Module in MANAGEMENT OF INSTRUCTION

Chapter 1

Objective-related Principle of Teaching

OVERVIEW

T
The materials as well as the non-material resources in the teaching-learning
process must be well-managed in order to reap optimum learning. To ensure
results, the management of these resources must be grounded on time-tested
principles.

GENERAL OBJECTIVES
At the end of the lesson, the students can:
a. explain the objective-related principles and their implications to teaching;
b. construct good lesson objective;
c. discuss the importance of the three domains of learning objective.

Objective-Related Principle in Teaching 1

Unit III
 C HAPTER1

Objective-related Principle of Teaching

Prepared by: Salve Jean B. Suropia

PRE-DISCUSSION
Generally, learning objectives are written in terms of learning outcomes: what do you
want your students learn as a result of the lesson?
In this chapter we are going to identify what are the guiding principles in determining and
formulating learning objectives.

What to expect:
At the end of the lesson, the students can:

1. explain the objective-related principles and their implications to teaching;

2. distinguish among the three domains of learning objectives;

3. appreciate the value of each domain.

Objective-Related Principle in Teaching 2

LESSON OUTLINE

Guiding Principles in Determining and Formulating Learning

Objectives
1. “Begin with the end in mind”

In the context of teaching, this means that we must begin our lesson with
a clearly defined lesson objective. With the clear and specific lesson objective we
will have a sense of direction. With a definite lesson objective in mind, we do not
lose sight of what we intend to teach. No disturbance can be thrown by the
students that we cannot handle and we do not waste time just because we don’t
know what to teach.

2. Share lesson objective with students.

Like a seminar that begins with a statement of purpose, our lesson ought
to begin with a statement and clarification of our lesson objective. Discussion is
the clarification of the lesson objective. Introduce to the students our instructional
objective and encourage them to have their own objective. The lesson objective
when shared becomes personal target. When students set their personal targets
we are certain that will become more self-motivated.

3. Lesson objective must be in the two or three domains- knowledge

(cognitive) skills (psychomotor) and values (affective)

Our lesson must be dominantly cognitive, psychomotor or affective.

Dominantly cognitive if it is meant primarily for knowledge acquisition.

Example activity No. 1: Parts of the plants

 Objective-Related Principle in Teaching 3
Example activity No. 1: Parts of the plants

• Dominantly Cognitive – What would learning the parts of the plants do to life of
the student? Lesson must be connected to the real life scenarios to concern the
students and for them to value the existence of the lesson. A cognitive or a skill
lesson must always include the affective dimension for wholistic learning. A trivial
lesson objective is hardly a motivating force.

• Psychomotor Domain - Dominantly psychomotor if its for the acquisition and

honing for skills.

• Affective Domain - Mainly focused on attitude and value formation

We may not succeed in effecting change in attitude and behavior in people

(affective) without explaining what the desired attitudinal and behavioral change is all
about and why such change is desired (cognitive)

Anyway what is the most important according to this principle is that our lesson is
wholistic and complete because it dwells on knowledge and values or on knowledge,
skills and values.

It is necessary that our lesson gets direction from the objectives in the two or
three domains with the effective domain always present.

Objective-Related Principle in Teaching 4

4. Work on significant and relevant lesson objective

With our lesson objective becoming our students’ lesson objective, too, our
students will be self-propelled as we teach. The level of their self-motivation all the
more increases when our lesson objective is relevant to their daily life, hence,
significant.

5. Lesson objective must be aligned with the aims of education as embodied

in the and on the vision-mission statement of the educational institution of
which you are part

The aim of education as enshrined in our fundamental law of the land, in the
Educational Act of 1982, the Ten-Year Medium Term Development Plan.

Objective-Related Principle in Teaching 5

6. Aim at the development of critical and creative thinking

Said more than done. Questions asked either oral or written are convergent, low-
level question.

Sample scenario:

• Teacher: Diba sabi ko sainyo lagging isara ang pinto at baka lumabas ang
aircon.
Student: O baka tumakbo ang aircon natin ,pakibantayan

Sample scenario:

• Student1: Ano ba yan walang aircon ang init

Student2: Bulag lang? May aircon, hindi lang bukas.

Higher level questions needs to be asked. Open ended questions are to be

asked to the students. It must be good likewise not to drown on students who
question a lot all for the development of critical and creative thinking. HOTS and
creative thinking skills.

7. For accountability of learning, lesson objectives must be SMART, i.e.,

Specific, Measurable, Attainable, Result-oriented and Relevant, Time-
bounded and Terminal

Specific – know your objective

Measurable – formulating test
Attainable – can the students attain the objective?
Result-Oriented and Relevant- focus on your end
Time-Bound and Terminal – the lesson objective is aligned to the curriculum
 Objective-Related Principle in Teaching 6
Example of SMART objectives:

TOPIC: CROP AND MOVETOOL

At the end of the lesson, the students can:
1. cite the necessity of resizing images;
2. describe the crop and move tools;
3. crop and move images;
4. manifest flexibility in life given situations the same way of cropping and moving
images if necessary.

SUMMARY
Lesson objectives must be in the two or three domain – knowledge (cognitive),
skill (psychomotor) and values (affective). Our lesson maybe dominantly cognitive
psychomotor or affective. ... With our lesson objective becoming our students' objective
too, our students will be self-propelled as we teach.

ENRICHMENT/ASSESSMENT

1. What are the implication of objective related principle in teaching ?

2. What are differences between the three domains of learning? Explain each.

3. Formulate at least one good lesson objective for each domain.

Objective-Related Principle in Teaching 7

ASSIGNMENT

1. Choose a topic from K to 12 Curriculum guide. Formulate 3 SMART lesson objectives

in the 3 domains. Evaluate your objective with the help of the following questions:

a. Are they SMART?

b. Are they relevant and significant and therefore, worth pursuing?
c. Are the 3 domains of objectives represented?

2. Will it make a difference in your teaching if your lesson objective is only on the
cognitive or psychomotor domain?

REFERRENCES

Curpoz, B., & Salandanan, G. G. (2013). Principles in teaching 1. Quezon City: Lolimar
Publishing Inc.
 Objective-Related Principle in Teaching 8
MODULE IN TAXONOMY OF OBJECTIVES IN THE THREE DOMAINS
Prepared by: Jina Ledesma

CHAPTER 1
OBJECTIVE-RELATED PRINCIPLES OF TEACHING

OVERVIEW
In 1956, Benjamin Bloom presented his taxonomy related to cognitive domain
giving emphasis to the hierarchy of cognitive process in attaining knowledge and
development of thinking. Later Krathwol (1964) introduced affective domain and
Simpson (1966) developed psychomotor domain. But in 2001, Lorin Anderson, a former
student of bloom, revisited the cognitive domain in the learning taxonomy and made
some changes. They described the hierarchical development of the three domains of
the learner through instruction. This classification objective is widely known as Blooms
taxonomy of educational objectives.

GENERAL OBJECTIVES
1. Explain the objective-related principles and their implications to teaching.
2. Discuss the importance of the three domains of learning in the lesson objectives.
3. Construct a good lesson objective.

LESSON 1
TAXONOMY OF OBJECTIVES IN THE THREE DOMAINS
PRE-DISCUSSION
Developing and delivering lessons by teachers are integral in the teaching
process. It is hence important for teachers to ensure that the three (3) domains of
learning which include Cognitive (thinking), Affective (emotions or feeling) and
Psychomotor (physical or kinesthetic) to be achieved.

WHAT TO EXPECT:
1. Discuss the importance of the Taxonomy of Educational Objectives.
2. Identify the Three classification of Bloom’s Taxonomy.
3. Make an effective learning objective.

LESSON OUTLINE
The Taxonomy of Educational Objectives, sometimes referred to as Bloom’s
Taxonomy, was originally conceived by educational psychologist Dr. Benjamin Bloom in
1956. He wanted to promote higher levels of learning, rather than focusing education on
just remembering facts.
The Taxonomy of educational Objectives is a theoretical framework for
classifying learning objectives. Organizing measurable student outcomes in this way will
allow teachers to select appropriate classroom assessment techniques. This will
motivate teachers to create a more holistic form of education for their learners. It
provides a guide that can be used to create objectives and assessments.  As learners
move through each level, deeper comprehension of subjects is attained until learners
reach the highest level: creation.
Classification of Blooms Taxonomy

1. Cognitive Domain (Knowledge Field)

The cognitive domain (bloom, 1956) involves
knowledge and the development of intellectual skills.
This includes the recall or recognition of specific facts,
procedural patterns, and concepts that serve in the
development of intellectual abilities and skills. There
are six major categories, which are listed in order,
starting from the simplest behavior to the most
complex. The categories can be thought of as
degrees of difficulties. That is, the first one must be
mastered before the next one can take place.
2. Affective Domain (Feeling Field)
The affective domain (Krathwol, 1973) includes
the manner in which we deal with things
emotionally, such as feelings, values,
appreciation, enthusiasms, motivations and
attitudes. The Five major categories are listed
from the simplest behavior to the most complex.
David Krathwohl
3. Psychomotor Domain (Doing Field)
The psychomotor domain (Simpson,
1972) includes physical movement
coordination, and use of the motor-skill
areas. Development of these skills
requires practice and is measured in
terms of speed, precision, distance,
procedures, or techniques in execution.
The seven major categories are listed
from the simplest behavior to the most
complex

Elizabeth J. Simpson
Other Psychomotor Domains Taxonomy:
 Dave’s Psychomotor Domain
 It is the simplest domain and easiest to apply. Dave’s five levels of motor skills
represent different degrees of competence in performing a skill. It captures the
levels of competence in the stages of learning from initial exposure to final
mastery. Imitation is the simplest level while naturalization is the most complex
level.
 Harrow’s Psychomotor Domain
 Is organized according to the degree of coordination including involuntary
responses as well as learned capabilities. Simple reflexes begin at the lowest
level of the taxonomy, while complex neuromuscular coordination make up the
highest levels (Seels & Glasgow, 1990).
SUMMARY
 The Taxonomy of Educational Objectives was originally conceived by
educational psychologist Dr. Benjamin Bloom in 1956. He wanted to promote higher
levels of learning, rather than focusing education on just remembering facts. The
creation of Taxonomy of Educational Objectives motivated the educators to create a
more holistic form of education and to provide a guide that can be used to create
objectives and assessments. As learners move through each level, deeper
comprehension of subjects is attained until learners reach the highest level: creation.
There are three classification of Bloom’s Taxonomy; the Cognitive Domain,
Affective Domain and the Psychomotor Domain. In Cognitive Domain (Bloom, 1973), it
involves knowledge and the development of intellectual skills. There are six major
categories, Remembering is the simplest level while creating is the most complex level.
Affective Domain (Krathwol, 1973), it includes the manner in which we deal with things
emotionally, such as feelings, values, appreciation, enthusiasms, motivations and
attitudes. There are five major categories, Receiving is the simplest level while
Internalizing is the most complex level. The Psychomotor Domain refers to the use
motor skills, coordination and physical movement. There are three versions of
Psychomotor Domains that has been revised over the years by Dave (1970), harrow
(1972) and Simpson (1972).
Simpson Psychomotor Domain, it includes physical movement coordination, and
use of the motor-skill areas. There are seven major categories, Perception is the
simplest level while Origination is the most complex level.
Dave’s Psychomotor Domain, it is the simplest domain and easiest to apply.
Dave’s five levels of motor skills represent different degrees of competence in
performing a skill. Imitation is the simplest level while naturalization is the most complex
level.
Harrow’s Psychomotor Domain is organized according to the degree of
coordination including involuntary responses as well as learned capabilities. Simple
reflexes begin at the lowest level of the taxonomy, while complex neuromuscular
coordination make up the highest levels.
ASSESSMENT
Instruction: Matching Type. Match column A to column B.

Column A Column B
1. It includes physical movement coordination, 1. Bloom’s Taxonomy
and use of the motor-skill areas. 2. Receiving
2. An Educational Psychologist who created a 3. David Krathwohl
system to classify learning objectives. 4. Lorin Anderson
3. He is a former student of bloom, who 5. Internalizing
revised the cognitive domain in 2001. 6. Dave’s Psychomotor
4. Other term for “Taxonomy of Educational Domain
Objectives”. 7. Dr. Benjamin Bloom
5. He introduced the affective domain. 8. Remembering
6. It is the simplest domain and easiest to 9. Simpson Psychomotor
apply. Domain
7. It is organized according to the degree of 10. Harrow Psychomotor
coordination including involuntary responses Domain
as well as learned capabilities. 11. Creating
8. It is the most complex level in the Revised 12. Elizabeth J. Simpson
Cognitive Domain.
9. The simplest level under Affective Domain.
10. It is the simplest level in the Revised
Cognitive Domain.
ASSIGNMENT

Make a research about learning objectives and its characteristics.

REFERENCES
 Tophat.com. 2021. Taxonomy of Educational Objectives: Bloom’s and NCERT |
Top Hat. [online] Available at: <https://tophat.com/marketplace/social-
science/education/course-notes/oer-taxonomy-of-educational-objectives-blooms-
and-ncert-dr-rafeedalie/1195/> [Accessed 16 February 2021].
 Teaching.uncc.edu. 2021. Bloom's Taxonomy of Educational Objectives | The
Center for Teaching and Learning | UNC Charlotte. [online] Available at:
<https://teaching.uncc.edu/services-programs/teaching-guides/course-
design/blooms-educational-objectives> [Accessed 16 February 2021].
 Shabatura, J., 2021. Using Bloom’s Taxonomy to Write Effective Learning
Objectives | Teaching Innovation and Pedagogical Support. [online]
Tips.uark.edu. Available at: <https://tips.uark.edu/using-blooms-taxonomy/>
[Accessed 16 February 2021].
 HOW
TO
WRITE
A
LESSO
N
OBJEC
TIVES
MODU
LE
ROMNICK REY C. HULIGANGA

LESSON

HOW TO WRITE A LESSON OBJECTIVES

 OVERVIEW

When you begin creating a course, you want to design with the end in mind. The best way to
approach this is to start by writing measurable, learning objectives.

Effective learning objectives use action verbs to describe what you want your students to be able
to do by the end of the course or unit. Aligning assessments with course expectations is much easier when
you have written measurable objectives from the beginning.

GENERAL OBJECTIVES

At the end of the lesson, the students can;

 Explain the objective-related principles and their implications to teaching;

 Construct good lesson objective
 Discuss the importance of the three domains of learning objective.

PRE-DISCUSSION

A learning objective should describe what students should know or be able to do at the end of the
course that they couldn't do before. The objectives must be clear to students. They ALL must know
WHAT they are learning and WHY they are doing it. They also need to see the point of the objectives in
the bigger picture; that is, how they relate to the last lesson’s learning, the course they are following and
the big overall goal.

This means that you can’t simply write the objectives on the board and hope that the students
copy them down. It implies that you have fully explained them in context; the students have engaged with
them and can explain them to any observer.

WHAT TO EXPECT

At the end of the discussion, the students can;

 Define what is learning objectives and its characteristics.

 List important points at least 2 Lesson Objectives.
 Understand the standard competencies in the k to 12 curriculum.

CONTENT OF THE LESSON

 SUMMARY

The objectives must be clear to students. They ALL must know WHAT they are learning and
WHY they are doing it. They also need to see the point of the objectives in the bigger picture; that is, how
they relate to the last lesson’s learning, the course they are following and the big overall goal.

The Learning objective or objectives that you use can be based on three areas of learning:
knowledge, skills and attitudes. Learning objectives define learning outcomes and focus teaching. They
help to clarify, organize and prioritize learning. They help you and your students evaluate progress and
encourage them to take responsibility for their learning.
 A Lesson Objectives is a written objective should be characterized as Specific, Measurable,
Attainable, Relevant and Time-bound. The Characteristics of Objectives based on Mager (1998) are the
following: It describes student performance, It is about ends rather than means, It describes the
conditions under which performance occurs on the job and It describes the standards of acceptable
performance.

Standards and competencies in the K to 12 curriculum contains Content Standards, Performance

standards and Competencies, not objectives and uses the standard-based instructions. Content Standards
define what students should know and be able to do. Performance standards describe how well student
need to achieve in order to meet content standards and Competencies are specific task performed with
mastery.

As an expert in your field, you probably already have a good idea of what you want your
students to learn during your time with them.  Taking a few minutes before you finalize your session
content and activities to capture those objectives is a worthwhile investment in the development of
successful learning experiences for your students and in your own development as an educator. When
displayed to students, learning objectives set student expectations, guide their learning processes, and
help them focus their study time for the upcoming exam(s).

ENRICHMENT

APPLICATION

Direction:

1. Each group will be given a topic of a lessons.

2. They will have to create the lesson objectives.
3. One person will explain on how to write the lesson objectives.
 ASSESSMENT

ENUMERATION

Lesson Objectives is a written objective should be characterized as SMART.

1.
2.
3.
4.
5.
DEFINITION

Standard-based instructions:

1. Content Standards -
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________
2. Performance Standards -
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________
3. Competencies -
___________________________________________________________________________
___________________________________________________________________________
_________________________________________________________________
ESSAY

1. What is an objective of a lesson?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. Why is writing the learning objectives important in teaching?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_________________________________________________________
REFERRENCES

Corpuz, B. B., & Salandanan, G.G. (2015)

Principles of Teaching 1 (4th Ed.)
Lorimar Publishing