Definition of Objectives

Definition of Instructional Objectives

Purpose of Instructional Objectives
Kinds of Instructional Objectives
Importance of Instructional Objectives
Characteristics of Instructional Objectives

Methods of Stating Instructional Objectives

Criteria for Stating General Instructional Objectives
Criteria for Stating Specific Instructional Objectives
Characteristics of a Well Written Objectives
Characteristics of a Useful Objectives
Writing Smart Objectives
A. Classifications of Instructional Objectives
By: Kizzha Gultimo Godinez

Defining Objectives

Objectives are specific targets within the general goal. Objectives are
time-related to achieve a certain task.

Objectives are statements which describe what a learner is expected to

achieved as a result of instruction

Objectives describes an intended result of instruction rather than the process

of instruction itself.

Objectives are the foundation upon which you can build lessons and
assessments and instruction that you can prove meet your overall course or
lesson goals.

Instructional Objectives

Most people would agree that the goal of education is learning. Most would
also agree that education is likely to be more effective if educators are clear
about what it is that they want the learners to learn. Finally, most would agree
that if teachers have a clear idea about what learners are expected to learn,
they can more easily and more accurately determine how well students have
learned. Enter instructional objectives. Because instructional objectives specify
exactly what is supposed to be learned, they are helpful to the teacher as well
as the learner throughout the learning process and are invaluable in the
evaluation process.

Instructional objectives (also known as behavioral

objectives or learning objectives ) are basically statements which clearly
describe an anticipated learning outcome. When objectives were first coming
into their own in education, they almost always began with the phrase: "Upon
completion of this lesson, the student should be able to…." This phrase
focused on the outcome of learning rather than on the learning process. In fact,
one of the criteria for a well-written objective is that it describe the outcome of
learning, that is, what the learners can do after learning has occurred that they
might not have been able to do before the teaching and learning process
began.

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 Other Definitions of Instructional Objectives

An instructional objective is a statement that will describe what the learner

will be able to do after completing the instruction. (Kibler, Kegla, Barker,
Miles, 1974).

According to Dick and Carey (1990), a performance objective is a detailed

description of what students will be able to do when they complete a unit of
instruction. It is also referred to as a behavioral objective or an instructional
objective.

Robert Mager (1984), in his book Preparing Instructional Objectives,

describes an objective as "a collection of words and/or pictures and diagrams
intended to let others know what you intend for your students to achieve" (pg.
3). An objective does not describe what the instructor will be doing, but instead
the skills, knowledge, and attitudes that the instructor will be attempting to
produce in learners.

 Instructional objectives are specific, measurable, short-term, observable

student behaviors. They indicate the desirable knowledge, skills, or
attitudes to be gained.
 An instructional objective is the focal point of a lesson plan. Objectives are
the foundation upon which you can build lessons and assessments and
instruction that you can prove meet your overall course or lesson goals.
 Think of objectives as tools you use to make sure you reach your goals.
They are the arrows you shoot towards your target (goal).
 Begin with an understanding of the particular content to which the
objectives will relate.
 The purpose of objectives is not to restrict spontaneity or constrain the
vision of education in the discipline; but to ensure that learning is focused
clearly enough that both students and teacher know what is going on, and
so learning can be objectively measured. Different archers have different
styles, so do different teachers. Thus, you can shoot your arrows
(objectives) many ways. The important thing is that they reach your target
(goals) and score that bullseye!

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 Purpose of Instructional Objectives

The purpose of instructional process is to promote a well-integrated

development of a person. Therefore we must be clear what type of learning
outcomes we expect from our teaching- knowledge, understanding, application
or performance skills? The first step of an effective teaching is to clearly define
the designed learning outcomes. It also helps to develop a good evaluation
procedure. Instructional objectives play a pivotal role in the teaching learning
process.

The main purpose of instructional objectives are as follows:

i. To provide direction for the instructional process by clearly stating the
intended learning outcomes.
ii. To convey instructional intent to pupils, parents and educational
organizations.
iii. To provide a basis for evaluating pupil learning by describing the
performance to be measured.
Thus a clearly stated instructional objective makes the methods and materials
of teaching more effective. It also helps to know what the pupils should learn
and how the learning is to be expressed.

We know that an effective evaluation depends on a clear description about

what is to be (evaluated). So before selecting or developing any evaluation
measure we should specify the intended learning outcomes. So that the
instructional objectives must be well stated.

Kinds of Instructional Objectives

Instructional objectives are often classified according to the kind or level

of learning that is required in order to reach them. There are numerous
taxonomies of instructional objectives; the most common taxonomy was
developed by Benjamin Bloom and his colleagues.

Bloom’s taxonomy is a classification system used

to define and distinguish different levels of human
cognition—including: thinking, learning, and
understanding. Educators have typically used Bloom’s
taxonomy to inform or guide the development of
assessments(tests and other evaluations of student
learning), curriculum (units, lessons,projects, and
other learning activities), and instructional methods
such as questioning strategies.It was originally
Published in 1956 by a team of cognitive psychologists
at the University of Chicago. It is named after the
committee’s chairman, Benjamin Bloom (1913–1999).

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 The original taxonomy named the different structures based on the nature
of the learning task (knowledge, comprehension, application, analysis,
synthesis, and evaluation). The revised taxonomy is based on what we want
learners to do, which is more congruent with the nature and purpose of
objectives. The original taxonomy was also organized into three
domains:Cognitive, Affective, and Psychomotor. Simply put, cognitive
objectives focus on the mind; affective objectives focus on emotions or
affect; and psychomotor objectives focus on the body.

Bloom's taxonomy can serve many purposes: it

 provides a common language among educators;

 helps determine the alignment of objectives, learning activities, and
assessment; and
 stretches the educational possibilities to give greater breadth and depth to
courses and curricula

Furthermore, this logical framework for teaching and learning is to help

researchers and educators understand the fundamental ways in which people
acquire and develop new knowledge, skills, and understandings. Their initial
intention was to help academics avoid duplicative or redundant efforts in
developing different tests to measure the same educational
objectives.

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 Cognitive Domain
Emphasizes the remembering and or reproducing of something that has
presumably been learned. It also involves solving some intellectual task for
which the individual has to determine the essential problem and then
reorder given material or combine it with ideas, methods, or procedures
previously learned.

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Remembering
Definition: retrieve, recall, or recognize relevant knowledge from long-term memory
(e.g., recall dates of important events in U.S. history, remember the components of a
bacterial cell). Appropriate learning outcome verbs for this level include: cite, define,
describe, identify, label, list, match, name, outline, quote, recall, report, reproduce,
retrieve, show, state, tabulate, and tell.

Understanding
Definition: demonstrate comprehension through one or more forms of explanation
(e.g., classify a mental illness, compare ritual practices in two different religions).
Appropriate learning outcome verbs for this level include: abstract, arrange, articulate,
associate, categorize, clarify, classify, compare, compute, conclude, contrast, defend,
diagram, differentiate, discuss, distinguish, estimate, exemplify, explain, extend,
extrapolate, generalize, give examples of, illustrate, infer, interpolate, interpret, match,
outline, paraphrase, predict, rearrange, reorder, rephrase, represent, restate,
summarize, transform, and translate.

Applying
Definition: use information or a skill in a new situation (e.g., use Newton's second law
to solve a problem for which it is appropriate, carry out a multivariate statistical
analysis using a data set not previously encountered). Appropriate learning outcome
verbs for this level include: apply, calculate, carry out, classify, complete, compute,
demonstrate, dramatize, employ, examine, execute, experiment, generalize, illustrate,
implement, infer, interpret, manipulate, modify, operate, organize, outline, predict,
solve, transfer, translate, and use.

Analyzing
Definition: break material into its constituent parts and determine how the parts relate
to one another and/or to an overall structure or purpose (e.g., analyze the relationship
between different flora and fauna in an ecological setting; analyze the relationship
between different characters in a play; analyze the relationship between different
institutions in a society). Appropriate learning outcome verbs for this level

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include: analyze, arrange, break down, categorize, classify, compare, connect,
contrast, deconstruct, detect, diagram, differentiate, discriminate, distinguish, divide,
explain, identify, integrate, inventory, order, organize, relate, separate, and structure.

Evaluating
Definition: make judgments based on criteria and standards (e.g., detect
inconsistencies or fallacies within a process or product, determine whether a
scientist's conclusions follow from observed data, judge which of two methods is the
way to solve a given problem, determine the quality of a product based on disciplinary
criteria). Appropriate learning outcome verbs for this level include: appraise, apprise,
argue, assess, compare, conclude, consider, contrast, convince, criticize, critique,
decide, determine, discriminate, evaluate, grade, judge, justify, measure, rank, rate,
recommend, review, score, select, standardize, support, test, and validate.

Create
Definitions: put elements together to form a new coherent or functional whole;
reorganize elements into a new pattern or structure (design a new set for a theater
production, write a thesis, develop an alternative hypothesis based on criteria, invent
a product, compose a piece of music, write a play). Appropriate learning outcome
verbs for this level include: arrange, assemble, build, collect, combine, compile,
compose, constitute, construct, create, design, develop, devise, formulate, generate,
hypothesize, integrate, invent, make, manage, modify, organize, perform, plan,
prepare, produce, propose, rearrange, reconstruct, reorganize, revise, rewrite, specify,
synthesize, and write.

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 Affective Domain
Refers to the tracking of growth in feelings or emotional areas throughout
the learning experience. It emphasize a feeling, emotion, or a degree of
acceptance or rejection.

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 Psychomotor Domain
Emphasizes motor skills, or manipulation of materials and objects, or action,
which requires neuromuscular coordination.

The Three Versions of Psychomotor Domain

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The following list is a combination of the above taxonomies:

Behavioral Verbs Appropriate for the Psychomotor Domain

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 Importance of Instructional Objectives

There are three reasons why instructional objectives are important. These are
as follows:

 Serves as a guide for students

 Serves as a basis for the selection of instructional media and procedures
 Determine the appropriate ways to evaluate the learning
 Provide a guide for choosing subject matter (content) to be taught, in
designing appropriate teaching methods and selection of learning
materials depending on the amount of content to be covered.
 Help in allocating teaching time as well as deciding on criteria for
evaluating the quality and efficiency of the teaching and learning activities,
thus providing feedback to the teacher about the learners’ performance. In
this way, remedial teaching can be done where necessary
 Control the behavior of the learners and the teacher
Instructional objectives are important because without them it is impossible
to effectively evaluate learning. It is also difficult to select content, appropriate
course materials, or specific teaching strategies.Tests can lose their relevancy
or fairness unless specific objectives are clear to both the student and the
teacher. If teachers do not have a clear idea of the intent of the lesson, they
will not be able to select test items that clearly reflect the students ability to
perform the intended skills. Also, if students are aware of a clearly defined
objective, they have the tools with which to evaluate their own progress. This
way learners can tell if they are on target.

Characterisitcs of Instructional Objectives

Specific
Objectives are very specific. It should describe exactly what the learner is
expected to do.

Outcome Based
Objectives are outcome based. Objectives is going to state what the leaner
should be able to do after the instruction is complete. The process of how the
instruction happens is not considered in an objective.

Measurable
Objectives should describe learning outcomes that can be measured;
objectives should be seen or heard.

Describe Student Behavior

Objectives describe student behaviors.Objectives should relate what the
students should be able to do after the instruction.

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 B. Preparing Instructional Objectives
By: Kizzha Gultimo Godinez

Methods of Stating Instructional Objectives

An instructional process becomes successful when a well organized list of

instructional objectives is prepared. It satisfies two goals:

(а) To obtain a complete list of instructional objectives.

(b) To state the learning objectives clearly so that it will indicate the
expected learning outcomes.

Instructional objectives in the teaching learning process can be divided into

two types:

(а) General Instructional Objectives:

It is a goal or intended learning outcome stated in general enough terms. It
includes a set of specific objectives in it.

(b) Specific Learning Objectives:

A goal or aim serving as a guide for a teaching unit, directed toward the
eventual achievement of a general objective. It is stated in terms of specific
and observable pupil performance. It describes the specific behaviour, a
learner will exhibit after learning a particular unit. Let us discuss separately
different criteria for stating, general instructional objectives and specific
learning objectives.

Criteria for Stating the General Instructional Objectives

To obtain a comprehensive list of the instructional objectives the following

steps should be followed:

1. Each General Objective should be stated as an intended learning

outcome
It means the objectives must be stated in terms students expected terminal
behaviour.

For example
a. Defines the term.
b. Understands the relationships.
c. Applies the formula to solve problems.
d. Interprets charts and graphs.

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2. Statement of each general objective should begin with a verb
The objective should be stated in terms of students’ behavior i.e. the expected
terminal behavior of the student.

For example:
a. Knows the events.
b. Understands the Principles.
c. Applies the principles and rules.

3. Only one learning outcome should be included in each general

objective
Each general objective should include one type of students’ performance.

For example:

It should not be stated like

Understands and applies the formula to solve mathematical problems.

It should be stated like

a. Understands the formula.
b. Applies the formula to solve mathematical problems.

4. Each general objective should be stated at the proper level of

generality
A general instructional objective must be stated in general terms. This provides
the teacher more freedom in selecting the method and material for instruction.

For example the objectives must be stated as:

a. Knows specific facts.
b. Understands the principles and relationships.
c. Interprets maps and charts.
d. Applies theories to solve practical problems.

5. Statement of general objectives should be free of course content

The statements of general objectives should not be taken from the course
content. So that it can be used for several units.

Example:

Better:
a. Applies the principles and rules to solve mathematical problems.
Poor:
a. Applies the principles and rules of simple interest to solve mathematical
problems.

6. Overlapping of the objectives should be avoided

In order to avoid the overlapping of the instructional objectives proper planning
is necessary. Preparation of a ‘Table of Specification’ helps the teacher to
avoid overlapping of the instructional objectives.

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Criteria for Stating The Specific Instructional Objectives

Statement of a specific learning objective makes the general instructional

objective more clear and convenient. A general instructional objective
supported by specific learning outcomes provides adequate direction for
teaching and testing. Therefore specific learning outcomes should be stated
clearly.The following steps helps to state specific learning objectives:

1. Each general objective must be supported by a representative sample

of specific objectives
A list of specific learning outcomes coming under each general objective must
be prepared. It must be clearly described what type of terminal performance
the students are expected to perform.

2. Each specific learning objective must begin with an action verb

The specific learning objectives should be stated in terms of students
observable behaviour. The expected learning outcome must be an action verb.

Example:
a. Defines important terms.
b. Identifies the difference between different terms.

3. Specific learning objectives must be related to the general objectives

under which it is stated
While preparing the list of specific learning objectives one must be sure that
each specific learning objective is relevant to the general objective under
which it is stated.

Example:
General Objective:
Interprets graphs and charts.
Specific Learning Objective:
Understands the slope of the graphs.

4. Adequate number of specific learning objectives should be enlisted

To describe properly and adequately the performance of pupils who have
attained the objective enough specific learning outcomes should be included.

5. Statement of specific learning objectives should be free from course

content
The objectives stated should not be taken from the course content directly. So
that it can be used for several units.

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Characteristics of a Well-Written Objectives

A well-written objective should meet the following criteria:

(1) describe a learning outcome
(2) be student oriented,
(3) be observable (or describe an observable product)

A well-written objective should describe a learning outcome (e.g., to

correctly spell the spelling words on page seventeen). It should not describe a
learning activity (e.g., to practice the words on page seventeen by writing each
one ten times). Learning activities are important in planning and guiding
instruction but they are not to be confused with instructional objectives.

A student-oriented objective focuses on the learner, not on the teacher.

It describes what the learner will be expected to be able to do. It should not
describe a teacher activity (e.g., to go over the words on page seventeen with
the students, explaining their meaning and telling them how the words are
pronounced). It may be helpful to both the teacher and the student to know
what the teacher is going to do but teacher activities are also not to be
confused with instructional objectives.

If an instructional objective is not observable (or does not describe an

observable product), it leads to unclear expectations and it will be difficult to
determine whether or not it had been reached. The key to writing observable
objectives is to use verbs that are observable and lead to a well defined
product of the action implied by that verb. Verbs such as "to know," "to
understand," "to enjoy," "to appreciate," "to realize," and "to value" are
vague and not observable. Verbs such as "to identify," "to list," "to select,"
"to compute," "to predict," and "to analyze" are explicit and describe
observable actions or actions that lead to observable products.

There are many skills that cannot be directly observed. The thinking
processes of a student as she tries to solve a math problem cannot be easily
observed. However, one can look at the answers she comes up with and
determine if they are correct. It is also possible to look at the steps a student
takes to arrive at an answer if they are written down (thus displaying his
thinking process). There are many end products that also can be observed
(e.g., an oil painting, a prose paragraph, a 3-dimensional map, or an outline.)

Characteristics of a Useful Objectives

To be useful for instruction, an objective must not only be well written

but it also must meet the following criteria:
(1) be sequentially appropriate;
(2) be attainable within a reasonable amount of time;
(3) be developmentally appropriate.

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 For an objective to be sequentially appropriate it must occur in an
appropriate place in the instructional sequence. All prerequisite objectives
must already have been attained. Nothing thwarts the learning process more
than having learners trying to accomplish an objective before they have
learned the necessary prerequisites. This is why continuous assessment of
student progress is so important
.
A useful objective is attainable within a reasonable time. If an
instructional objective takes students an inordinately long time to accomplish, it
is either sequentially inappropriate or it is too broad, relying on the
accomplishment of several outcomes or skills rather than a single outcome or
skill. An objective should set expectations for a single learning outcome and
not a cluster of them.

Developmentally appropriate objectives set expectations for

students that are well within their level of intellectual, social, language, or
moral development. Teachers, parents, and others who are working with
preschool or elementary school children should be especially aware of the
developmental stages of the children they are working with. No author or
researcher has more clearly defined the stages of intellectual development
than Jean Piaget. Familiarity with his work as well as with the work of other
child development specialists (e.g., Lev Vygotsky's language
development, Lawrence Kohlberg's moral development and Erik
Erikson's social development) should produce better instructional
objectives.

Writing S.M.A.R.T. Objectives

Before training is designed, instructional designers first identify the

instructional objectives of the course. Instructional objectives are
measurable terms that describe what learners will be able to do after the
instruction. It is essential to have clearly outline instructional objectives to
make sure that what is taught in the courses matches the intended outcome.
The acronym S.M.A.R.T. is used to remember the guideline for writing
clear objectives.

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 pecific (says exactly what the learner will be able to do)

Instructional objectives should precisely describe what is expected of a

learner. For example, the learner will be able to deal with irritable customers,
which is not a specific objective. This could be made better by stating how the
learner will deal with the irritable customer.

easurable (can be observed by the end of the training session)

A measurable instructional objective is one that can be observed or one

that generates data points. For example, the learner will apply compassion
skills to handle irritable customers and log and report the outcome of each call
by the end of the month. The learner’s log offers data about how the customers
reacted to the technique.

ttainable (for the participants within scheduled time and specified

conditions)

Learners cannot feel defeated by the intended outcomes of the learning

objectives. Instructional objectives should not ask learners to prove
themselves under unfeasible circumstances. Give learners ample time to
prove their new skills. For example, in the objective above, the learner has one
month to prove he or she is effectively exercising the new skills. This is ample
time for the learner to do so.

elevant (to the needs of the participant and the organization )

Most learners do not care about learning things that they cannot use right
away. The information presented in the course and the outcomes should be
relevant to their personal lives or day to day work.

ime-framed (achievable by the end of the training session )

Learners need a deadline for when they should achieve and demonstrate
the use of the skill set. One month is the time-frame for the objective
mentioned above. A learning objective that is not time-framed gives learners
the false impression that they have an indefinite amount of time to learn the
skill and apply it.

Remember that a SMART Learning Objectives

• Is Specific, Measurable, Attainable, Relevant, and Time-framed.

• Is a statement describing an intended outcome.
• Describes intended participant performance by the end of the training
session.
• Describes participant performance, rather than trainer performance or
instructional
procedure.

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How can I create useful SMART Learning Objectives?

To create Specific, Measurable, Relevant, and Time-framed objectives:

• It’s helpful to start with the phrase “By the end of this session the
participant will be able to….” (often abbreviated “BTEOTSTPWBAT”) and
finish the sentence.
• Add an observable action verb that describes what the participant should
be able to do.

• Avoid difficult to define verbs that are open to a variety of interpretations

(e.g., understand, learn, grasp); use instead terms that describe directly
observable behaviors.
• When necessary, specify criteria concerning expected standard of
performance (e.g., “Design a plan for your girls to earn the ‘Movers’ Try-It,
including supplies and equipment needed, time estimates, and a description of
the activities.”)

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In order to have a better understanding of how to write an instruction objective,
The following areas all need to be studied: Domains of learning, Bloom's of
taxonomy, and four fundamentals of how to write an objective.

Domains of Learning

When writing instructional objectives, there are certain things you must
know about your instructional goal. One is what type of learning the student will
be engaged in while working towards the goal.The domains of learning are a
guide that will help you identify the type of learning a certain goal requires and
how to write objectives to go with it. By understanding what type of learning
needs to take place, you can write objectives that will clearly outline what steps
your learner will need to follow to reach the instructional goal.

Cognitive objectives call for outcomes of mental activity such as memorizing,

reading, problem solving, analyzing, synthesizing, and drawing conclusions.
Bloom and others further categorize cognitive objectives into various levels
from the simplest cognitive tasks to the most complex cognitive task. These
categories can be helpful when trying to order objectives so they are
sequentially appropriate. This helps to insure that prerequisite outcomes are
accomplished first. It vary from simple recall of material learned to highly
original and creative ways of combining and synthesizing new ideas and
materials. In short, cognitive objectives deal with what a student should know,
understand, or comprehend.

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Affective objectives focus on emotions. Whenever a person seeks to learn to
react in an appropriate way emotionally, there is some thinking going on. What
distinguishes affective objectives from cognitive objectives is the fact that the
goal of affective objectives is some kind of affective behavior or the product of
an affect (e.g., an attitude). The goal of cognitive objectives, on the other hand,
is some kind of cognitive response or the product of a cognitive response (e.g.,
a problem solved). It also vary from simple attention to a selected
phenomenon, to complex but internally consistent qualities of character and
conscience. In other words, affective objectives deal with how a student should
feel about something.

Psychomotor objectives focus on the body and the goal of these objectives
is the control or manipulation of the muscular skeletal system or some part of it
(e.g., dancing, writing, tumbling, passing a ball, and drawing). All skills
requiring fine or gross motor coordination fall into the psychomotor category.
To learn a motor skill requires some cognition. However, the ultimate goal is
not the cognitive aspects of the skill such as memorizing the steps to take. The
ultimate goal is the control of muscles or muscle groups.

Bloom’s Taxonomy and Action Verbs

Bloom’s taxonomy is a hierarchical model of cognitive processes that boost

learning outcomes. They are:
 Remembering
 Understanding
 Applying
 Analyzing
 Synthesizing
 Evaluating

`A newer version of Bloom’s taxonomy developed for 21st-century learners

has swapped synthesizing for evaluating and replaced evaluating with creating.
Both are used by instructional designers to structure curriculum instructional
objectives. Bloom’s taxonomy action verb lists are also helpful when writing
instructional objectives. For example, one list uses the verb “summarize” to
describe an activity that reinforces comprehension. A verb that describes an
evaluation activity is “critique.” Using these verb lists helps instructional
designers generate measurable learning objectives quickly while adhering to
the S.M.A.R.T. guidelines.

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 Four Fundamentals of Good Objectives

When trying to write good objectives, just ask yourself the following:

Does the statement clearly define who the learner is? Since the purpose of
an objective is to define the outcome of a learning experience, it is
Audience important to specifically define who the learner is.
For example: After completing this tutorial ITMA students will be able to
list the three domains of learning.
Does the statement clearly define what the learner will be doing after
completing the learning sequence? The behavior component of the
objective emphasizes the observable behavior that will occur after the
learner completes the instruction. This will identify the type of performance
that will be used as evidence to show that the learner has reached the
Behavior
objective. While writing this component it is important that to clearly and
specifically state what it is you want the learner to be able to demonstrate
at the completion point.
For Example: Given a map of United States, students will label the state
capitals with 100% accuracy.
Does the statement clearly describe the condition under which the learner
is expected to perform? When stating objectives it is important that you
include the condition in which performance is to be observed. Condition is
Condition
the setting or circumstance the learner will be in at the time of assessment.
For Example: Given speed and distance, the student will calculate the
time needed to reach Boston correctly.
Does the statement set the degree or standard of acceptable
performance? The final criterion of a well stated objective is the standard
by which acceptable performance is measured. The clarity and
communication of the objective is enhanced greatly by specifying how well
Degree (to what degree) the learner will be able to perform. By specifying at least
the minimum acceptable performance, a standard will be developed by
which to judge the instructional program.
For example: The students will solve 10 algebraic equations in 10
minutes without a calculator.

When writing instructional objectives, focus on the learner, not the

teacher!

Why?

The purpose of a behavioral objective is to communicate . Therefore, a

well-constructed behavioral objective should leave little room for doubt about
what is intended.

 Objectives communicate and guide development of assessment,

instructional methods, and content materials.

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 Objectives communicate the focus of learning that enables instructors and
students to work toward a common goal.
 The teacher can use objectives to make sure goals are reached.
 Students will understand expectations. Any skill is learned more effectively
if the learner understands the reason for learning and practicing it.
 Objectives communicate the assessment and grading. Objectives provide
a means of measuring whether the students have succeeded in acquiring
skills and knowledge.
 Objectives communicate and allow students the opportunity for
self-evaluation .

How?

Instructional objectives must be written to communicate

realistic, measurable, and learner centered outcomes.

 Realistic objectives can be achieved by the learners within your time frame
and in your given environment.
 Measurable objectives enable you to observe and determine how well
learners have acquired skills and knowledge.
 Learner centered objectives state what the learner can do at the end of
training. They always start with action verbs.
 Specify intended results or outcomes, and not the process. Teaching and
lecturing is part of the process of instruction, but it isn't the purpose of the
instruction. The purpose is to facilitate learning.

When Objectives should be developed?

 Before a lesson or course is developed (by designer).
 Before a lesson or course is taught (by instructor).
 Objectives should be reviewed with students at the beginning of the
course/module/lesson.

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 C. Choosing Themes
By: Marie Niel B. Guardiario

Theme is a topic of interest that provides the core for group activities.

The themes are important in planning a thematic unit of study. It helps learners
see meaningful connections across disciplines and even in skill learning areas.

Ex: The Teacher gave the children a project and let them run with it, and did
not really tell them the reasons why until afterwards, and so they came up
together with their idea of doing a fun sort of performance night for the ship's
crew and staff and everything.

Themes serve as reference points in conceptualizing, analyzing, synthesizing,

and consolidating learning experiences for a given unit.

Be guided by the questions below in selecting a theme for a unit of study

(Kellough,2003).

A. Is the theme within the realm of understanding and experience of the

teachers involved?

B. Will the theme be of interest to all members of the teaching team?

C. Are there sufficient materials and resources to supply the needed

information?

D. Does the theme lend itself to active learning experiences?

E. Can the theme lead to a unit of proper duration; that is not too short and not
too long?

F. Is the theme helpful, worthwhile and pertinent to the instructional

objectives?

G. Is the theme one with which teachers are not already so familiar that they
cannot share in the excitement of the learning?

H. Will the theme be of interest to students and will it motivate them to do their
best?

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 D. Organizing Bodies of Knowledge
By: Diamae M. Kadusale

Organizing bodies of the knowledge drawn from multiple disciplines is the key
to effective instruction. These are topics that combine facts, concepts,
generalizations, and the relationships among them. In planning thematic units,
the content of instruction could be presented this way.
Note:
Organized body of knowledge are not just concepts, although concepts are
building blocks that support them and even form the basis for their organized
structure.

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 E.Teaching Approaches
By: Pamela G. Laroa

What is teaching Approach?

It is a set of principles, beliefs, or ideas about the nature of
learning, which is translated into the classroom.

Example of Teaching Approaches

1.Teacher-Centered Approach

The teacher is perceived to be the only reliable source of

information in contrast to the learner-centered approach.

2. Learner-Centered Approach

In which it is premised on the belief that the learner is also an

important resource because he/she too knows something and is
therefore capable of sharing something.

3. Subject matter Approach

- Subject matter gains primacy over that of the learner .

4. Teacher Dominated Approach

In this approach, only the teachers voice is heard he /she is the

sole dispenser of information.

5. Interactive Approach

In this approach an interactive classroom will have more student

talk and less teacher talk. Students are given the opportunity to
interact with teacher and with other students.

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6. Constructivist Approach

The students are expected to construct knowledge and meaning

out for what they are taught by connecting them to prior experience.

7. Banking Approach

The teacher deposits knowledge into the “empty” minds of students

for students to commit to memory.

8. Integrated Approach

It makes the teacher connects what he/she teaches to other

lessons of the same subject (interdisciplinary) or connects his/her
lessons with other subjects thus making his/her approach
interdisciplinary and multidisciplinary.

9. Disciplinal Approach

It limits the teachers to discussing his/her lessons within the

boundary of his / her subject

10. Collaborative Approach

It will welcome group work, teamwork, partnerships, and group

discussion.

11. Individualistic Approach

It wants the individual students to work by themselves.

12. Direct Teaching Approach

The teacher directly tells or shows or demonstrates what is to

taught.

13. Indirect, Guided Approach

The teacher guides the learners to discover things for himself/

herself. The teacher facilitates the learning process by allowing the
learners to be engaged in the learning process with his/her
guidance.

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 F. Graphic Organizers
By: Mary Grace C. Kadusale

Graphic Organizers

-are essential tool of learning.

-are collection of effective visual learning resources used in classrooms,

colleges, and offices around the world to help assemble ideas.

-as content creators, we are constantly trying to find new ways to become
more efficient, not just in the method of content production, bit also in how it is
conveyed.

-integrate both text and visuals. This has been scientifically proven to be an
effective way of teaching and learning.

-using them can be extremely useful both teachers and students as they will
make lessons more engaging as well as easily comprehensible.

-teachers use them when presenting the scope of the lesson, in giving the
lectures, and during closure.

-students use them in presenting an individual or group report and even in

formulating generalizations.

Different Types of Graphic Organizers

Circle Map Graphic Organizer

The aim of the Circle Map is to formulate an idea or theme using relevant data.

Are useful for the strategizing the very start of an idea.

Spider Map Graphic Organizer

The aim of the spider Map is to establish the main theme with clear descriptive
relations. It is better suited to explain a subject.

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Idea Wheel Graphic Organizer

It is like a combination of the circle Map and the spider Map. It also focuses on
creative thinking and arranging ideas at the same stage and helps to take
notes when doing analysis or having a concept of a larger image.

Idea Web Graphic Organizer

It is a blend of different spider maps and simply a contrast organizer that

identifies similarities between concepts.

Concept Map

It is very close to the idea web. It can also evaluate one specific topic rather
than two or more topics simultaneously and typically very diverse and
detailed.

Venn Diagram Graphic Organizer

These are important for web concepts, but the visuals distinction is that the
circles or parts overlap each other instead of being attached to the lines.

Tree Chart Graphic Organizer

It -can be a huge benefit when it’s necessary to identify and organize details. It
may be also used as a graphical overview for any form of a written task, such
as an article or blog post.

Organization Chart

It divides knowledge into parts that originate from each other as a groupings,
while the organizational chart is all about rank.

Sequence of Events Chain Graphic Organizer

It is a chain of incidents is almost like a flowchart. This form of graphic

organizer is a graphic illustration of a method , change ,or collection of
guidelines.

Cause and Effect Map Graphic Organizer

It aims to describe the source and consequences of some cases. It is also

among the most functional of all graphic organizer.

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 G. Study Skills
By: Anna Jane B. Lagunero

Study Skills – When we say Study Skills this is The different abilities that
can. be developed in order to improve a learner's capacity to learn.

Study Skills also is academic skill, or study strategies are approaches

applied to learning. Study skills are an array of skills which tackle the process
of organizing and taking in new information, retaining information, or dealing
with assessments. In other words study skills are the skills you need to enable
you to study and learn efficiently – they are an important set of transferable life
skills.

There are Four Key points about Study Skills

1. You will develop your own personal approach to study and learning in a way
that meets your own individual needs. As you develop your study skills you will
discover what works for you, and what doesn’t.
2. Study skills are not subject specific - they are generic and can be used when
studying any area. You need to understand the concepts, theories and ideas
surrounding your specific subject area. To get the most out of your studies,
however, you’ll want to develop your study skills.
3. You need to practice and develop your study skills. This will increase your
awareness of how you study and you’ll become more confident. Once
mastered, study skills will be beneficial throughout your life.
4. Study skills are not just for students. Study skills are transferable - you will
take them with you beyond your education into new contexts. For example,
organizational skills, time management, prioritizing, learning how to analyze,
problem solving, and the self-discipline that is required to remain
motivated. Study skills relate closely to the type of skills that employers look
for

What is the importance of Study Skills?

Study skills can increase your confidence, competence, and self-esteem. They
can also reduce anxiety about tests and deadlines. By developing effective
study skills, you may be able to cut down on the numbers of hours spend
studying, leaving more time for other things in your life.

How to Improve Your Study Skills?

1. Behavior modification can work for you

2. Do not study more than an hour at a time without taking a break
3. Do not study when you are tired.
4. Use the best note-taking system for you.
5. Memorize actively, not passively

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 H. Integrating Values
By: Nica Jilomi B. Jaluag

Values are integrated today in all learning areas in the elementary and
secondary schools. Values are the standards or criteria that we use in making
judgments about whether something is positive or negative, good or bad,
pleasing or displeasing.

A channel of values development through the teaching-learning activities in the

different learning areas.

Values integration in all subject areas is a vital component of learning. We

define learning as a behavioral change of a person by acquiring new
knowledge that we may encounter in our daily life.

In teaching language subjects like English and Filipino as well as Math,

Science, Araling Panlipunan (Social Studies)/ Sibika (Civics), and
MAPEH, we should always put values on our lessons every time we
teach. As teachers, we touch the lives of our students; we mold them to be
globally competitive citizens of our country and to help them to reach what they
want to be in the future. Keep in mind that our students might forget what we
teach, like solving fractions, and the governors-general during Spanish

35
colonization. Still, for sure, they will always remember the values that they’ve
learned from us.
But there is always a question pinned to it. How?

When teaching English and Filipino as well as teaching other languages, we

could impart values by using sample sentences and activities that are values
related.

For example, in teaching identifying NOUNS, we could use the sentence;

“Filipinos help each other especially in times of trouble,” we let our students
recognize the nouns, as well as they’ve learned other useful attributes of being
a Filipino.

For example in Filipino, the concept is all about Kahirapan and you pose a
question "Bilang kabataan, paano ka makakatulong para masugpo ang
kahirapan ng iyong pamilya"?

For example TLE subject the concept is all about Meal Planning you asked
Why is it important to plan your meal for the day?
Another set pf example in the primary level, teachers in Math teach their
students to count as well as adding and subtracting. He/She should also add to
their lesson, how will their students use it in their daily life teach and the
importance of valuing things like money and proper time management.

In Social Studies and Civics, the teacher can teach the moral value that lays
history. For example, we let our students reflect on a particular event in our
history and give their reaction and position, why Rizal did write Noli Me
Tangere.

In MAPEH we could teach the essence of valuing our own culture and
preparing our students to appreciate our heritage, like arts and dance, as well
as our cuisine.

Actually there are lots of ways of integrating values education in our lessons.
We need to learn how to do it effectively to mark the values we teach to the
heart and minds of our students. We are not just teachers, but we are helpers
of God. We train their hearts, their thoughts, as well as how, do they will
behave in our society
.
What is the importance of value integration in our education?

The integration of values in our education teaches deep understanding of

different cultures of the people and foster respect and appreciation. The main
key to achieve harmonious relationship between individuals despite of
differences. Education is considered as a major vehicle for inculcating values
among learners. Is is a process of transmission of values, which help them to
lead a good life in accordance with societal aims. Therefore value form an
integral part of the school curriculum.

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Books

Electronic References

Book

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Electronic References

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