ACTIVITY 1

People’s Perception Examples

1. To be a successful person Ability to live a fulfilling life and help those
who are experiencing poverty
2. To be professional Having a license and being aware on one's
abilities and goals
3. To have a stable job Ability to earn a living and build a home with
your loved ones
4. To be knowledgeable Knowledge of moral practices and ethical
standards accepted by society/culture
5. To gain respect Receiving recognition because of things that
you've done creatively and successfully
6. To develop the mental and physical Motor thinking, social and communication
skills skills to easily express yourself

ACTIVITY 2

Components of curriculum design are in the following organization:

 Aims, goals and objectives

 Content or subject matter
 Learning experience
 Evaluation

ACTIVITY 3

Four questions for the curriculum designers to contemplate are in the following order:

 What is to be done?
 What subject matter is to be included?
 What instructional strategies, resources and activities will be employed?
 What methods and instruments will be used to assess the results of the curriculum?

ACTIVITY 4
 Content or subject
matter

Aims, goals and Learning experience

objectives COMPONENTS OF CURRICULUM

Evaluation

ASSESSMENT

Discuss the following taxonomy of educational objectives:

Cognitive Domain

COGNITIVE DESCRIPTION Examples of verbs for stating

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

Affective Domain

AFFECTIVE LEVEL DESCRIPTION Examples of verbs for stating

Objectives or Outcomes
1. Receiving Open to experience, willing to Ask, listen, focus, attend, take
 hear
2. Responding React and participate actively
3. Valuing Attach values and express
personal opinions
4. Organization or Reconcile, internal conflicts;
conceptualize values develop value system
5. Internalize or Adopt belief system and
characterization values philosophy
Psychomotor Domain
PSYCHOMOTOR DESCRIPTION
1. Imitation Copy action of another;
observe and replicate
2. Manipulation Reproduce activity from
instruction or memory
3. Precision Execute skill reliably,
independent of help
4. Articulation Adapt and integrate expertise
to satisfy a non- standard
objective
5. Naturalization Automated, unconscious
mastery of activity and related
skills at strategic level
part, discuss knowledge, hear,
be open to, retain, follow,
concentrate, read, do, feel
React, respond, seek
clarification, interpret, clarify,
provide other references and
examples, contribute, question,
present, cite, become
animated, or excited, help
team, write, perform
Argue, challenge, debate,
refute, confront, justify,
persuade, criticize
Build, develop, formulate,
defend, modify, relate,
prioritize, reconcile, contrast,
arrange, compare
Act, display, influence, solve,
practice
Examples of verbs for stating
Objectives or Outcomes
Copy, follow, replicate, repeat,
adhere
Re-create, build, perform,
execute, implement
Demonstrate, complete, show,
perfect, calibrate, control
Construct, solve, combine,
coordinate, integrate, adapt,
develop, formulate, modify,
master
Design, specify, manage,
invent, project-manage