Lesson 1: Components of the
Educational Process
The educational process has
three major components
which include the learning
experiences, objectives and
measurement & evaluation.
Lesson 2: Learning
Objectives/Outcomes
The general learning
objectives or intended
learning outcomes are
standards to be attained in a
subject course while specific
learning objectives or student
learning outcomes are
standards to be achieved in a
specific concept or topic.
Instructional Goals are
statements that describe in
general what learners should
be able to DO forever after
experiencing a distinct unit of
instruction. It is broad in
nature as an instructional
intervention. It is also often as
a direct solution to an
instructional need.
Instructional Objectives are
statements of what students
will LEARN in a class or in a
class session. These
statements are focused on
student learning (What will
students learn today?) rather
than instructor teaching
(What am I going to teach
today?). These statements
should include a verb phrase
and an impact ("should be
able to") phrase -- what
students will DO/be able to
DO and how they will apply
that skill or knowledge. It
forms the backbone of the
lesson and specific in nature
as intervention to develop
specific knowledge and skills.
Stating objectives/outcomes
In stating our learning
objectives/outcomes for a
particular lesson, we usually
start with the introductory
statement,
“At the end of the
lesson/topic, the students
should be able to:”
Note that this statement
should end with a colon (:)
and the learning objectives
are enumerated thereafter.
Learning outcomes should
start with small letter and
comma/semi-colon is placed
every after the statement
except the last. A period is
placed at the end of the last
learning outcome.
Classification/Taxonomy of
Educational Objectives
Cognitive Domain – refers to
the development of
intellectual abilities and skills.
Affective Domain – refers to
the development of interest,
attitudes, values and
appreciation.
Psychomotor Domain – refers
to acquisition of manipulative
motor skills.
Remembering/Knowledge
Level
The remembering or
knowledge is the first level of
thinking skill which
emphasizes the recall of
previously learned material. It
includes learning outcomes
related to (a) knowledge of
specifics, such as terminology
and facts; (b) knowledge of
ways and means of dealing
with specifics, such as
conventions, trends and
sequences, classifications and
categories, criteria and
methodology; and (c)
knowledge of universals and
abstractions, such as
principles, generalizations,
theories, and structures. It
represents the lowest level of
learning outcomes in the
cognitive domain.
Understanding/
Comprehension Level
This second level of thinking
skill provides the ability to
grasp or understand the
meaning of materials.
Learning outcomes of this
level relate to (a) translation,
(b) interpretation, and (c)
prediction of materials.
Applying/Application Level
It refers to the ability to use
learned material in new and
concrete situations. This may
include the application of such
things as rules, methods,
concepts, principles, laws, and
theories. The learning
outcomes at this level relate
to the use of abstraction in
particular situations.
Analyzing/Analysis Level
It refers to the ability to break
down material into its
component parts so that its
organizational structure may
be understood. This may
include the identification of
the parts, analysis of
relationships between parts,
and recognition of the
organizational principles
involved. Learning objectives
in this level, relate to breaking
a whole into parts and
distinguishing (a) elements,
(b) relationships, and (c)
organizational principles.
Creating/Synthesis Level
This thinking skill refers to the
ability to put parts together to
form a new whole.
This may involve the
production of a unique
communication (theme or
speech), a plan of operations
(research proposal), or set of
abstract relations (scheme for
classifying information).
Learning outcomes in this
area stress creative behaviors,
with major emphasis on the
formulation of new patterns
or structures.
Learning objectives/outcomes
relate to putting parts
together in a new form such
as (a) a unique
communication, (b) a plan of
operation, and (c) a set of
abstract relations.

Evaluating/Evaluation
Evaluating is the highest level
of thinking skill which
provides the ability to judge
the value of material
(statement, novel, poem,
research report) for a given
purpose.
The judgments are to be
based on definite criteria.

Verbs to be avoided
 Understand
 Appreciate
 Know about
 Become familiar with
 Learn about
 Become aware of
 Approach
 Expand horizon
 Grasp the significance of
 Improve
 Thinks critically