“Begin with the

end in mind”

GUIDING
PRINCIPLES
IN
DETERMINING
AND
FORMULATING
LEARNING
OBJECTIVES

Share lesson Lesson objectives

objectives with must be in the two
students or three domains.
 “Work on significant
and relevant lesson
objectives”
GUIDING
PRINCIPLES
IN
DETERMINING
AND
FORMULATING
LEARNING
OBJECTIVES

Lesson objectives must be Aim at the

aligned with the aims of development of
education as embodied in
critical and creative
the Phil. Constitution.
thinking.
 Knowledge or recall
knowledge of terminology and conventions,
trends and sequences, classifications and
categories, criteria and methodologies,
Analysis
principles, theories, and structures, objectives relate to breaking a

Bloom`s whole into parts; e.g to deduce

e.g to identify the capital of the Philippines.

facts from a hypothesis

Comprehension
taxonomy of relate to translation, interpretation, and
extrapolation; e.g. to interpret a table Synthesis
putting parts together in a new form

cognitive
showing the population density of the
world such as a unique communication, a plan
of operation, and a set of abstract
relations; e.g. to produce an original

domain
piece of art

Application
use of abstractions in particular
situations; e.g. to predict the probable
effect of a change in temperature on a
chemical
Evaluation
judging in terms of internal evidence or
logical consistency and external evidence
or consistency with facts developed
elsewhere; eg. to recognize fallacies in
an argument
 Definitions of Anderson`s Revised Taxonomy
Definition
Remembering: Can the student recall or remember the
information?
Understanding: Can the student explain ideas and
concepts?
Applying: Can the student use the information in a
new way?
Analysing: Can the student distinguish between the
different parts?
Evaluating: Can a student justify a stand or decision?
Creating: Can the student create new product or point
of view?
Verbs
Define, duplicate, list, memorize, recall, repeat,
reproduce, state
Classify, describe, explain, paraphrase, restate, give
original examples of, summarize, contrast, interpret,
discuss.
Calculate, predict, apply, solve, illustrate, use,
demonstrate, determine, model, perform, present.
Appraise, compare, contrast, criticize, differentiate,
discriminate, distinguish, examine, experiment,
question, test
Choose, support, relate, determine, defend, judge,
grade, compare, contrast, argue, justify, support,
convince, select, evaluate.
Design, formulate, build, invent, create, compose,
generate, derive, modify, develop.
Krathwohl's taxonomy of affective domain. David Krathwohl's
affective learning is demonstrated by behaviors indicating attitudes of
awareness, interest, attention, and values of concern, and
responsibility, ability to listen and respond in interactions with others,
and ability to demonstrate those attitudinal characteristics or values
which are appropriate to the test situation and the field of study. The
taxonomy of objectives is ordered according to the principle of
internalization. The levels of affective behavior are arranged
according to level of internalization. Internalization of a value begins
with awareness of the value. This value awareness leads to a point
where the value becomes internalized and it becomes part and parcel
of a person's character consequently guiding or controlling his/her
behavior. (Seels & Glasgow, 1990, p. 28)."
Krathwohl's
taxonomy
Level What it is Learning Verbs Sample
Outcome/s Objectives
Receiving Refers to the Learning differentiates, listens
learner's outcomes in accepts, listens attentively,
sensitivity to this area range (for), to shows
the existence of from the simple responds to. sensitivity to
certain ideas, awareness that social
material, or a thing exists to asks, chooses, problems.
phenomena and selective identifies,
the willingness attention on the locates, points
to particular part of the to, sits erect,
phenomena of learner etc.
stimuli such as
classroom
activities,
textbook,
music, etc.).
Level What it is Learning Verbs Sample Objectives
Outcome/s
Responding is not only being answers, Examples of objectives in
aware of the assists, the responding level e.g.
stimulus but complies, to contribute group
reacting and discusses, discussion by asking
responding to the helps, question to listen attentive
stimulus. performs, during group presentation,
practices, to complete homework to
presents, read beyond assignment, to
reads, observed rules, to
reports, participate in class
writes, etc. discussion to show
interesting subject, to enjoy
helping others, to read for
enjoyment
Level What it is Learning Verbs Sample Objectives
Outcome/s
Valuing is concerned with the worth This ranges answers, desires to improve
or value a student attaches in degree assists, group skills
to a particular object, from the complies,
phenomenon, or behavior. simpler discusses, assumes responsibility
acceptance helps, for the effective
willing to be of a value to performs, functioning of the
perceived by others as the more practices, group
valuing certain ideas, complex presents,
materials, or phenomena. level of reads, appreciates the role of
Examples include: to commitmen reports, science in daily life,
increase measured t writes, etc. shows concern for
proficiency in, to others' welfare,
relinquish, to subsidize, to demonstrates a
support, to debate. e.g. to problem-solving
argue over an issue approach, etc.
involving health care
Level What it is Learning Verbs Sample Objectives
Outcome/s
Organizing Organization is to relate This ranges in Examples to organize a meeting
the value to those degree from the are: to concerning a
already held and bring it simpler discuss, to neighborhood's
into a harmonious acceptance of a theorize, to housing Integration
value to the formulate, plan
more complex to balance,
level of to
commitment examine.
Level What it is Learning Verbs Sample Objectives
Outcome/s
Organizing Organization is to relate This ranges in Examples to organize a meeting
the value to those degree from the are: to concerning a
already held and bring it simpler discuss, to neighborhood's
into a harmonious and acceptance of a theorize, to housing Integration
internally consistent value to the formulate, plan
value system or more complex to balance,
philosophy. level of to
commitment examine.
Level What it is Learning Verbs Sample Objectives
Outcome/s
Organizing - Bringing together recognizes the need
different values, for balance between
resolving conflicts freedom and
among them, and responsibility in a
starting to build an democracy
internally consistent understands the role
value system- of systematic planning
comparing, relating and in solving problems,
synthesizing values and accepts responsibility
developing a for own behavior.
philosophy of life.
Level What it is
Outcome/s
Characteriz At this level, the person
ation has held a value system
that has controlled his
behavior for a
sufficiently long time
that a characteristic "life
style" has been
developed. Behavior is
pervasive, consistent
and predictable.
Objectives are
concerned with
personal, social, and
emotional adjustment:
Learning Verbs Sample Objectives
displays self reliance in
working independently,
cooperates in group activities,
maintains good health habits,
uses an objective approach in
problem solving.
displays a professional
commitment to ethical
practice on a daily basis
revises judgments and
changes
 Harlow’s taxonomy of
objectives in the
psychomotor domain
It is organized according to the
degree of coordination including
involuntary responses as well as
learned capabilities. Simple reflexes
begin at the lowest level of the
taxonomy, while complex
neuromuscular coordination's make
up the highest levels (Seels &
Glasgow, 1990).
Level Description Examples

Reflex movement learning in responseflexion, extension,

to some stimuli. stretch, postural
adjustments
Basic fundamental inherent movement pushing, pulling,
movement patterns which are manipulating, e.g. to
formed by combining run a 100-yard dash
of reflex
Level Description Examples

Perceptual Abilities Perceptual refers to interpretation of Coordinated movements such

various stimuli that enable one to
make adjustments to the
environment. Visual, auditory,
kinesthetic, or tactile discrimination.
Suggests cognitive as well as
psychomotor behavior.
Physical Activities require endurance, strength, vigor,
and agility which produces a sound,
efficiently functioning body
as jumping rope, punting, or
catching.
Examples are: all activities
which require a) strenuous
effort for long periods of
time; b) muscular exertion; c)
a quick, wide range of motion
at the hip joints; and d) quick,
precise movements.
Level Description Examples

Skilled movements the result of the acquisition of a Skilled Examples are: all
degree of efficiency when skilled activities obvious
performing a complex task. in sports, recreation, and
dance.
Non-discursive is communication through Examples include: body
communication bodily movements ranging postures, gestures, and
from posture to gestures, facial expressions
creative movements facial efficiently executed in
expressions, act a part in a play skilled dance movement
through sophisticated and choreographics.
choreographics. (Harlow, 1972)
Moore (1998) also gave three levels of learning in the psychomotor domain.
They are as follows:
At the entry level, imitation, a student can carry out
the rudiments of the skills with instructional
support from the teacher. Most typically, this level
follows modeling by the teacher and involves the
student's first attempts to perform the skill. The
skill is not performed smoothly, nor are the
coordination and timing refined. Examples of
students performing at the imitation level include a
student is able to perform the skill independently,
without the aid of the instructor. During this phase
of psychomotor learning, the student who is able to
perform the skill without prompts from the teacher
or without consciously thinking about it. However,
complete fluency or accuracy has not been
achieved.
Moore (1998) also gave three levels of learning in the psychomotor domain.
They are as follows:

At the level of precision - the highest level of the

psychomotor taxonomy students can perform a
skill accurately, efficiently, and effortlessly.
Automaticity, the ability to perform a skill with
unconscious effort, has developed, which then
frees the student to concentrate on other
elements of the activity or game. Examples of
precision-level skills include: different notes
with different levels of volume and pitch,
without consciously looking at her fingers.
Level Performance
Imitation Models skills
Manipulation Performs skills independently
Precision Exhibits skills effortlessly and
automatically

Source: K.D. Moore and C. Quinn. Classroom Teaching

Skills. McGraw-Hill Companies, 1998.
How To Write Lesson Objectives
Formulating good lesson objectives is crucial to good teaching. Unfortunately,
formulating SMART lesson objectives is one common problem among
beginning teachers. Let us learn how to do it here. Just bear in mind that
objectives are outcomes rather than instructional process. Objectives are
measurable outcome statements. If an outcome statement isn't precise enough to
measure whether the outcome has been achieved, it isn't an objective. It is a goal.
Mager (1998) cites the following characteristics of objectives:
1) It describes student performance. It doesn't say anything about what the
instructor will do or try to accomplish. It doesn't describe course content or the
textbook.
2) An objective is about ends rather than means. It describes a product of
instruction rather than the process of instruction. It describes what the students
will be able to do when they are competent, rather than describing how they will
be made competent.
3) An objective describes the conditions under which the performance occurs
on the job; i.e., the tools, equipment, environment and circumstances that will
influence the performance.
4) An objective describes the standard of acceptable performance; it tells how
well someone must perform before being considered competent on that
objective.
In short, an objective will describe the a) what the student should be
able to do (performance), b) the conditions under which the doing will occur
(condition), and c) the criteria by which the performance will be judged
(acceptable performance).
Here is a lesson objective:
Given a Model 12 keyboard and a standard tool kit, the student is able
to disassemble the keyboard down to the frame within ten minutes.