UNIT Ill MANAGEMENT OF INSTRUCTION Introduction she material as well as the non-material resources in the must be well-managed in order te is Questions: teaching-learning process reap optimum learning. To ensure results, the management of these Bee - a © What are ot resources must be grounded on time-tested principles ee implications © What are th Focus Questions = How do we «What are some guiding principles on: + the identification and formulation of goals and objectives, + ‘ + selection and organization of content, eee Principles = jdentification of appropriate teaching approaches, smsectives ‘methodologies, techniques and activities, 1. “Begin with # assessment of learning and on : of “Seven H classroom management. 4 teaching, ‘© What are the implications of these principles to clearly defin classrooin instruction? ae definite lesse what we inte or comment interruption ¢ the day, Wit focused. We what to téac 2. Share lesso that begins to begin wi objective. N objective an their own. T by our stud against this |Unit IIL cura | Objective-related Principles of Teaching “Goals are our guiding star: 1S Questions: What are objective-related principles and their implications to teaching? What are the three domains of learning objectives? How do we write good lesson objectives? Gelding Principles in Determining and Formulating Learning Djectives 1. “Begin with the end in mind,” says Covey, the author |—————_ of “Seven Habits of Effective People”. In the context of | B2gn yourlesson teaching, this means that we must begin our lesson with a | witha dary clearly defined lesson objective, With a clear and specific | do#ed esson lesson objective we will have a'sense of direction. With a | bestve definite lesson objective in mind, we do not lose sight of what we intend to teach. No amount of far-fetched question or comment from our students, no amount of unnecessary interruption or disruption can derail our intended lesson for the day. With a specific objective, our lesson becomes more focused. We do not waste tor kill time for we are sure of what to téach, how to teach, what materials to use. . Share lesson objective with students. Like a seminar that begins with a statement of purpose, our lesson ought | jako your students to begin with a statement and clarificaion of our lesson | own the lesson objective, Make known to our students our instructional | objective objective and encourage them to make the lesson objective their own. This lesson objective when stared and possessed by our students will become their personal target. It is against this personal target that they will evaluate themselves42 Lesson objective ‘must integrate “objectives in the cognitive, psychomotor and affective domains fora wholistc. lesson. Paine f Tacting 1 Fite aes at the end of the lesson. When our students set their own personal targets we are certain that they will become more self-motivated. . Lesson objectives must be in the two or three domains- knowledge (cognitive) skill, (psychomotor) and values (affective). Our lesson maybe dominantly cognitive, psychomotor or affective. Dominantly cognitive if it is meant primarily for knowledge acquisition and dominantly psychomotor if it is intended for the acquisition and honing of skills, Lesson objectives in the affective domain are mainly focused on aititude and value formation. A cognitive or a skill lesson must always include the affective dimension for wholistic learning. A lesson objective that dwells on trivia is hardly a motivating force. What if a student is able to identify the parts of e plant? What has that to do with him/her and his/her life? In other words, a lesson is worthwhile if it gets connected to everyday life, how the student is and ought to be concerned with it, what difference it makes for a fuller existence. We will find it very difficult sometimes to determine whether a lesson objective is in the cognitive or psychomotor domain, When you face the difficulty, don't let it bother you. If we come to think cof it even a dominantly cognitive lesson includes teaching of skills, say for instance intellectual skills like reasoning and inferring. Likewise an intended lesson objective in the psyehomotar domain such as “to focus the microscope under low and high - power objectives in 30 seconds” includes the cognitive element of knowing the parts and functions of each part of the microscope and understanding the “do’s” and the “dont's” in focusing a microscope. Furthermore, a lesson objective geared towards the formation of desirable attitudes and habits has definitely a cognitive base. We may not sueceed in effecting change in attitude and behavior in people (affective) without explaining what the desired attitudinal and behavioral change is all about and why such change is desired. (cognitive) Anyway, 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 in any way touch and bring about change in the leamer. We may end up with more head knowledge that is measured in test mpletely forgotten after the test. If we teach only then skill una formation to abuse unleamed from obj affective 4. Work on With our objective teach. T life, hene 5. Lesson ¢ ‘edueation other lay education The law of th Medium ” vision-mis the vision filter dow and in les This as_ provid objectives of our br much to 1 statement our schoo happens 1 related to statements 6. Aim at th This is 5 laborious of critical Most ques low-level and praisi sometimes “pilosopo’Unit Chater 1 ~ Object Pires oF eacing skill unaccompanied by values, we may contribute to the formation of people who will have all the skills to oppress, to abuse and to take advantage of the unskilled and the ains- unleamed. So it is necessary that our lesson gets direction | OU"/#8997 i etn must alues from objectives in the two or three dom tive, affective domain always present. pecotene it is our students fe ee Work on significant and relevant lesson objectives |esprones, a With our lesson objective becoming our students” lesson es objective, too, our students will be self-propelled as. we ative teach. The level of their self-motivation all the more Our lesson SS increases when our lesson objective is relevant to their daily ° |objectize must life, hence, significant, few fom te 3a |aims of education at is Lesson objective must he aligned with the aims of [2% > do education as embodied in the Philippine Constitution and [TSN "et m is other laws and on the viston-mission statements of the | Corcrmen ond the educational institution of which you are a part. he ieernese ence The aims of education as enshrined in our fundamental | Semone of jcult law of the land, in the Education Act of 1982, the Ten-Year | Sons s in Medium Term Development Plan must be reflected in the the vision-mission statements of educational institutions. In turn, sink the vision-mission statements of educational institions must filter down to the course objectives stated in course syllabi ‘and in lesson objectives laid down in lesson plans. This means that the aims and goals of education as provided for in our laws filter down to our lesson objectives. We have something to do with the attainment of our broad aims of education. We can contribute ver much to the realization of our school’s vision and mission statements because our lesson objectives are based on our school’s vision and mission statements. Imagine what happens when our lesson objectives are not in any way related to the goals of education and to the vision-mission statements of the educational institutions where we work Aim at the development of eritical and creative thinking. This is said more than done. We need not go into a laborious research to be convinced that the development of critical and creative thinking is wanting in classrooms. Most questions asked whether oral or written are convergent, low-level questions. With teachers quite used to awarding and praising pupils/students giving the right answers and sometimes branding the pupil or student who asks questions “pilosopo”, the classroom atmosphere that prevails is notPrinces of Tactng ripe for the development of critieal and creative thinking. If wwe want to contribute to the development of citizens who ‘are critical and creative thinkers, the type of citizens needed to make democracy, then we should include in our scope of questions high-level, divergent, or open-ended questions. It must be good likewise not to frown on students who question a lot ~ all for the development of critical and creative thinking. 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 more notes on creative and higher-order critical thinking skills, refer to Chapter 2 of this Unit. For this reason the whole brain must be used for balanced leaming not just the left for critical thinking but also the right for creative thinking, 7. For accountability of learning, lesson objectives must be SMART, ive., Specifie Measureable, Attainable, Result- oriented and Relevant, Time-bound and Terminal. When our lesson objective is SMART it is quite easy to find out at the end of our lesson if we attained our objective or not. It will also be easier on our part to formulate a test that is valid to measure the attainment of cour lesson objective, Moreover, our lesson becomes more focused for we have a conerete picture of the behavior that ‘our students should be able to demonstrate if we realized our lesson objective. In short, SMART objectives increase our accountability for thelearning of our students. With SMART objectives we depart from the unsound practice of teaching that is so spread out that in the end we find ourselves unclear on what test we are going to give to assess learning. With SMART lesson objectives, there is greater match between instruction and assessment. There is curriculum alignment. Taxonomy of Objectives With educational taxonomy, leaming is classified into three domains namely: (1) cognitive, (2) affective, and (3) psychomotor or behavioral. Bloom’s taxonomy of cognitive domain. Benjamin Bloom (1956) led his group in coming up with the list of instructional objectives in the cognitive domain. Arranged from lowest to the highes Knowledge or r trends and. and method identify the Comprehensior extrapolation density of d Application - u: predict the chemical Analysis - objec deduce facts Synthesis ~ putt communicat relations; e level, the Evalus n= ju consistency facts devele argument Bloom iden ranging from sir Jevel, through inc fo the highest le 3a and 3b. FIGURES FIGURE obng. If = who weeded scope tions. | who I and fiques pment » Uni tt Captor 1 ~tjectveelated Princo of Teaching highest Ievel, they are as follows: Knowledge or recall - knowledge of terminology and conventions, trends and sequences, classifications and categories, criteria ‘and methodologies, principles, theories, and structures; e.g 10 identify the capital of the Philippines. Comprehension - relate to translation, interpretati extrapolation; e.g. to interpret a table showing the population density of the world Application - use of abstractions in particular situations; e.g, to predict the probable effect of a change in temperature on a chemical Analysis - objectives relate to breaking a whole into parts; eg (0 deduce facts from 2 hypothesis Synthesis - putting parts together in a new form such as a unique ‘communication, a plan of operation, and a set of abstract rolations; e.g. 0 produce an original piece of art Evaluation - judging in terms of internal evidence or logical consistency and external evidence or consistency with facts developed elsewhere; eg. to recognize fallacies in an argument Bloom identified six levels within the cognitive domain, ranging from simple recall or recognition of facts as the lowest fevel, through increasingly more complex and abstract mental levels, to the highest level which was identified as evaluation. See Figure 3a and 3b, FIGURE DF Bloom's Taxonomy FIGURE Anderson's TaxonomyPrices of Tacnng 1 48 — Anderson’s taxonomy of cognitive domain, In the 1990's, Anderson, Bloom’s former student, together with a team of cognitive psychologists revisited Bloom’s taxonomy in the light of the 21* centruy skills. This led to Anderson’s taxonomy in 2001. Study Figure 3-b. Determine for yourselves the differences between the cognitive taxonomy of Bloom and that of Anderson, TABLI Definitions of Anderson's Revised Taxonomy Definition Verbs Remembering: Can the Define, duplicate, list, memorize, student recall or remember recall, repeal, reproduce, state the information? Understanding: Gan the Classify, describe, discuss, explain, student explain ideas or identify, locate, recognize, report, concepts? select, translate, paraphrase ‘Applying: Can the student Choose, demonstrate, dramatize, use the information in a new ‘employ, illustrate, interpret, operate, way? schedule, sketch, solve, use, write Analysing: Can the student Appraise, compare, contrast, distinguish between the criticize, differentiate, discriminate, different parts? distinguish, examine, experiment, question, test Krathwohl's Krathwohl’s affec fndicating attitude SF conc Seteractions with ot eharacteristics. or v: and the field of s Bccording to the pr Behavior are arra Internalization of This value awares Geternalized and character conseque Gels. & Glasgow. kr CURE il e Usually thi ebjectives in the d felp. LE Evaluating. Can the student ‘Appraise, argue, defend, judge, fee justify a stand or decision? select, support, value, evaluate Creating: Can the siudent Assemble, construct, create, design, What it create nev, product or point develop, formulate, wi of view? Rees sersiviy Schultz, | (2005), Blooms Taxonomy. Assessed on Sopiombor, 2006. exisence nitplimwurodu.ect/acuelschul/b.ooms_ taxonomy rin ies nl fhenomen ‘The following Tables will be of great help in the formuletion eal of lesson objectives. Study them. of stimu dlastcar teckeok at).unt Creper 1 OMetverlled Pre ct Tectirg a the Krathwohl’s taxonomy of affective dom: Dayid feam Exathwohl’s affective learning is demonstrated by behaviors a the Medicating attitudes of awareness, interest, attention, and values omy ef concer, and responsibility, ability to listen and respond in the Steractions with others, and ability to demonstrate those attitudinal that Bheracteristics or valucs which are appropriate to the test situation sed the ficld of study. The taxonomy of objectives is ordered Sccording to the principle of intemelization. The levels of affective Behavior are arranged according to level of internalization. jemalization of a value begins with awareness of the valuc. This value awareness leads to a point where the value becomes Siernalized and it becomes part and parcel of a person's Sbaracter consequently guiding or controlling ~ his/her behavior. & Glasgow, 1990, p. 28).” Taxonom Chargtorizaton, " by Value Set ‘Organization el Krathwohl's Usually the Waterloo of teachers, is the formulation of ebjectives in the affective domain. The Table below may be of Krathwohl's Taxonomy of objectives in the affective domain What itis, Learning Verbs ‘Sample Outcomels Objectives: Learning iferentates, listens atontively, ‘oulcomtes in accepts, listens (fr). | shows sensilvty to existence of certain | this area range _foresponcs to. ‘soci problems, ideas, materia, or | from the simple Phenomena andthe | awareness that | asks, chocses, willingness to athing existsto identifies, locates, Pericular phenomena} selecive altertion | pins to, sis erect, (fstimul such 2s | on thepartot the eto, lesstoom activities, | leamer textbook, must, atc),Peneglesot Teaching | 4B Tn Level What it is Learning Verbs: Sample Outcomels Objectives Responding is not only being ansvers, assis, | Examples of aware of the complies, discussed, objectives in the stimulus but helps petforns, | responding loves reacting end practices, presen responding ‘othe reads, reports, stimulis, wiles, ee during group presentation, complete to read beyond assignment, 2 subject, to enjoy helping others, Valuing is concemed with} This rangee in the worth or value @ | degree rom the ‘rcup skis student senplor acceptance attaches toa ofavalueto assumes particular object, | the more complex resporstbiliy fhenomenon, or | level of commitment forthe efectve behavior. functioning of the group wiling 1 be perceived by others appieciates the 28 vahing cotan role of science i ideas, materials, daly lie, shows ‘or phenomena, concer for Examples include: others welfare to ineroase demonstrates measured problem sling profiioncy in, approach, tc toreinguish, to subsiciza, 10 suppor. to debate. 10 argue over en issue invohing heath care Organizing Organization Gxampesare: | towarizea isto rate me fodscuss, to ‘meeting conce value fo those ‘theorize, to a neighborhoods already held formuete 0 housing integ and tring tinto blanca, fo pen ahermonious: examine. What it is ‘and internal consistent value systen philosophy. Bringing to diferent val resolving co amarg them and staring bull an inte consistent value syste ‘comparing, and syrthes values and developing philosophy ite Atths love person has value ys thatas con his behavior acuficionty longtime i a charactor “ie style i boon develo Behavioris ponvasive content a predictable Objectives a concerned personal, 5 and emo adjustment Krathwohl, I Taxonei Affectivample bjectives amples of sives inthe ponding level toconinbute ep discussions sing questo sienatient eg group sriation, to pete homed sad beyond nent, to cl 10 enjoy bra others, to dfx exjoyme soils umes ponstilty be efecive soning Foro recites the of science in gfe, shows perfor zs weliaro, mosiraies a bem-solving pach, etc Unt il Cheptr 1 ~Objotve rotated Peso Toaching What it is Leaming Outcomels Sample Objectives and intemally consistont value system or philosophy. Bringing together Wi val Introduc W: Leaming ‘Competenci teach is lai standards a we are not “given” Bu ultimately ¢ Guiding Pr 1. One gui observe of conte a.) Vali teack Basi in or dow