you want the learners to achieve

PRINCIPLE 4 Learning objectives must be SMART

PRINCIPLE 5 Learners should know the objectives of the lesson to help them focus their
thinking and motivate participation

Procedures in Writing objectives

STEP1: Write the STEM
o The STEM includes
 Time Frame
 Grade Level of the Learners
 Example:At the end of the 45-minutes, Grade 1 pupils should be
able to…
STEP 2: Affix a VERB (Be Specific – use only one action verb)
o Nonfunctional verbs should be avoided when writing specific objectives. These are
considered vague infinitives or verbs

Appreciate Comprehend Familiarize Perceive Recognize

Become aware Develop Know Realize Understand

STEP 3: Determine
o A learning statement that specifies what learning will be demonstrated in the
performance;
o A broad statement of the criterion or standard for acceptable performance
 Example:

Criterion
Action Word Learning Statement
(the condition of the performance
(performance) (the learning)
demonstration)
Label The external parts of the human body Using the human torso model
Write Critically about literature, using textual evidence With proper citation