Objective-Related Teaching

Principles
“Goals are our guiding star”
Guiding Principles in Determining and Formulating Learning Objectives:
1. “Begin with the end in mind”, says Covey, author of the “Seven
Habits of Effective People”
- begin the lesson with a clearly defined lesson objective

- do not loose sight of your intention

- Lesson becomes more focused
- What to teach, how to teach, what materials to use.
2. Share lesson objective with students.
Make known to the students the instructional objective and
encourage them to make the lesson objective their own.
self-motivation
3. Lesson objectives must be in the two or three domains-knowledge
(cognitive), skill (psychomotor) and values (affective)
Cognitive- knowledge acquisition
Psychomotor- acquisition and honing of skills
Affective-mainly focused on attitude and value formation
Example:
Identify the parts of a plant
To focus the microscope under low and high power in 30 seconds
WHOLISTIC AND COMPLETE-
4. Work on significant and relevant lesson objectives
- The lesson objective must be connected to the students’ life experiences.
5. Lesson objective must be aligned with the aims of education as embodied in
the Philippine Constitution and other laws and on the vision-mission statements
of the educational institution of which you are apart.
- This means that the aims and goals of education as provided for in our laws
filter down to our lesson objectives.
6. Aim at the development of critical and creative thinking.
-Include in the scope of questions high level , divergent or open-ended questions.
Do no frown students who question a lot-all for the development of critical and
creative thinking. The teaching strategies and techniques must serve as catalyst
in the development of HOTS and creative thinking skills.
Left brain-critical thinking
Right brain- creative thinking
7. For accountability of learning, lesson objectives must be SMART, i.e.,
specific, Measurable, Attainable, Result-Oriented and Relevant, Time Bound
and Terminal.
-SMART objectives increase our accountability for the learning of our
students. With SMART objectives we depart from unsound practice of
teaching that is so spread out that in the need we find ourselves unclear on
what test we are going to give to assess learning. With SMART lesson
objectives, there is greater match between instruction and assessment. There
is curriculum alignment. 00
 BLOOM’S TAXONOMY OF OBJECTIVES
3 Domains of Learning:
1. Cognitive Domain-intellectual ability of the learners.
a. Knowledge or recall
- To identify the capital of the Philippines
b. Comprehension-translation, interpretation, and exploration
- To interpret a table showing the population density of the world.
c. Application – use of abstractions in particular situations.
- To predict the probable effect of a change in temperature on a chemical.
d. Analysis- breaking a whole into parts
-To deduce facts from a hypothesis
e. Synthesis- putting parts together in a new form such as a unique
communication, a plan of operation, and a set of abstract relations.
- To produce an original piece of art.
f. Evaluation – judging in terms of internal evidence or logical consistency and
external evidence or consistency with facts developed elsewhere.
- To recognize fallacies in an argument.
Bloom’s ANDERSON’S TAXONOMY
Evaluation

Synthesis

Analysis

Application Creating

Evaluating
Comprehension0
Knowledge Analyzing

Applying
Understanding

Remembering
 Anderson’s Taxonomy (1990) (2001)
Schultz L. (2005). Bloom’s Taxonomy. Accessed on September
2006.http://www.odu.edu/educ/llschult/blooms_taxonomy.htm
Definition Verbs

Remembering: Can the student recall or remember the
information?
Understanding: Can the student explain the ideas or
concepts?
Applying: Can the student use the information in a new way?
Analysing: Can the student distinguish between the different
parts?
Define, duplicate, list, memorize, recall, repeat, reproduce,
state
Classify, describe, discuss, explain, identify, locate, recognize,
report, select, translate, paraphrase
Choose, demonstrate, dramatize, employ, illustrate,
interpret, operate, schedule, sketch, solve use, write
Appraise, compare, contrast, criticize, differentiate,
discriminate, distinguish, examine, experiment, question, test

Evaluating: Can the student justify a stand or a decision? Appraise, argue, defend, judge, select, support, value,
evaluate
Creating: Can the student create new product or point of Assemble, construct, create, design, develop, formulate,
view? write
 KRATHWOHL’S TAXONOMY OF AFECTIVE DOMAIN
David Krathwohl’s affective .
learning is demonstrated by
behaviors indicating attitudes of
awareness, interest, attention, Characterization by
and values of concern and value set
responsibility, ability to listen and
respond in interactions with Organization
others and ability to listen and
respond in interactions with
others, and ability to Valuing
demonstrate attitudinal
characteristics or values which
are appropriate to the test Responding
situation and the field of study. 0
Receiving
 KRATHWOHL’S TAXONOMY OF AFFECTIVE DOMAIN
Level What it is
Receiving Refers to the learner’s sensitivity
to the existence of certain ideas,
material or phenomenon and
the willingness to particular
phenomena of stimuli such as
classroom activities, textbook,
music, etc.
Responding Is not only being aware of the
stimulus but reacting and
responding to the stimulus
Learning Outcome/s Verbs Sample Objectives
Learning outcomes in Differentiates, accepts, Listens attentively,
this area range from listens (for), to respond shows sensitivity to
the simple awareness to. social problems.
that a thing exist to
selective attention on Asks, chooses,
the part of the learner. identifies, locates,
points to, sits erect,
etc.
Answers, assists, To contribute to group
complies, discusses, discussions by asking
helps, performs, questions; to listen
practices, pre4sents, attentively during
reads, reports, writes group discussion; to
etc. show interest in the
subject; to read for
enjoyment
Valuing G