POLYTECHNIC COLLEGE OF BOTOLAN

Batonlapoc, Botolan, Zambales

FACILITATING LEARNER-CENTERED TEACHING

MODULE 10

TAXONOMY OF OBJECTIVES

I. KEY WORDS FOR THE TAXONOMY OF EDUCATIONAL OBJCETIVES

A. COGNITIVE DOMAIN EXAMPLES OF INFINITIVES

1. Knowledge
1.1 Knowledge of To define, to distinguish, to acquire, to identify, to recall,
Specifics to recognize
1.2 Knowledge of Ways To acquire, to identify, to recall, to recognize
and Means of Dealing
with specifics
1.3 Knowledge of To acquire, to identify, to recall, to recognize
Universals and
Abstractions
2. Comprehension
2.1 Translation To translate, to transform, to illustrate, to prepare to read,
to represent, to change, to rephrase, to restate
2.2 Interpretation To interpret, to reorder, to re-arrange, to differentiate, to
distinguish, to draw, to explain, to demonstrate
2.3 Extrapolation To estimate, to infer, to conclude, to predict, to
differentiate, to determine, to extend, to interpolate
3. Application To apply, to generalize, to relate, to choose4, to develop,
to organize, to use, to employ, to transfer, to restructure,
to classify
4. Analysis To distinguish, to detect, to identify, to classify, to
discriminate, to recognize, to categorize
5. Synthesis To write, to tell, to relate, to produce, to constitute, to
transmit, to originate, to modify, to document
6. Evaluation To judge, to argue, to validate, to assess, to decide, to
consider, to compare, to contrast, to standardize, to
appraise
B. AFFECTIVE DOMAIN
1. Receiving
1.1 Awareness To differentiate, to separate, to set apart, to share
1.2 Willingness to To accumulate, to select, to combine, to accept
receive
1.3 Controlled or To select, to positively respond to, to listen
selected attention
2. Responding To comply, to follow, to commend, to approve, to
volunteer, to discuss, to practice, to applaud, to acclaim,
to spend leisure time in
3. Valuing To increase measured proficiency in, to increase numbers
of, to relinquish, to specify, to subsidize, to support
 4. Organization To discuss, to theorize, to abstract, to compare, to
balance, to organize, to formulate
5. Characterization by To revise, to change, to complete, to require, to be rated
value or value concept high by peers, superiors, and subordinates, to avoid, to
manage, to resolve, to resist
C. PSYCHOMOTOR
DOMAIN
1. Reflex movements To flex, to stretch, to straighten, to extend
2. Fundamental To crawl, to creep, to slide, to walk, to jump, to grasp, etc.
movements
3. Perceptual abilities To catch, to bounce, to eat, to balance, to bounce, to
explore
4. Physical abilities To endure, to improve, to move precisely, to touch, to
bend
5. Skilled To waltz, to type, to play the piano, to skate, to paint, to
fence
6. Non-discursive To gesture, to stand, to express facially, to dance skillfully,
communication to paint and play skillfully

II. Here are sample lesson objectives. Are they derived from or connected to the aims of
education as stated in the Constitution, PD 6 –A, BP 232? If your answer is YES, support
your answer, if NOT, justify.
1. Explain a graph showing population growth trends.
2. Construct a model showing how soil erosion can be contained.
3. Obtain a sample lesson objective from a teacher you personally know when you
were still in the secondary level. Does this reflect the vision and mission statements
of your school?
4. Prepare a sample lesson plan with your objectives under the category of
Cognitive, Affective and Psychomotor domains for the following lesson in Science
on Day 1. (Please refer to the Taxonomy of Objectives). Be sure that your
objectives have congruency with all parts of the lesson plan.

Subject Matter: ROTATION OF THE EARTH ON ITS AXIS

(To be submitted for checking and critiquing by the undersigned, thru Mam Rhea
D. Ragadio on or before May 14). Corrected LP shall be returned to you for guide
and reference purposes.

Prepared by:

ERNA D. CABAL, Ed. D. (CAR)

Director of Instruction/Instructor, CPE