SECTION 2: PRINCIPLES OF CURRICULUM

CHAPTER 3 – COMPONENTS OF CURRICULUM DESIGN

MAJOR COMPONENTS OF CURRICULUM

KEY CONCEPT: Identification of Educational Philosophy

GENERATING AIMS, GOALS, AND OBJECTIVES

Generating Aims
Generating Goals
Level of Goals
Generating Objectives
Types of Objectives
1. .
2. .
3. .

TAXONOMY OF EDUCATIONAL OBJECTIVES

A. The Cognitive Domain (Intellect/Knowledge/Think)

- First systematic approach to helping teachers write objectives
- First introduced by Benjamin Bloom on 1956 (Noun Form)
- Revised on 2001 by Lorin Anderson, a former student of B. Bloom (Verb Form)
- Has 6 levels: 3 Lower Order Thinking Skills and 3 Higher Oder Thinking Skills

Bloom’s Taxonomy 1956 (Noun Form)

Lower Order Thinking Skills
Level Description Keywords
Describe, define, list, state, identify,
1.Knowledge Ability to recall information
know outline, recall
Explain, distinguish, summarize,
2.Comprehension Ability to understand
interpret, translate
Solve, apply, demonstrate, show,
3.Application Ability to use an understood concept in a new situation
construct
Higher Order Thinking Skills
Level Description Keywords
Ability to separate a concept into its components in order for Discriminate, differentiate,
4.Analysis
greater understanding of how the parts affect the whole compare, contrast, break down
Ability to put understood parts together in order to create new Categorize, compose, generate,
5.Synthesis
meaning design, modify, create
Ability to make a judgment Conclude, criticize, defend, justify,
6.Evaluation
evaluate

Revised Taxonomy 2001 (Verb Form)

Lower Order Thinking Skills
Level Description
1 Remembering Retrieving relevant knowledge from long term memory
2 Understanding Constructing meaning from oral, written, and graphic messages
3 Applying Carrying-out or using procedure in order for implementation
Higher Order Thinking Skills
Level Description
4 Analyzing Breaking material down into constituent parts in order to determine relation of said parts
5 Evaluating Making judgment based on the criteria and standards
6 Creating Putting elements together in order to form a functional whole

Page | 1
The Teacher and The School Curriculum | Curriculum Development
 SECTION 2: PRINCIPLES OF CURRICULUM
CHAPTER 3 – COMPONENTS OF CURRICULUM DESIGN

B. The Affective Domain

Level Description Keywords
1.Receiving
2.Responding
3.Valuing
4.Organization or
Conceptualize
Values
5.Internalize or
Characterization
Values

C. The Psychomotor Domain

Established to address skills development relating to manual tasks and physical movements.

Dave’s Taxonomy
Level Descriptions Examples Key words

Simson’s Taxonomy
Level Descriptions Examples Key words

Harrow’s Taxonomy
Level
1 Reflex Movements
2 Basic Fundamental Movements
3 Perceptual Abilities
4 Physical Abilities
5 Skilled Movements
6 Non-discursive Communication
Descriptions Examples
involuntary reaction respond physically
instinctively
basic simple movement alter position, move,
perform a simple action
basic response use more than one ability in
response to different
sensory perceptions
fitness develop strength,
endurance, agility, control
complex operations execute and adapt
advanced, integrated
movements
meaningfully expressive activity expresses
activity or output meaningful interpretation
Key words
react, respond
grasp, walk, stand, throw
catch, write, explore,
distinguish using senses
endure, maintain, repeat,
increase, improve, exceed
drive, build, juggle, play a
musical instrument, craft
express and convey feeling
and meaning through

Page | 2
The Teacher and The School Curriculum | Curriculum Development
 SECTION 2: PRINCIPLES OF CURRICULUM
CHAPTER 3 – COMPONENTS OF CURRICULUM DESIGN

movement and actions

Page | 3
The Teacher and The School Curriculum | Curriculum Development