Developing Learning Objectives Importance of Lesson Plan

 Characteristics of Goals and Objectives  It serves as a guide or an outline

 TEACHING PLAN  It divides the activity

I- Objectives  It serves as a blueprint of the activity in

the class
1.1 Cognitive
 To gain and to determine the objectives
1.2 Affective
 For better teaching and productivity
1.3 Psychomotor
 It gives the general overview of the
 Example of Learning Objectives goals achieved
A. Cognitive  Description of a lesson plan
- Define what is solid waste management  SMART
- Understand the benefits and Elements of lesson plan
importance of waste management
 I t should indicate a clear understanding
- Know the cause and effects of improper of the aims to achieve
waste disposal
 Correlate the new lesson to the
- Enumerate different ways of waste previous work of the course
management
 It should indicate the appropriate
B. Affective teaching procedures to the lesson
- Verbalize what method they prefer to  Guidelines in Formulating Learning
practice in managing waste Objectives
C. Psychomotor II. Identify a referent situation and the
- Demonstrate skills on proper waste behavior that the learner must exhibit
management in this situation;

II- Subject matter  The learner use what they have

learned from the topic
III-Lesson Proper
 Situation may be work setting,
IV- Generalization where the learner will assume
certain positions upon
V- Values Developed
conclusion of the topic
VI- Evaluation
 Behaviors referred to represent
VII- Assignment the responsibilities, activities, or
task that the learner will
assume in their work setting.
  Behaviors should be properly  Standard
stated, just as an objective is
 Describes the minimum acceptable
stated.
level or degree of performance.
Goal
 Note that the standard may be
 The final outcome of what is achieved expressed in terms of:
at the end of the teaching – learning
– Desired / minimum number
process.

 Are global and broad in nature. – Expected consequences/results

of the performance
 They serve as long – term targets for
both the learner and the teacher. – Maximum errors permitted

– The degree of accuracy

 Are desired outcome of learning that
are realistically achievable in weeks or Condition
months.
 Describe the specific circumstances
Objectives under which the performance must be
demonstrated.
 A specific, single, unidimentional
behavior.  Benefits of Using Learning Objectives
 Are short – term in nature and should  To the Teacher
be achievable at the conclusion of one
teaching session or within a matter of  To The Learner
few days following a series of teaching
 To the Teacher
sessions.
 Selection of content
 Notes:
 Selection of learning experience
 Together, objectives and goals form a
map that provides directions  Assessment of student learning
(objectives) as to how to arrive at a
particular destination (goal).  Self – assessment

Elements of Learning Objectives  To the Learner

 Performance  Motivation

 Standard  Direction

 Condition  Measure of progress

 Performance  Guidelines in Formulating Learning

Objectives
 Describes the specific activity that the
learner should be able to do upon  Guidelines recommended are aimed in
completing the learning experiences. helping the teacher develop a well –
 defined, relevant and realistic
objectives
 Guidelines in Formulating Learning
Objectives
I. State the title, purpose and/or scope of
topic
 Gives the teacher the
perspective on the subject
matter to be covered.
 Helps ensure that the objectives
will be within the purpose of
the topic.
II. Identify a referent situation and the
behavior that the learner must exhibit
in this situation;
 The learner use what they have
learned from the topic
 Situation may be work setting,
where the learner will assume
certain positions upon
conclusion of the topic
 Behaviors referred to represent
the responsibilities, activities, or
task that the learner will
assume in their work setting.
 Behaviors should be properly
stated, just as an objective is
stated.
II. Review the objectives by answering the
following;
 Do the elements in the
objectives (performance,
standard & condition) closely
approximate those of the
referent situation?
 Are the objectives covered
within the scope & purpose of
the course?
 Criteria for Evaluating Learning
Objectives
 Criteria for Evaluating Learning
Objectives
 Are the objectives understandable?
 Are the objectives relevant to the needs
of the learning required?
 Are the objectives attainable?
 Are the objectives measurable?
 Example of Learning Objectives
After 2 hours of health teaching the community
will be able to
A. Cognitive
- Define what is solid waste management
- Understand the benefits and
importance of waste management
- Know the cause and effects of improper
waste disposal
- Enumerate different ways of waste
management
B. Affective
-Verbalize what method they prefer to practice
in managing waste
C. Psychomotor
-Demonstrate skills on proper waste
management
 Evaluation
 Process of estimating the work done or
value of something.
 Characteristic of Good Evaluation
 Must be objective
 Should start with careful review of the
objectives.

 Points to be considered when

evaluating your clients & co – workers

 Can the leaner rephrase in his own

words the concept that has been
presented?

 Is he/she able to apply what have

taught in actual situation?

 After sufficient practice, can he/she

perform what has been demonstrated?

 Was the communication effective?

 Was there evidence of good teacher –

learner rapport?

 Self – evaluation