ARTICULATING THE LEARNING OBJECTIVES IN THE CLASSROOM

LEARNING OUTCOMES

1. Formulate learning objectives in a classroom level.

2. Arrange learning tasks in a chronological manner

4. Align the three important components in teaching, objectives, learning tasks, and assessment
procedures

5. Develop a lesson description and align it with learning objectives and assessment

ANATOMY OF LEARNING OBJECTIVES

-learning objectives involve parts or elements.

PURPOSES OF LEARNING OBJECTIVES

-learning objectives give directions to what students should achieve after instruction.

COMPONENTS OF LESSON OBJECTIVES

-teachers are responsible to determine first the point of the lesson. Next, they have to identify what the
students need to learn. Then, they have to formulate objectives with the ABCD components: Audience,
Behavior, Condition, and Degree of performance.

AUDIENCE- the audience is usually the students.

BEHAVIOR- this refers to actions that describes an observable student behavior. Additionally, the type or
level of learning must be identified. In short, such behavior should be SMARTER:

>Specific

>Measurable

>Attainable/Action-oriented

>Result-oriented/ Realistic

>Time-bound

>Essential

>Research-oriented

CONDITION- are use to give students limitations

DEGREE OF PERFORMANCE OR CRITERION LEVEL- this describe how the behavior must be performed to
satisfy the intent of the behavioral verb.

ALIGNMENT IS ACHIEVED WHEN:

•objetives articulate the knowledge and skills we want students to acquire by the end of the lesson.

•assessment procedures allows us to check the degree to which students meet the desired learning
objectives.

•instructional strategies are properly chosen to facilitate student learning.

ALIGNMENT OBJECTIVES, INSTRUCTIONS AND ASSESSMENT

-introduce the learning objective before the lesson begins.

REVISED BLOOM'S TAXONOMY

-In revised taxonomy, knowledge becomes the foundation of these six cognitive processes:
remembering, understanding, applying, analyzing, evaluating and creating.

The original Bloom's taxonomy was captualized in 1957 with Dr. Benjamin Bloom as a leader.

COGNITIVE

:The level- remembering, understanding, applying, analyzing, evaluating and creating

AFFECTIVE

:The level- receiving, responding, valuing, organization, internalizing

PSYCHOMOTOR

:The level- perception, set, guided response, mechanism, complex overt response, adaptation,
organization

OTHER VERSIONS OF PSYCHOMOTOR DOMAINS

-Since the group was not able to produce a compilation for the psychomotor domain model, other
authors had come up with their own.

TWO OTHER PP. VERSIONS OF PSYCHOMOTOR DOMAINS:

R.H. DAVE'S VERSION:

•IMITATION- observation of behavior after the performance of a model

•MANIPULATION- performance of certain action through practice.

•PRECISION- refining movement and later becoming more exact, few errors, committed.

•ARTICULATION- organizing a series of actions in order to achieve harmony and internet consistency

•NATURALIZATION- with natural movement without inhibition.

A.J. HARROWS VERSIONS:

•INVOLUNTARY MOVEMENTS- initial reaction to stimuli

•FUNDAMENTAL MOVEMENT- basic movements

•PERCEPTION- response to stimuli

•PHYSICAL ABILITY- willingness to do the task

•SKILLED MOVEMENT- natural movement

NON- DISCURSIVE COMMUNICATION- with the use of the language of kinesics.

E.J. SIMPSON'S VERSION:

•PERCEPTION- the use of senses

•SET- getting ready for the action

•GUIDED RESPONSE- with the support and assistance of a teacher.

•MECHANISM- explanation of how something works

•COMPLEX OBER RESPONSE- performance of desired behavior with precision

•ADAPTATION- changing some actions to fit the needs in the environment

•ORIGINATION- development of some new models or systems.

ARELLANO, JASSTEN CARLA TAGANAP

BSED III