Writing Behavioral

Objectives
Diosdada Castillon-Boiser
Strategies For Teaching
Victorina O, Acero et. al
Principles of Teaching 1

Carlito D. Garcia
Principles & Strategies of Teaching:
A Skills Approach

Lydia N. Agno
Principles of Teaching 1
A Modular Approach
 PARTS OF A LESSON PLAN
Traditional DepEd No. 42, s. 2016
I Objectives I Objectives
II Subject Matter II Content
III Materials III Learning
Resources
IV Procedures IV Procedures
V Remarks
VI Reflection
V Assignment
Objectives
Description of what is to actually
take place at the classroom level. It
specifies contents and sometimes
also the proficiency to be attained
Establish Teach Evaluate
Objectives Toward Objectives
Objectives

A Teaching Model Adapted from

Moore’s Classroom Teaching Skills
 Lesson Objectives must
be SMART
S specific
M measurable
A attainable
R result
T terminal
 Taxonomy of Objectives
1. Cognitive Domain-
* deals with academic information
and knowledge
* emphasizes intellectual learning
and problem-solving tasks
* Benjamin Bloom
 The Sequencing of Objectives
Highest

Evaluation
Synthesis
Analysis
Application
Comprehension
Lowest
Knowledge
 Taxonomy of Objectives
2. Affective Domain-
* deals with attitudinal, emotional
and valuing goals for learners
* development of attributes like genuine
interest, desirable attitudes, values,
commitment. It encompasses likes
and dislikes, attitudes, values and
beliefs
* David Krathwohl
 Highest

Characterizing
Organizing
Valuing
Responding
Lowest Receiving
 Taxonomy of Objectives
3. Psychomotor- (physical movement &
coordination)
* emphasizes the development of
motor skills
* focused on processes and the
acquisition of skills involving the
mind and the body
* Anita J. Harrow
* Three levels of psychomotor
learning Gronlund, 1985
 Taxonomy of Objectives
3. Psychomotor- (physical movement &
coordination)
* Gronlund’s (1985) three levels of
psychomotor learning: imitation,
manipulation and precision.
 Taxonomy of Objectives
A behavioral taxonomy serves as a
guide in determining
(1) what is the appropriate level of
behavior associated with a desired
learning outcome

(2) the extent to which objectives

for a unit of instruction reflect
various levels of behavior
Highest Origination
Adaptation
Complex Overt Response

Mechanism
Guided Response
Set
Lowest
Perception
Writing Behavioral Objectives
Four Components (Robert Mager,
1984 & Kibler, 1990)
1. Behavior or Performance –
describes what the learner are
expected to do.
ex. To write tewahe plural
form of nouns ending in y
Writing Behavioral Objectives
Four Components (Robert Mager, 1984
& Kibler, 1990)
2. The Product – It is what the
students will be able to do or
produce after the lesson
ex. To list the main ideas of
the essay
To identify the simile and
metaphor used in the poem
Writing Behavioral Objectives
Four Components (Robert Mager, 1984
& Kibler, 1990)
3. Condition - specifies the
circumstances or situation in which
student performance will take place.
ex. Based on the article, give five
sentences with nouns and pronouns
Given a compass . . .
What materials are to be used?
What activity is to be undertaken?
Writing Behavioral Objectives
Four Components (Robert Mager, 1984 & Kibler,
1990)
4. Proficiency Level or Criteria - states
an acceptable standard of competency
or achievement level.
* as acceptable limits of time
. . . . Within five minutes
* as the minimum number acceptable
. . . . At least two cause
* as the percent or proportion acceptable
. . . . With 75 % accuracy
. . . . Three out of five cases
* as an acceptable tolerance
. . . Correct to the nearest percent
* as a combination of acceptable standards
. . . Within 15 minutes with 80% accuracy
Given five primary colors, the
students will be able to
identify four primary colors.
B- identify
P– primary colors
C- five primary colors
P- four out of five
After seeing a film on pioneer
life (C), the pupils should
be able to describe (B) the
three values (P) that were
prized by the pioneers (P)
After reading a poem, the
pupils should be able to note
details with 90 % accuracy.
B–
C–
P-
 Instructional and
Informational Objectives
Instructional Objectives
contains the four components of a well-
stated objective
ex. Given a list of choices on a multiple
choice test, the pupils should be able to
to choose the definition of the terms
imperialism, militarism and alliance with
100% accuracy
 Instructional and
Informational Objectives
Informational Objectives
is a contraction of an instructional
objective. It contains only the
performance and the products to be
selected.
ex. The students should be able to choose
the definition of the terms imperialism,
militarism and alliance.
 Guidelines in Preparing
Instructional Intent Composing
Four Elements
Richard Kellough and Nancy Kellough, 2003
1. Spell out the terminal behavior
(performance) that details the
actions that will be accepted as
evidence that the intent has been
achieved
2. Specify the product or what is to be
produced by student action
 Guidelines in Preparing
Instructional Intent Composing
Four Elements
3. Describe the condition under which
the student action is to be
expected.
4. State the criteria of acceptable
performance you are describing how
well you want the student to
perform.
The ABCD’s of Writing Objectives
A – stands for the audience
(student/learner) the objectives is
written for.
B- indicates the behavior or kind of
learning outcome expected from each
student
C- specifies the condition under which the
learner is to exhibit the learned
knowledge, skill, or attitude
D- states the degree of proficiency the
student must exhibit
Examples
1. Given ten sentences containing twenty
misspelled words, the learner will
underline at least sixteen of the
misspellings.
2. The learner will solve at least eight of
ten binary addition problems.
3. When presented flash cards of words
containing the letter combination
“ph”the student will pronounce the
words on eighteen of twenty cards
correctly.