Bicol College Graduate School

Daraga, Albay
Instructional Analysis

Lesson No: Aims, Goals, and Objectives

The different goals formulated of Tyler, Gronlund, Bloom, Mager and Gagne
Schedule: 5th meeting
Course Description: Masters of Arts in Education (Educational Management)
Overview: Know the similarities and differences of Aims, Goals and Objectives.
Differentiate the educational theories of different philosophers.
Activities/Task: Long Test, Multiple Choice, Enumeration, Essay
References:
Google Links
https://www.slideshare.net/wdoty3/aims-goals-and-objectives
https://www.convergencetraining.com/blog/robert-magers-performance-based-learning-objectives
https://www.slideshare.net/jam18/blooms-taxonomy-complete-25087750

Assessment and 
Feedback:
Assignment/Homework: Essay: Give at least 5 examples of aims, goals, and objectives of Educational Institution.
References: www.google.com
Prepared By: Carolyn M. Campo

Carolyn Campo
Teacher
Immaculate Conception College Albay
Daraga, Albay
campocarolyn18@gmail.com
09126742094
 AIMS,GOALS, And
OBJECTIVES
AIMS
• Wilcon (2004) defines AIMS “general statements that provide direction or intent to
educational action”
• Orstein and Hunkins concluded that AIMS serve to:
1. Be general statements that provide shape and direction to the more specific actions
design to achieve future product and behavior.
2. Be starting point for ideal/inspirational vision of the good future
• Usually written in amorphous terms like learn, know, and understand and these are
not directly measurable
• can be based on the constitution of the country
• written by panels, commissions, or policy making groups that express a philosophy
of education and concepts of the social role of school and the need of school and
youth
Examples of Aims
• To prepare students for democratic citizenship;
• To develop a moral character and personal discipline;
• To strengthen ethical and spiritual values;
• To teach the rights and duties of citizenship;
• To encourage creative and critical thinking.
GOALS
• According to Wilcon (2005), goals are the statement of educational intention which
are more specific than aim;
• Goals are statement of purpose with some outcomes in mind;
• Goals are statement or intent to be accomplished;
• Olivia (2001) distinguishes between curriculum goal and instructional goals;
• Curriculum goal: a purpose in general terms without criteria of achievement;
• Instructional curriculum: a statement of performance expected of each student
• Goals derived from aims;
• Goals are more specific and definite than aims, but they are still non behavioral and
therefore non observable and non-measurable;
• Goals translate aims into statement that will describe what schools are expected to
accomplish
EXAMPLES OF GOALS
• The development of reading skill;
• The appreciation of arts;
• The understanding and scientific and mathematical concepts.
OBJECTIVES
• Objectives are usually specific statement of educational intention which delineate
either general or specific outcomes;
• Benjamin Bloom and Robert Mager defined educational objectives in two ways:
1. Explicit formulations of the ways in students are expected to be changed by
educative process.
2. Intent communicated by statement describing proposed change in learner.
EXAMPLES OF OBJECTIVES
• To identify the main idea of the author;
• To be able to express advice, apology and compliant;
• To be able to locate the topic sentence and the supporting details;
• To be aware of the differences between the present simple and present perfect

CHARACTERISTICS
OF THE
DIFFERENT OBJECTIVES
RALPH TYLER
Objective Model
 MAJOR COMPONENTS
• The Tyler model is often referred to as the ‘objective model’ because its objective
approach to educational evaluation.
• It emphasizes consistency among objectives, learning experiences and outcomes.
• Curriculum objectives indicate both behavior to be developed and area of content to
be applied. (Keating, 2006)
Tyler Rationale
• What educational purposes should the school seek to attain? (Defining appropriate
learning objectives.)
• How can learning experiences be selected which are likely to be useful in attaining
these objectives? (Introducing useful learning experiences)
• How can learning experiences be organized for effective instruction? (Organizing
experiences to maximize their effect.)
• How can the effectiveness of learning experiences be evaluated? (Evaluating the
process and revising the areas that were not effective.)
Tyler Four Principles
Principle 1: Defining Appropriate Learning Objectives
 Studies of the learners themselves as a source of educational objectives
 Studies of contemporary life outside the school
 The use of philosophy in selecting objectives
 The use of psychology of learning in selecting objectives
 Stating objectives in a form to be helpful in selecting learning experiences and in
guiding teaching
Principle 2: Establishing useful learning experiences
 Meaning of the term “Learning Experience”
 General Principles in selecting learning experiences
 Illustrations of the characteristics of learning experiences useful in attaining various
types of objectives
Principle 3: Organizing Learning Experiences to have Maximum
Cumulative Effect
 What is meant by “Organization”?
 Criteria for effective organization
 Elements to be organized
 Organizing principles
 The organizing structure
 The process of planning a unit of organization
Principle 4: Evaluating the curriculum and reversing those aspects
that did not prove to be effective (Keating,2006)
 The need for evaluation
 Basic notions regarding evaluation
 Evaluation procedures
 Using the results of evaluation
 Other values and uses of evaluation procedures

Robert Mager
Behavioral Objectives

Mager’s Behavioral Objectives

Three important characteristics:
1. Performance- describes what the learners is expected to be able to do
2. Condition- describes the situation under which behavior will be observed
3. Criterion- describes how well or with what accuracy the learner must be able to
perform
The Four Steps Approach
1. Identify the testing situation (condition)
2. Identify who will perform (learner)
3. State what the learner will demonstrate (performance)
4. State how well the learner will perform (criterion)
The ABCD Rule
 A- Audience (Who)
 B- Behavior (what)
 C- Condition (under what circumstances)
 D- Degree (how much, to what extent)
Common Mistakes When Writing Objectives
 Describing what the instructor will do rather than what learners will do
  Including more than one behavior in a single objective
 Forgetting to include all three characteristics
 Using performance terms subject to many interpretations and that are not action-
oriented

Norman Gronlund
Lecture- General and Specific Objectives
Gronlund’s Method
 Each unit should have a general statement describing the lesson
 Statement begins with a word relating to Bloom’s Taxonomy
Components of General Objectives
1. Level of learning is underlined Understand the role of quality management in
organizations.
2. Relationships to be learned
The role of, the principle, the theory of, why the, how the, the reason for
3. Subject of the instruction content to be learned
Specific Objectives
• Behaviors that illustrate that students understands
• Illustrate attainment of objectives
• Each statement begins with a verb which is observable and measurable
• Other “understanding” performances:
- Predict, compare, differentiate, contrast
- Use sparingly:
- Cite, explain, state, describe, summarize, identify and give
Why use learning objectives? (Gronlund, 2000)
 To provide a focus for instruction;
 To provide guidelines for learning;
 To provide targets for assessment;
 To communicate expectations to learners;
 To convey instructional intent to others;
 To provide for evaluation of instruction.
 Benjamin Bloom
Bloom’s Taxonomy

Three Domains of Learning

Cognitive Domain
 Knowledge
 Comprehension
 Application
 Analysis
 Synthesis
 Evaluation
Psychomotor Domain
 Reflex Movement
 Basic Fundamental Movements
 Perceptual Abilities
 Physical Abilities
 Skilled Movements
 Non-Discursive Movements
Affective Domain
 Receiving
 Responding
 Valuing
 Organization
 Characterization

Original taxonomy (1956) Revised Taxonomy

(2001)

Robert Gagne
Cumulative Learning
 Two Main Components of Gagne’s Assumption
Hierarchy of Learning

Signal Learning
 Learn how to respond to a signal like Pavlov’s classical conditioning
Stimulus(S) – Response (R) Learning
 Learning precise response to precise signal/stimulus
Psychomotor Connection Learning
 Occurs when a chain of stimuli and response are formed
Verbal Association Learning
 Use terminology in verbal chains
Multiple Discrimination Learning
 Learn how to distinguish between similar stimuli
Concept Learning
 Singular/common response to entire class of stimuli
Principle Learning
 Viewed as a chain of two or more concepts
Problem Solving
 Highest learning type which lead to the discovery of higher order rules
Long Test
I. Multiple Choice
Direction: Encircle the best answer.

1. Written by panels, commissions, or policy making groups that express a philosophy of education.
a. Aims
b. Goals
c. Objectives
2. More specific and definite than aims, but they are still non behavioral and therefore non observable and non-
measurable.
a. Aims
b. Goals
c. Objectives
3. Usually specific statement of educational intention
a. Aims
b. Goals
c. Objectives
4. General statements that provide direction or intent to educational action.
a. Aims
b. Goals
c. Objectives
5. It translate aims into statement that will describe what schools are expected to accomplish.
a. Aims
b. Goals
c. Objectives
6. Tyler model is often referred to as the _______ because its objective approach to educational evaluation.
a. Objective model
b. Behavioral Objective
c. Lecture- General and Specific Objectives
7. Learn how to respond to a signal like Pavlov’s classical conditioning.
a. Verbal Association Learning
b. Signal Learning
c. Psychomotor Connection Learning
8. Highest learning type which lead to the discovery of higher order rules
a. Concept Learning
b. Problem Solving
c. Multiple Discrimination Learning
9. Learn how to distinguish between similar stimuli.
a. Concept Learning
b. Problem Solving
c. Multiple Discrimination Learning
10. Singular/common response to entire class of stimuli
a. Concept Learning
b. Problem Solving
c. Multiple Discrimination Learning

II. Enumeration
Three Domains of Learning
1.
2.
3.
Mager’s behavioral objectives
4.
5.
6.
Hierarchy of Learning
7.
8.
9.
10.
11.
12.
13.
14.
 Events of instruction
15.
16.
17.
18.
19.
20.

III. Essay (5 points each)

1. What is the importance of aims, goals, and objectives to the educational institutions?

2. What’s the most common objectives mentioned above? Why?

 Bicol College Graduate School
Daraga, Albay
Foundation of Education

Lesson No: Legal Foundation of Education

Schedule: 11th meeting
Course Description: Masters of Arts in Education (Educational Management)
Overview: Know the Legal Foundation of Education
Learn the different laws of education and the rights of students, teachers,
personnel and the institutions.
Activities/Task: Long Test, Multiple Choice, Enumeration, Essay
References:
Google Links
https://www.slideshare.net/PascualSalas/legal-foundation-of-education
https://www.slideshare.net/MartinJonBarnachia/legal-foundation-of-education
https://www.teacherph.com/legal-bases-of-philippine-educational-system

Assessment and 
Feedback:
Assignment/Homework: Give at least 5 examples of academic freedom.
References: www.google.com
Prepared By: Carolyn M. Campo

Carolyn Campo
Teacher
Immaculate Conception College Albay
Daraga, Albay
campocarolyn18@gmail.com
09126742094
 LEGAL FOUNDATION OF
EDUCATION
THE 1987 CONSTITUTIONS
Article XIV Sections 1-5
Section 1
• The state shall protect and promote the right of all citizens to quality education at all levels and shall take appropriate steps to
make such education accessible to all.
Section 2
• Maintain and support a complete and integrated system of education
• Establish system of free public education in the elementary and high school levels
• Establish and maintain the system of scholarship grants, students loan, subsidies and other incentives
• Encourage non-formal, informal, and indigenous learning system to respond to community needs; and
• Provide adult citizens, disabled and out-of-school youth with training in vocational efficiency and skills
Section 3
• All educational institutions shall include the study of the constitution as part of the curricula
• Shall inculcate patriotism and nationalism, foster love of humanity, respect for human rights, develop moral character, and
personal discipline
• Religion shall be allowed to be taught to their children in the public elementary and high school within the regular class hours
Section 4
• The state recognizes the complementary roles of the public and private institutions and shall exercise reasonable supervision
and regulation
• Educational institutions, other than those established by religious groups shall be solely by citizens of the Philippines
• All revenues and assets of non-stock, non-profit educational institutions exclusively for educational purposes shall be
exempted from taxes and duties
• Subject to conditions prescribed by law, donations and contributions shall be exempted from tax
Section 5
• The state shall take into the regional and sectoral needs and conditions and encourage the development of educational policies
and programs
• Academic freedom shall be enjoyed in all constitutions of higher learning
• Every citizens has a right to select a profession or course of study and adequate admission and academic requirements
• The state shall enhance the right of teachers to professional advancement
• The state shall assign the highest budgetary priority to education

Batas Pambansa BLG. 232

(The Education Act of 1982)
Rights and Duties of the Students
• Right to receive competent instruction, and relevant quality education
• Right to freely choose their field of study
• The right to school guidance and counseling services
• Right to access his own school records
• Right to issuance of official documents within 30 days from request
• The right to publish a school newspaper
• The right to free expression of opinions and suggestions
• The right to form, establish, and join organizations
• The right to free from the involuntary contributions
Right of all School Personnel
• The right to free expression of opinions and suggestions
• To be provided with free legal service
• Maintain labor organization of their choice to promote their welfare and defend their interest
• To be free from involuntary contributions
Special rights and/or privileges of teaching or academic staff
• Right to be free compulsory assignment not related to their duties
• Right to intellectual property
• Teachers are person in authority when in lawful discharge of duties and responsibilities
• Teachers shall be given opportunity to choose career alternatives for advancements
Rights of Schools
• The right of their boards to adopt and enforce administrative or management systems
• The right of the institutions to determine on academic grounds who shall to be admitted to study and who may teach
 OTHER LEGAL BASES
Act No. 74
• Establishment of the Department of Public Instruction headed by the General Superintendent
• The archipelago was divided into school divisions and districts
• English was made as medium of instructions
• Optional religious instructions in all school
• Establishment of a Trade school in Manila, a School of Agriculture in Negros, a Normal School in Manila
Commonwealth Act No. 1(Amended by R.A9163)
Presidential Decree 1706
• Known as “National Service Law”
• Required all citizens to render civil welfare service and military service.
Commonwealth Act No. 578
• Enacted on June 8,1940 conferred the status of “persons in authority” upon the teachers and professors
• This act also have a penalty of imprisonment from six months to 6 years and a fine ranging from 500- 1,000 pesos
Commonwealth Act No. 578 (Repealed by R.A. 896)
• Known as “Educational Act of 1940”
• This law provided the following:
• a. reduction from seven-years to six- year elementary course
• b. fixing the school entrance to seven
• c. national support to elementary education
• d. compulsory attendance in primary grades
• e. introduction of double-single session
Commonwealth Act No. 589
• Approved on August 19,1940, established a school ritual in public and private schools
• The ritual consists of patriotic ceremonies that include singing the National Anthem and Patriotic pledges
Republic Act No. 139(Repealed by R.A. 8047)
• Enacted on June 14, 1947 and the Board of Textbooks
• All public schools must only use books that approved by the Board
• Private schools may use books by their choice
Republic Act No. 896
• Enacted on June 20,1953 known as “Elementary Education Act of 1953”
• It repealed Commonwealth Act 586 and provided the following:
• a. restoration of Grade VII
• b. abolition of double-single session
• c. one teacher in the primary, three teachers to two classes or five teachers to three classes in the intermediate level
• d. compulsory completion of elementary grades
• e. compulsory enrollment of children upon attaining seven years old
Republic Act No. 1425
• Approved on July 12,1956, the inclusion in the curricula of all schools the life, works and writings of Jose Rizal
RepublicActNo.6655 “Free Public Secondary Education”
• Free public secondary education to all qualified citizens
• No tuition or other fees shall be collected
• Students who fails for two consecutive years could no longer avail the program
Republic Act 7722 The Higher Education Act of 1994
• It created the Commission on Higher Education (CHED) independent from the Department of Education
• Its coverage include both public and private institutions of higher education as well as degree granting programs in all post-
secondary educational institutions
• Authorizes the CHED to develop certain mandatory curricular offerings particularly in the general education program
Republic Act 7796 an Act Creating the Technical Education and Skills Development Authority (TESDA)
• It created TESDA to provide relevant, accessible high quality and efficient technical education and skills development in
support of the development of higher quality Filipino middle-level manpower responsive to and in accordance with Philippine
Development and priorities
Republic Act No.7836 – Philippine Teachers Professionalization Act of 1994
• Prescribes the Licensure Examination for Teachers (LET) to make them duly licensed professionals who possess dignity and
reputation with high moral values as well as technical and professional competence

• Provides that within 2 years after January 12, 1996, no person shall teach in preschool, elementary or secondary level or in
vocational courses unless he is a duly registered professional teachers
Republic Act No. 4670 Magna Carta of Public School Teachers
• Right to be informed of the charges in writing
• Right to full access to the evidence in the case
• Right to defend himself and be defended by a representative of his choice
• Right to appeal to clearly designated authorities
• Right to a married couple, both of whom are school teacher, to be employed in the same localities whenever possible.
 RECRUITMENT
• Elementary school teachers BEED graduates
• LET passers
 • Secondary school teachers BSED graduates 18 units in major subject
• LET passer
 LEAVE & RETIREMENT BENEFITS
1. Study Leave (Sabbatical Leave)
2. Indefinite Leave
3. Maternity leave with pay for 60 days
4. Vacation leave with pay
5. Enjoy one range salary raise upon retirement.
  Hours of Work and Remuneration
1. Enjoy academic freedom in the discharge of professional duties regarding teaching and classroom methods
2. Enjoy free physical exam and medical treatment or hospitalization
3. Salary scale – gradual progression from a minimum to a maximum salary by means of regular increments, granted automatically
every after 3 years
4. Granting of cost of living allowance
5. Additional compensation for service in excess of 6 hrs. of actual classroom teaching, hardship allowance and automatic retirement
promotion
 Monetary and other Benefits
• Basic salary based from the salary standardization law
• Clothing Allowance – P4, 000/yr.
• Productivity Pay – P2, 000/yr.
• Proportional Vacation Pay – salary for April and May
• 13th Month Pay – midyear and end of the year
• Bonus – P5,000/yr. as part of the 13th month pay
• Study leave (sabbatical leave) with pay equivalent to 100% of salary after 7 years of service
• Maternity leave with pay for 60 days
• Paternity leave with pay for 7 working days (Paternity Act of 1996- RA 8187)
• Indefinite leave

Long test
I. Multiple Choice
Direction: Encircle the best answer.

1. Right to issuance of official documents within 30 days from request.

a. Right of all School Personnel
b. Rights and Duties of the Students
c. Rights of Schools
2. Educational institutions, other than those established by religious groups shall be solely by citizens of the
Philippines.
a. Section 1
b. Section 4
c. Section 2
3. Establishment of the Department of Public Instruction headed by the General Superintendent
a. Act No. 74
b. Commonwealth Act No. 578
c. Commonwealth Act No. 589

4. Known as “Educational Act of 1940”.

a. Presidential Decree 1706
b. Commonwealth Act No. 1(Amended by R.A9163)
c. Commonwealth Act No. 578 (Repealed by R.A. 896)
5. Known as “National Service Law”.
a. Commonwealth Act No. 578
b. Presidential Decree 1706
c. Act No. 74
6. Enacted on June 8, 1940 conferred the status of “persons in authority” upon the teachers and professors.
a. Commonwealth Act No. 578 (Repealed by R.A. 896)
b. Commonwealth Act No. 1(Amended by R.A9163)
c. Commonwealth Act No. 578
7. It created the Commission on Higher Education (CHED) independent from the Department of Education.
a. Republic Act 7796
b.Republic Act No.7836
c. Republic Act 7722
8. Prescribes the Licensure Examination for Teachers (LET) to make them duly licensed professionals who possess
dignity and reputation with high moral values as well as technical and professional competence.
a. Republic Act 7722
 b. Commonwealth Act No. 578
c. Republic Act No.7836
9. It created TESDA to provide relevant, accessible high quality and efficient technical education and skills
development in support of the development of higher quality Filipino.
a. Republic Act 7796
b. Commonwealth Act No. 578
c. Republic Act No.7836
10. Right to a married couple, both of whom are school teacher, to be employed in the same localities whenever
possible.
a. Republic Act No.7836
b. Republic Act No. 4670
c. Republic Act 7722

II. Enumeration
Magna Carta of Public School Teacher
1.
2.
3.
4.
5.
Leave and retirement benefits of Public School Teacher
1.
2.
3.
4.
5.
Hours of Work and Remuneration of Public School Teacher
1.
2.
3.
4.
5.
Monetary and other Benefits
1.
2.
3.
4.
5.

III. Essay (5 points each)

1. Why students need to learn and study the constitution?

2. What is academic freedom?