WELCOME

• PRINCIPLES OF TEACHING 1
OCTOBER 13, 2022
 CASE – With a topic on the human circulatory system,
Teacher Joseph formulated the following lesson
objectives:

1.Given a model of the human circulatory

system, the student must be able to
understand the route of blood circulation.
Is objective #1 in accordance with the principles of lesson
objective formulation?
1.No, the word “understand” is not a behavioral term
2.No, it is not valid
3.Yes, “understand” is an action word
4.Yes, it is very specific
 CASE – With a topic on the human circulatory system,
Teacher Joseph formulated the following lesson
objectives:
• 2. After discussing the process of blood circulation,
the teacher must be able to lead the pupils in
enumerating circulatory system-related diseases and
in citing the causes and prevention of such diseases.
How can you improve objective #2?
1.Remove the phrase “After discussing the process of
blood circulation.”
2.Formulate it from the learner’s point of view
3.Cut it short; the statement is quite long
4.No need to improve on it
 CASE – With a topic on the human circulatory system,
Teacher Joseph formulated the following lesson
objectives:
2. After discussing the process of blood circulation, the
teacher must be able to lead the pupils in enumerating
circulatory system-related diseases and in citing the
causes and prevention of such diseases.
Is objective #2 in accordance with the principles of
lesson objective formulation?
1.No, it does not describe pupils’ learning behavior
2.Yes, it is formulated from the point of view of the
teacher
3.No, it is very broad
4.Yes, it describes teacher’s teaching activity
 MANAGEMENT OF INSTRUCTION

At the end of the period, the students should

be able to:
1. identify the guiding principles in
determining and formulating learning
objectives.
2. discuss each guiding principle.
3. critique sample learning plans.
b
 MANAGEMENT OF INSTRUCTION

At the end of the period, the students should

be able to:
1. identify the levels of Bloom's Taxnonmy
2. discuss the levels of cognitive domain
3. use the different terminologies of verbs to
define the lesson objectives
 Bloom’s Revised
Taxonomy
• Taxonomy of Cognitive Objectives
• 1950s- developed by Benjamin Bloom
• Means of expressing qualitatively different kinds of
thinking
• Adapted for classroom use as a planning tool
• Continues to be one of the most universally applied
models
• Provides a way to organize thinking skills into six levels,
from the most basic to the higher order levels of thinking

(Pohl, 2000, Learning to Think, Thinking to Learn, pp. 7-8)

 Original Terms New Terms

• Evaluation •Creating

• Synthesis •Evaluating

• Analysis •Analysing

• Application •Applying

• Comprehension •Understanding

• Knowledge •Remembering
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
 Change in Terms
• The names of six major categories were
changed from noun to verb forms.
• As the taxonomy reflects different forms of
thinking and thinking is an active process
verbs were more accurate.
• The subcategories of the six major
categories were also replaced by verbs
• Some subcategories were reorganised.
• The knowledge category was renamed.
Knowledge is a product of thinking and was
inappropriate to describe a category of thinking
and was replaced with the word remembering
instead.
• Comprehension became understanding and
synthesis was renamed creating in order to
better reflect the nature of the thinking described
by each category.
 BLOOM’S REVISED TAXONOMY

Generating new ideas, products, or ways of viewing things

Designing, constructing, planning, producing, inventing.

Justifying a decision or course of action

Checking, hypothesising, critiquing, experimenting, judging

Breaking information into parts to explore understandings and relationships

Comparing, organising, deconstructing, interrogating, finding

Using information in another familiar situation

Implementing, carrying out, using, executing

Explaining ideas or concepts

Interpreting, summarising, paraphrasing, classifying, explaining

Recalling information
Recognising, listing, describing, retrieving, naming, finding
Passive Verbs to Avoid
appreciate enjoy learn realize
believe know like understand

Active Verbs to Use

add compute inspect rate
alphabetize construct list review
assemble debate locate say
assess define match select
build design measure show
calculate discuss operate solve
collect draw place speak
color explain plan write
compare grow point