Module 2: Instructional Objectives and Learning Outcomes

Time Table: 2.5 Hours

Learning Outcomes:

a. Identify parts of instructional objective

b. Identify learning outcomes and learning objectives
c. Determine observable and non-observable learning outcomes
d. Differentiate the taxonomy of instructional objectives
e. Create an instructional objective from the given topic and subject

Deepen!
Aims
- Broad statements about the intent of education as a whole (Ornstein)
- It must address the cognitive, psychomotor and affective domains
o The following are the aims of education as stipulated in the 1987 Philippine Constitution,
Article XIV, Sec. 3 (2)
1) Inculcate patriotism and nationalism
2) Foster love of humanity
3) Respect for human rights
4) Appreciation of the role of national heroes in the historical development of
the country
5) Teach the rights and duties of citizenship
6) Strengthen ethical and spiritual values
7) Develop moral character and personal discipline
8) Encourage critical and creative thinking
9) Broaden scientific and technological knowledge
10) Promote vocational efficiency
Goals
- General statements about what schools are expected to accomplish (Ornstein)
- Derived from the aims of education
Objectives
- Intents communicated by statements describing proposed changes in a learner
- It is more specific than goals
- They describe learning outcomes
- Behaviors that must be achieved in various levels of the curriculum. These levels include lesson,
subject, unit and program

Instructional Objectives
 - It should be stated in behavioral terms
- It should be S-M-A-R-T (Specific, Measurable, Attainable, Result – Oriented and Time – bounded)
- It consist of two essential components: behavior and content
o Behavior component tells what a learner is expected to perform (expected in verb form)
o Content component specifies the topic or subject matter a student is expected to learn
(expressed in noun phrase)
 Examples:
 Solve a system of linear equation
 Identify the parts of a sentence
 Name the parts of the body
 Describe the function of the digestive system
Note: the underlined words are behavior components while the bold
noun phrases are content components.

- An instructional objective also contains two optional components: condition and criterion level
o Condition is the situation which learning will take place. It may be materials tools, places
or other resources which can facilitate learning process
o Criterion level refers to the acceptable level of performance (standard). It tells how well a
particular behavior is to be done. It could be stated in terms of percentage, number of
items answered correctly, completion of task within a prescribed time limit, and a
completion of a task to a certain extent or degree of frequency.
 Example:
Given a world map, locate Ten Asian Countries With 90% correctness
(condition) (behavior) (content) (criterion level)

- Types of Instructional Objectives

o Specific or Behavioral Objectives – precise statement of behavior to be exhibited by the
student; the criterion by which mastery of objectives will be judged; the statmenet of
condtions under which behavior must be demonstrated.
 Example:Multiple three – digit number with 95% accuracy

o General or Expressive Objectives– statements wherein the behavior are not usually
specified and the criterion of the performance level is not stated. It only describes the
experience or educational activity to be done. The outcome of the activity is not expressed
in specific terms but in general terms
 Example: Interpret the novel Pride and Prejudice

- In developing instructional objectives, one must include behavioral terms or action verbs that
specifies learning outcomes. Some educators and education students are often confused with
learning outcome and learning activity
o Learning outcome is an activity that implies a certain product or end result of instructional
objective
o Learning activity is what we call if educators and education students write instructional
objectives as a means or process of attaining the end product.
 Example:
Learning Activities (means) Learning Outcome (end)
Study Identify
Read Write
Watch Recall
Listen List

- Types of Learning outcomes

o It should be noted that behavioral objectives are observable and measureable. The use of
five senses – sight, smell, hearing, taste and touch – makes the objectives observable.
Measurable means that objectives can be translated into objective test items.
List of Some observable and Non – Observable behaviors

Observable Non – Observable

Draw Understand
Build Appreciate
List Value
Recite Know
Add Be familiar

Taxonomy of Instructional Objectives

Benajmin S. Bloom (1956), a well – known American psychologist and educator, and his
associates prepared taxonomy of instructional objectives categorized into three domains: cognitive
psychomotor; and affective.

Domain The Nature of the Learner The Goal of Life

Cognitive is for the HEAD to nurture the Mind in order to Know
Affective is for the HEART to nurture the Spirit in order to Love
Psychomotor is for the BODY to more the Limbs in order to Serve

A. COGNITIVE DOMAIN
It is called for outcomes of mental activities such as memorizing, reading, problem solving,
analyzing, synthesizing and drawing conclusions.
Lorin Anderson, a former student of Bloom, together with Krathwolh, revised the Bloom’s
Taxonomy of cognitive domain.
The two major changes are
1) Categories are changed from noun to verbs
2) Arrangement of the order of the last two highest levels

Levels of Learning Outcomes Some Question

Learning Outcomes
Revised Description Cues
Original Bloom’s Statement
Bloom’s
Involves remembering list, define, Match the word with
or recalling previously identify, name, the parts of the
Knowledge Remembering
learned material or a recall, state, picture of a sewing
wide range of materials arrange machine
 Levels of Learning Outcomes Some Question
Learning Outcomes
Revised Description Cues
Original Bloom’s Statement
Bloom’s
Ability to grasp the describe, Explain in one’s
meaning of material by interpret, own words the
translating material classify, stages in the life
Comprehension Understanding
from one form to differentiate, cycle of a butterfly
another or by explain,
interpreting material translate
Ability to use learned apply, Use a mathematical
material in new and demonstrate, formula to solve an
Application Applying
concrete situations solve, interpret, algebra problem
use, experiment
Ability to break down analyze, Examine the
material into tis separate, statistical tools
components so that the explain, needed in testing
Analysis Analyzing
whole structure is examine, the difference
understood discriminate, between two means
infer
Ability to put parts integrate, plan, Compare and
together to form a new generalize, contrast the two
Synthesis *Creating whole propose, types of error
construct,
design
Ability to judge the assess, decide, Conclude the
value of material on the judge, support, relationship
Evaluation *Evaluating)
basis of definite criteria summarize, between two means
defend

Helpful Mnemonics: Run ApAn EC-tings :Read as Run Upon Easy Things!
LOTS (Lower Order Thinking Skills) :RUnAp (Run Up!)
HOTS (Higher Order Thinking Skills) :An EC-tings(Easy Things)

For further understanding of Cognitive Domain, watch ‘Bloom's Taxonomy: Why, How, & Top
Examples’ https://www.youtube.com/watch?v=OOy3m02uEaE&t=10s in Youtube.com

B. PSYCHOMOTOR DOMAIN
It is characterized by the progressive levels of behaviors from observation to mastery of
physical skills.

Learning Outcome
Categories Description Some Illustrative Verbs
Statement
Perception Ability to use sensory cues Watch, detect, Detects nonverbal
to guide motor activity. distinguish, differentiate communication cues
Set Readiness to act Begins, displays, Recognizes one’s
explains abilities and
limitations
Guided response Early stage in learning a Copies, traces, follows, Performs a
complex skill that includes reacts, reproduces, mathematical
 imitation and trial and responds equation as
error. Adequacy of demonstrated
performance is achieved
by practicing

Learning Outcome
Categories Description Some Illustrative Verbs
Statement
Mechanism Intermediate stage in Assembles, calibrates, Repairs a leaking
learning a complex skill. constructs, dismantles faucet
Complex overt Skillful performance of Assembles, builds, Operates a computer
response motor acts that involves calibrates quickly and
complex movement accurately
patterns. Note: the Keywords are
the same as
mechanism, but will
have adverbs or
adjectives that indicate
the performance is
quicker, better
Adaptation Skills are well developed Adapts, alters, changes, Responds effectively
and the individual can rearranges to unexpected
modify movement patterns experiences
to fit special requirements
Origination Creating new movement Arranges, builds, Creates a new
patterns to fit a particular combines, composes gymnastic routine
situation or specific
problem

C. AFFECTIVE DOMAIN
It describes the learning objectives that emphasize a feeling tone, an emotion, or a degree
of acceptance or rejection.
It refers to the way in which we deal with situations emotionally such as feelings,
appreciation, enthusiasm, motivation, values and attitude.

Some Illustrative Learning Outcome

Categories Description
Verbs Statement
Receiving Willingness to receive or to attend Acknowledge, Listen to others with
to a particular phenomenon or ask, choose, respect
stimulus follow, listen
Responding Refers to active participation on Answer, assist, Participate in class
the part of the student react discussion
Valuing Ability to see the worth or value in Adopt, commit, Accepting the idea
a subject, activity, etc explain, initiate, that spiral curricula is
accept, justify a good way to learn
Organization Bringing together a complex of Adapt, Accepts responsibility
values, resolving conflicts categorize,
between them, and beginning to establish,
build an internally consistent generalize,
 value system integrate
Value Characterization Values have been internalized Advocate, Display self – reliance
and have controlled one’s behave, defend, when asking
behavior for a sufficiently long encourage
period of time

Deepen!
Principles in Designing Learning Objectives

PRINCIPLE 1 Objectives must be congruent with the nation’s educational policies and standards

PRINCIPLE 2 Objectives should unlock the mental (cognitive), physical (psychomotor), and
spiritual (affective) reserves of every learner to liberate his true human potential

PRINCIPLE 3 Objectives must be sequenced according to the different levels of learning that
you want the learners to achieve

PRINCIPLE 4 Learning objectives must be SMART

PRINCIPLE 5 Learners should know the objectives of the lesson to help them focus their
thinking and motivate participation

Procedures in Writing objectives

STEP1: Write the STEM
o The STEM includes
 Time Frame
 Grade Level of the Learners
 Example:At the end of the 45-minutes, Grade 1 pupils should be able
to…
STEP 2: Affix a VERB (Be Specific – use only one action verb)
o Nonfunctional verbs should be avoided when writing specific objectives. These are
considered vague infinitives or verbs

Appreciate Comprehend Familiarize Perceive Recognize

Become aware Develop Know Realize Understand

STEP 3: Determine
o A learning statement that specifies what learning will be demonstrated in the performance;
o A broad statement of the criterion or standard for acceptable performance
 Example:
 Criterion
Action Word Learning Statement
(the condition of the performance
(performance) (the learning)
demonstration)
Label The external parts of the human body Using the human torso model
Write Critically about literature, using textual evidence With proper citation