Objective Formulation

 A written guide used to aid teachers in their

lessons.
 Goods define lesson plan as: “Outline of the
important points of a lesson arranged in the order
in which they are to be presented to students by the
teacher.” For a successful and effective teaching
planning is the first and the most important step.
 The teacher should know beforehand what to teach
and how to teach. He should have the clear aim of
the lesson before him and should plan accordingly.
He should know how he should introduce and
present the lesson and the aids he will make use of.
He should also know how to evaluate the lesson in
the light of the aim set.
 A lesson plan, in the word of Laster B. Stands, “is
actually a plan of action. It, therefore includes the
working philosophy of the teacher, his knowledge
of philosophy, his information about and
understanding of his pupils, his comprehension of
the objectives of education, his knowledge of the
material to be taught, and his abilities to utilize
effective materials.
 USED AS GUIDE FOR THE TEACHER
 PROVIDES DIRECTION
 GIVES TEACHER A SENSE OF SECURITY AND
CONFIDENCE
 PROVIDES RECORD
 HELPS KEEP GOOD CLASSROOM MANAGEMENT
 USED AS GUIDE FOR THE TEACHER. They don’t
have to think on their feet. Gives the teacher a
starting point. They build on previous teaching and
prepare for coming lessons
 PROVIDES DIRECTION. They are clear on the
procedure to follow.
 GIVES TEACHER A SENSE OF SECURITY AND
CONFIDENCE. They dont lose face in front of their
learners.
 PROVIDES RECORD
 HELPS KEEP GOOD CLASSROOM MANAGEMENT.
When a lesson works well, students not only learn.
They behave.
 They realize that the teacher cares for their
learning.
 They attend a structured lesson: easier to
assimilate.
 They appreciate their teacher’s work as a model of
well-organized work to imitate.
 Detailed lesson plan
 Semi-detailed lesson plan
 Understanding by Design (UbD)
 Detailed lesson plan. It provides mastery of what
to teach, and gives the teacher the confidence when
teaching. In this plan, both teacher’s and students’
activities are presented.
 Semi-detailed lesson plan. This is less intricate
than the detailed lesson plan. It is having a general
game plan of what you wanted to cover for that
subject on that particular day.
 Understanding by Design (UbD). It is a framework
for improving student achievement through
standards-driven curriculum development,
instructional design, assessment and professional
development (Wiggins & McTighe, 2006). The
emphasis of UbD is on "backward design", the
practice of looking at the outcomes in order to
design curriculum units, performance assessments,
and classroom instruction.
 Detailed Semi-detailed UbD

Objectives Desired Goals

Not included the understandings and essential Understandings and

questions able to show the students their essential questions for
understand the lessons the students

Procedures are
detailed from daily
routines to lesson Procedures omits the Procedures are
proper. Conversations, student activity in the included in learning
questions, and answers lesson plan plan.
between the teacher
and students.
Detailed SEMI-DETAILED Ubd
Evaluation is in the
learning plan that
Evaluation
includes the particular
activities
Materials and other
references are
Subject Matter
included in the
resources
Assignment usually
Assignment found in the
assessment evidence
 Objectives
 Subject matter
 Procedure
 Evaluation
 Assignment
 Objectives. The first thing a teacher does is create
an objective, a statement of purpose for the whole
lesson. An objective statement itself should answer
what students will be able to do by the end of the
lesson. The objective drives the whole lesson, it is
the reason the lesson exists. Care is taken when
creating the objective for each day’s lesson, as it
will determine the activities the students engage in.
 Subject matter. Or specific topic includes sources of
information, e.g., textbooks and library references.

The subject matter includes the following:

 Topic – particular lesson
 Reference/s – usually from the book and internet
websites.
 Materials – refer to objects or tools that serve as
instructional aids for particular subject.
 Procedure. The procedure is the body of your lesson
plan, the ways in which you'll share information with
students and the methods you'll use to help them
assume a measure of mastery of that material.
 In detailed lesson plan, the expected routines, lesson
proper, activities are presented. Questions and answers
are written. In semi-detailed lesson plan has only
contains procedures or steps to be used in the lesson
proper.
 Evaluation. It can take the form of formative test
consisting of a 10-item multiple choice questions
after the day’s lesson to determine the mastery of
learning, e.g., 95% of the class got 100% correct
answers.
 Assignment. It includes questions, exercises,
and/or a set of practice specified by the teacher. In
order to succeed in discussing the assignment for
the following day, a teacher give focused/specific
questions for students to answer.
 General statements that provide a sense of
direction and serve as guiding principles for
educational policy
 Aims are the translations of the general philosophy
and needs of the country
 Aims are designed at the national/state level by
policy making groups
 Aims can be based on the constitution of the country
 Ornstein (1990, p. 84) “We use the term Aims to refer to
broad statements about the intent of education. They
are value-laden statements, written by panels,
commissions, or policy-making groups, that express a
philosophy of education and concepts of the social role
of schools and the needs of schools and youth. In short,
they are broad guides for translating the needs of
society into educational policy”
 Derived from aims
 Aims become goals when they become more
specific and refer to a particular school or school
system and to a specific subject area of the
curriculum
 Goals translate aims into statements that will
describe what schools are expected to accomplish
 Goals are more specific and definite than aims, but
they are still non-behavioral and therefore non-
observable and non-measureable.
 Wilson (2005, p. 46) “Goals are the statements of
educational intention which are more specific than
aims but less specific than objectives”
 Objectives are stated in observable and
measurable terms (outcomes, proficiencies or
competences)
 Objectives are behavioral in nature and more
precise than goals
 Objectives state what students should know at the
end of the course and what is expected from them
 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.
 Program Objectives: Address subjects at
particular grade levels
 Course Objectives: Relate to particular courses
within grade levels
 Classroom Objectives: Divided into unit
objectives and lesson plan objectives
 Begin with the end in mind.
 Share lesson objective with students.
 Lesson objectives must be in two or three domains of
knowledge
 Work on significant and relevant lesson objectives.
 Lesson objectives must be aligned with the aims of
education
 For accountability of learning, lesson objectives must
be SMART
 Begin with the end in mind.
It means that we must begin our lesson with a clearly
defined lesson objective. With clear, specific
learning objectives we will have a sense of direction.
 Share lesson objective with students.
The students must have insights regarding our
lesson objectives to supplement ideas as well as to
promote teacher-student interactions and rapport.
 Lesson objectives must be in two or three domains
of knowledge (cognitive) skill, (psychomotor) and
values (affective).
 Work on significant and relevant lesson objectives.
Working on significant and relevant lesson
objectives helps the students to focus on the
learning objectives.
 Lesson objectives must be aligned with the aims of
education as embodied in the Philippines
Constitutions and other laws and on the vision-
mission statements of the educational institutions of
which you are part.
The scope of the lesson objectives must be in
accordance to the law and to the school policies and
principles.
 Aim at the development of critical and creative
thinking.
The teaching strategies and/or techniques should
fuel the development of higher order thinking skills
(HOTS) as well as the creative thinking skills of the
students.
 For accountability of learning, lesson objectives
must be SMART, i.e. Specific, Measurable,
Attainable, Result Oriented and Time bound and
Terminal.
SMART lesson objectives are a guideline to achieve
our learning objectives while allowing the
educators to continuously evaluate the learning
outcomes.
 Cognitive
 Psychomotor
 Affective
Cognitive
 It involves knowledge and the development of
intellectual skills such as
 recognition of specific facts, procedural patterns and
concepts that serve
 in the development of intellectual abilities and skills.
 It involves knowledge and the development of
intellectual skills such as recognition of specific facts,
procedural patterns and concepts that serve in the
development of intellectual abilities and skills.
Psychomotor
 It includes physical movement, coordination and
use of fine and/or gross motor skills. Development
of these skills requires practice and is measured in
terms of speed, precision, distance, procedure, or
techniques in execution.
Affective
 It includes the manner in which we deal with things
emotionally, such as feelings, values and attitudes.