CHAPTER 2

Reporter's:

Panti, Diana Rose

Felicia, Diana Rose
Arcilla, Shirleen

BEHAVIORAL

OBJECTIVES
INTRODUCTION
An objective is a statement that indicates a purpose ,
aim or goal set any undertaking. In teaching an objective
identifies that the purpose of teachers plan to pursue. It
is termed Educational or instructional objectives. It's
provides guidance in suitable learning situations and in
choosing appropriate assessment method to find out if
said objectives have been attained.

A. IMPORTANCE
Objectives are important because they help

facilitate the following:

1. Identification of what the students

are expected to know

( knowledge, facts, information), develop skills ( science

processes) and inculcate values( attitudes, habits).

2. Basis for planning and organizing learning activities

(methods and strategies to employ, step by step

procedure).
3. Choice of appropriate instructional

materials, equipment and simple tools.

4. Decision on appropriate

assessment techniques.

B. RULES IN FORMULATING
The five essential rules in formulating

behavioral objectives are the following:

1. Describe the expected behavior

of a student.

Example: predict the weather for the next 24 hours, identify

the flower hearing plants.

2. Describe the observable behavior

in terms of an outcome verb

which the students perform .

Examples: arrange, weigh, measure, classify

 3. Describe the criterion for evaluating an acceptable performance

of the behavior.

Example: name atleast 4 officials who participated in EDSA 1 walk in

a kilometer in 20 minutes; identify atleast 5 novels about the war.

4. Specify important conditions
under which the students will

perform the behavior.

Examples: run a mile during a sports contest, arrange the

books in the shelf according to titles.

5. Measure only one outcome verb for each

objective.
C. STATING OBJECTIVE
Formulating objectives is hereby being reprinted from the taxonomy

of Educational Objectives prepared by Benjamin Bloom ( 1982). The

taxonomy is divided into three large domains- cognitive, affective

and Psychomotor
1 . T H E C O G N I T I V E D O M A I N

Expected cognitive processes of the learners.

They are divided into six levels ranging from simple to complex.

A. Knowledge- student can recall , define, recognize, identify

specific information presented during instructions.

B . Comprehension- students can demonstrate understanding of the

information by translating it into different form or by recognizing it in
translated form. Through giving her own words, summarizing, giving a
original example, recognizing an example.

C. Application- student can apply information in performing

concrete actions. This action may involve figuring, writing, reading

and handling equipment etc.

d. Application- students can recognize the organization and structure of

a body of information, break this information down into its constituents

parts, and specify the relationship between these parts.

e. Synthesis- student can bring to hear information from various sources to

create a product uniquely his or her own. The product can take away of forms

written, oral, practical etc.

f. Evaluation- student can apply a standard in making a

judgement on the words of something an essay, an

action, or a design etc.

KNOWLEDGE
COMPREHENSION

APPLICATION

( Recall of facts) ( Gain meaning) ( Use a new situation)

Terms Compare Demonstrate

Name Classify Solve
Identify Describe Apply a rule
State Give examples Show
Select Order Measure
List Estimate Compute
Match Distinguish Operate
Label Predict Use
Reproduce Convert Illustrate
Extend Manipulate

Reorder Modify
ANALYSIS
SYNTHESIS

EVALUATION

( Breaks into parts) ( Organize) ( Make judgement)

Differentiate Summarize Interpret

Distinguish Design Explain
Select Combine Criticize
Separate Reconstruct Justify
Prove Draw Recommend Measures
Infer Relate Suggest
Breakdown Organize Data Appraise
Define Devise Contrast
Analayze Discriminate
Prepare
Point out Reduce
Recognize
Categorize Conclude
Produce
Detect Support
Create
Revise

2. THE AFFECTIVE DOMAIN

- deals with
how students affected with their learning.
Blooms taxonomy divides affective objectives into five

categories:

a.) Receiving - student show willingness to attend to particular

classroom stimuli or phenomena in the environment.

b.) Responding - students are required active participation
based on the stimuli.
c.) Valuing- students displays difinite involvement or
commitment toward some experience.
d.) Organization -student has integrated a new value into his
general set of values and can give it it's proper place in a
priority systems
e.) Characterization of value -student acts consistently according

to the value and is firmly commited to the experience.

L E V E L
1
SIMPLE BEHAVIORAL OBJECTIVES
Find

Gather data Recognize

Investigate Examine
Make Identify
Do Classify
Compute Illustrate
Measure Recall
Prepare Duplicate
Manipulate apparatus Repeat
Use

 LEVEL 2
BEHAVIOR REQUIRING APPLICATION OF
MORE COMPLEX MENTAL OPERATION

Prove Compare
Organize Data Specify limitations
Analyze Suggests
Apply Differentiate
Distinguish between Relate
Construct Discriminate
Device a method Reformulate
Plot a graph Estimate
State a problem Interpret
Identify variable State
Contrast

 LEVEL 3
BEHAVIOR SHOWING THAT A STUDENT HAS FIRM GRASP OF
MAJOR CONCEPT OR SHOWS ORIGINAL THOUGHTS

Generalize from data Manipulate ideas

Synthesis Recommend Measures
Infer Correct
Discuss critically List reasons for
Predict Explain
Deduce Initiate
Integrate Justify
Propose Reasons
Formulate hypothesis
Recognize

Discover
3. THE PSYCHOMOTOR DOMAIN
Skills in the Psychomotor domain are eye coordination for viewing visual

arts, intricate use of complex equipment in laboratory tasks in

communicating situation with facial and hand gestures.

S I X C A T E G O R I E S O F
O B J E C T I V E S I N T H E

PSYCHOMOTOR DOMAIN ARE:

A.) REFLEX MOVEMENTS

- students

action can occur involuntarily in response

to same stimuli.
B.) BASIC FUNDAMENTAL MOVEMENTS

- student has

innate movement pattern formed from a

combination of reflex movement

C.) PERCEPTUAL ABILITIES
- student can translate stimulus received through the

senses into appropriate desired movements.

D . ) P H Y S I C A L A B I L I T I E S

- students has developed basic movements that are essential to

the essential to the development of more highly skilled

movements.
E.) SKILLED MOVEMENTS

- students has developed more complex movements requiring a

certain degree of efficiency.

F.) NONDISCURSIVE COMMUNICATIONS

- student has the ability to communicate

through body movement.

IN ROBERT MAGER BOOK, PREPARING INSTRUCTIONAL MATERIALS OBJECTIVES

RECOMMENDED A FORMAT IN THREE PARTS AS FOLLOW:

A.) STUDENT BEHAVIOR

- states

what the students should be able to do or

the change in behavior that the teacher would

recognize as evidence that the objective has been

achieved.
B.) TESTING SITUATION
- it indicates the condition

under which the behavior will be

observed or will be expected to occur.

C.) PERFORMANCE CRITERIA

- It state the standard of performance level that aimed

at.

Examples:
G I V E N A L I S T O F U
N I V E R S I T I E S I N T H E C I T Y

(TESTING SITUATION), IDENTIFY (VERB OR

BEHAVIOR) AT LEAST 3 (PERFORMANCE CRITERIA)

WHICH ARE GOVERNMENT- SUPPORTED.

 He recommended action words that could specify

behavior objectives from simple to more complex to

show that the student has a firm grasp of the

concept being thought.


FOR

THANK YOU FOR

LISTENING

❤️😊
LET'S HAVE A QUIZ!
Identification:

1 - 3. What

are the parts of objectives ?

4. Who reprinted and prepared

the Educational

Objectives ?
5 - 7. Give atleast 3 levels

in cognitive

domain.
8-11.) Give atleast 4 categories in cognitive
domain.

12. He prepared the Instructional objectives?

M O D I F I E D T R U E O R F A L
S E :

13. Psychomotor domain deals with how students affected

by learning.

14. Objectives is use to be able specify the

expected behavior change of a learner.

15. Evaluation is how student can apply and

making judgement on the words of

something- an essay, an action, or design

etc.
THAT'S ALL

THANK YOU