John Abe N.

Nasayao
BSED III - FILIPINO A
PROF EDUC 8
A.
1. Define the Following Terms:
 Goals - Goals are the aim or desired result of one Particular person or institution.
 Objectives - like goals objectives are the desired result of a specific institution it is
the final goal that we may say a success.
 Educational Objectives / Instructional Objectives - Educational objectives, also
known as learning outcomes, are declarations that specifically express what the
learner will know or be able to perform as a result of participating in a program or
activity related to education.
 Specific / Behavioral Objectives - A behavioral learning aim outlines the
information you want your audience to acquire and how they will apply it. The
behavior you want the participant to exhibit after the training session should be
specified in the behavioral learning target.
 General / Expressive Objectives - Expressive objectives enable learners to openly
discover and acquire new things in a variety of educational experiences and
investigations. Clear and measurable learning objectives must be set for each
course of study.
 Learning Outcome - Learning outcomes are measurable statements that define
upfront what learners should understand, be able to accomplish, or value as a
result of participating in a course or completing a program.
 Learning Activities - A range of activities promoted to achieve learning, such as:
dissemination activities, discussion activities, discovery activities and
demonstration activities (Siemens & Tittenberger, 2009).
 Observable Outcome - An observable outcome is one that can be measured.
Learning outcomes that cannot be measured are known as unobservable
outcomes. Results of mental activity such as memorization, reading, problem-
solving, analyzing, synthesizing, and forming conclusions are under the cognitive
domain.
 Unobservable Outcome - Unobservable outcome is a procedure that cannot be
witnessed and confirmed has an unobservable outcome. We can deduce the
unobservable from another observable, for instance. Students should be able to
comprehend, not explain, particular subjects.
 Cognitive Domain - The cognitive domain is primarily concerned with intellectual
abilities including critical thinking, problem solving, and knowledge building. It
was the first domain produced by Bloom's original research team.
 Affective Domain - The affective domain includes the feelings, emotions and
attitudes of the individual. The categories of affective domain include receiving
 phenomena; responding to phenomena; valuing; organization; and
characterization (Anderson et al, 2011).
 Pyschomotor Domain - The psychomotor domain 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.
 Bloom’s Taxonomy - The classification system known as Bloom's taxonomy is
used to define and classify the various stages of thinking, learning, and
comprehending in humans.
2. Write (5) Specific and (5) General objectives in your area of interest.
 Specific Objectives (area of interest – Social Studies)
 The primary purpose of social studies instruction is to prepare
pupils to be decent citizens.
 to be able to think critical ang logical way
 help us understand the importance of hard work and honesty in the
society.
 Understand the Laws of our country and be able to obey them.
 Understand our environment, its problems and be able to solve
them.
 General Objectives (area of interest – Social Studies)
 Develop the ability of learners, young and old, to adjust to
changing environments.
 Instill national consciousness and unity in students/citizens.
 Make learners become excellent citizens capable and motivated to
contribute to the development of society.
 Instill the proper ideals and attitudes in kids.
 Encourage national and global understanding among students

3. Determine the Observable learning outcome and Non-observable Outcome in No. 2 (5)
specific objectives.
 Observable (for "to be able to think critical and logical way"): Student can be able
to think critically and logically in every situation.
 Non-observable: Student understands the difference of opinions.
4. Bloom's Taxonomy levels:
 Knowledge: Recall facts and basic concepts.
 Comprehension: Understand and interpret information.
 Application: Use knowledge to solve problems.
 Analysis: Examine and break down information.
 Synthesis: Create something new from existing knowledge.
 Evaluation: Judge and assess based on criteria.

5. Explain the Elements of an Observable Outcome

  Elements of an observable learning outcome: Specific action, measurable criteria,
and a clear context.
6. Specific cognitive outcome: "Analyze the causes of the American Civil War."
7. Specific affective outcome: "Demonstrate empathy towards individuals from diverse
backgrounds."
8. Specific psychomotor outcome: "Perform a flawless forward somersault in gymnastics."
9. a. Specific objective vs. general objective: Specific objectives are clear, measurable
actions, while general objectives are broader intentions.
b. Observable outcome vs. unobservable outcome: Observable outcomes can be measured
or seen, while unobservable outcomes are more abstract or internal.
c. Learning outcome vs. learning activity: Learning outcomes are the results of learning,
while learning activities are the actions that facilitate learning.

10. Krathwolh's 2001 revision of cognitive level of taxonomy objectives:

 a. Multiplication of algebraic expressions: - Analyze and simplify algebraic
expressions involving multiplication. - Apply the distributive property to
algebraic multiplication problems.
 Dissecting a frog: - Evaluate the anatomical structure of a frog's internal organs. -
Demonstrate proper dissection techniques for a frog.
 Different regions in the Philippines: - Compare and contrast the geographical
features of various regions in the Philippines. - Create a map illustrating the
different regions and their unique characteristics.
 Uri ng pangungusap (Types of sentences in Filipino): - Identify and classify
declarative sentences in Filipino. - Construct imperative sentences in Filipino.
B. Specific (S) or General (G) Objectives:
1. G - Appreciate the role of mathematics in everyday life.
2. G - Enjoy speaking Nihongo.
3. S - Be able to add algebraic expressions with 90% accuracy.
4. S - Be able to dissect a frog correctly.
5. G - Understand the basic laws of the Bill of Rights.

C. Learning Outcomes (O) or Learning Activities (A):

1. A - Fixing a motorcycle.
2. O - Adding fractions correctly.
3. A - Practicing a guitar.
4. O - Recalling the part of speech.
5. A - Reciting the poem.
D. Observable (O) or Non-observable (U) Learning Outcomes:
1. O - Multiply three-digit numbers on a yellow pad.
2. O - Understand the process of condensation.
3. U - Enjoy speaking Nihongo.
4. O - Write the names of the characters in the story "The Boor."
5. O - Draw the map of Region II correctly.