Unit II

MANAGEMENT OF INSTRUCTION

Introduction:

A wise teacher who plans and prepares well a lesson gets a finest result of the teaching-
learning process. It is also understood that a successful teaching and meaningful learning
an offshoot of a careful planning of the lesson. Planning and preparing for a lesson starts
with identifying the standards (the expected understanding of the content and the
performance), the objectives of the lesson, ways to assess the understanding of the
learners, the procedures, specific activities, and the learning materials to achieve the
desired results. The skill to prepare a lesson plan alleviates the teacher’s anxiety in lesson
preparation. Through this skill, the use of teaching time will be maximized, the lesson will
be presented in a systematic , logical, orderly manner, will challenge the teacher to foresee
the difficulties and choose the best experiences for the learners. Dedication, proper-mind
set, and creativity are necessary characteristics for a teacher to organize lessons well.

Learning Outcomes

At the end of the unit, the students must have:

1. identified the characteristics and

components of quality learning
objectives
2. discussed the taxonomy of instructional
objectives
3. formulated quality objectives along the
three domains
4. gave the importance of
lesson/instructional planning
5. identified guiding principles in
instructional planning
 Warm-Up Activity

Activity 1

Do the children in the What did the teacher do to

picture enjoy learning? Why
do you think are they
enjoying?
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make the learners engage in
learning?
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__________________________
__________________________

Do you think lesson plan affects

the learning process of a child?

_____________________________
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 LESSON I: FORMULATING
INSTRUCTIONAL OBJECTIVES

Introduction:

Learning objectives (often called performance objectives or competencies) are brief, clear,
specific statements of what learners will be able to perform at the conclusion of
instructional activities. Learning objectives stem form course objectives; course objectives
are broad statements reflecting general course goals and outcomes, while learning
objectives are targeted statements about expected student performance. Generally,
learning objectives are competency-based as the designate exactly what students need to
do to demonstrate mastery of course material. With this in mind, learning objectives are
always stated in terms of student outcomes.

Learning Outcomes

At the end of the lesson, the students must have:

1. crafted useful and meaningful objectives

based on skills, knowledge, attitudes and
values defined in k-12 learning competencies.
 Content Input

FORMULATING INSTRUCTIONAL OBJECTIVES

INSTRUCTIONAL OBJECTIVES
Instructional objectives are key elements in approaching teaching systematically.
They serve as guide to the selection of teaching materials, learning experiences, teaching
strategies and performance assessment techniques.

DERIVATION OF INSTRUCTIONAL OBJECTIVES

Most
General Specific Most Specific
General

Institutional/
National Aims of Curricular/
Unit Objectives
Instructional
Education Department/ Objectives
Course

Graduate Attributes of 21st Century Learner

AIMS GOALS LEARNING OBJECTIVES
Aims are broad statements Goals are general statements These are intents
about the intent of education about what schools are communicated by statements
as a whole (Ornstein) expected to accomplish describing proposed changes
(Ornstein) in a learner.
CONSTITUTIONAL AIMS INSTITUTIONAL/PROGRAM CLASSROOM OBJECTIVES
Section 2, Article XIV of the GOALS Designed by the teachers
1987 Constitution (The Derived from the Vision- which are based on the
 Fundamental Legal Basis of Mission statements of the Learning Standards provided
Education in the Philippines) educational institution of by DepEd, TESDA and CHED
which you are part. (Philippine Practice)

AIMS GOALS OBJECTIVES

GOALS AND OBJECTIVES

Learning outcomes were previously called goals and objectives. They are made up of
particular knowledge, skill or behaviour that every learner is expected to demonstrate after
completion of the instruction provided by the teacher.

Goals Institutional Intended Learning Outcomes.

Goals are general statements about what (IILO)
schools are expected to accomplish. (Ornstein, Program Intended Learning Outcomes.
1996) (PILO)
Objectives Course Intended Learning Outcomes.
Objective is an intent communicated by a (CILO)
statement describing a proposed change in a Intended Learning Outcomes.
learner. (ILO)

INSTRUCTIONAL OBJECTIVES
state the desired behavior or task required of the student
basis upon which the teacher can measure how well the student can accomplish
designated task

A. Role of Instructional Objectives

INSTRUCTIONAL OBJECTIVES

Provide direction Communicate Provide basis for

for the instructional intent evaluating
instructional to others student learning
process

B. Characteristics of a Good Instructional Objective

 Specific  Attainable
 Measurable  Result-Oriented
  Teachable  Measurable
 Observable  Attainable

C. Components of a Good Instructional Objective

Any special condition under which the behavior must be displayed
An observable behavior (action verb specifying the learning outcome)
The performance level considered sufficient to demonstrate mastery
1. Condition
 “Given if” component
Examples:
 Given a list of scrambled words…
 Given an experiment to perform…
 Given a problem to solve…
 Given a 60-minute activity…
2. Observable Behavior
 Serves as indicator that demonstrates evidence of learning (begins with
a verb)
Examples:
 Identify the parts of microscope.
 List the steps to be followed in using the microscope
 Give the precaution in adjusting the microscope
3. Criterion Level
 Indicates how well the behavior is to be performed.
 Indicated in terms of:
percentages: with 80% accuracy: 8 out of 10 items
essential features (essay)
completion within a prescribed time limit
completion within a certain degree of accuracy
Examples:

 Given a selection to read, the students will be able to give the

summary in 10 sentences.
 Given a fifty item test, the students should be able to answer
correctly at least 85% of the given items.

D. Ways of Stating Objectives for Classroom Instruction

1. State each objective in terms of student performance rather than teacher
performance.

Examples:
 a. Demonstrate to students how to set up a laboratory equipment.
(teacher performance)
b. Identify the equipment used in the demonstration. (student
performance)

2. It should indicate a terminal behavior rather than the subject matter.

Examples:

a. Explain the basic principle of electricity. (terminal behavior)

b. Principles of Electricity. (subject matter)

3. State each objective in terms of learning products or outcomes rather than

learning activity. It must include a verb that specifies learning.

Examples:
a. Increase proficiency in the use of charts and graphs. (learning activity)
b. Interprets charts and graphs skillfully. (learning outcome)

Stating Objectives as Learning Outcomes

1. Learning Activities (means) 2. Learning Outcomes (ends)
study Identify
listen Recall
read List
watch Write

E. Importance of Stating Objectives as Learning Process

1. Provide direction to the teacher and clearly conveys intent to others.
2. Provides a guide for the selection of:
a. Teaching method
b. Subject matter
c. Materials
3. Provides a guide for constructing testes for evaluating students’ achievement.

F. Criteria for Selecting Appropriate Objectives

1. Completeness

o Do the objectives include all important outcomes of the course?

2. Appropriateness

o Are the objectives in harmony with the general goals of the school?
3. Soundness
o Are the objectives in harmony with sound principles of learning?
  Readiness
 Motivation
 Retention
 Transfer
4. Feasibility
o Are the objectives realistic in terms of the abilities of the pupils and
the time and facilities available?

Taxonomy of Objectives in the Cognitive Domain.

Bloom’s Taxonomy

Highest Level Least Common

Evaluation

Synthesis

Analysis

Application

Comprehension

Lowest Level Most Common

Knowledge

Anderson’s Revised Taxonomy

Creating Least Common

Highest Level
Evaluating

Analysing

Applying

Understanding

Lowest Level Remembering Most Common

 a. Cognitive Domain

Cognitive Levels Action Verbs that

Required Test
Cognitive Domain Description Describe Learning
Items
Outcomes

Require students to Recall or recognize Define, describe,

remember. facts, terminology, identify, label, list,
problem-solving match, name,
strategies, or rules outline, recall, recite,
select, state
Remembering
Sample Objectives:
The students will recall four food groups without error.
From memory, the students will match each province with its
capital with 80 percent accuracy.

Applying Require students to Test items present change, compute,

use previously the problem in a demonstrate,
acquired information different and often develop, employ,
in a setting other applied context modify, operate,
than in which it was organize, prepare,
learned produce, relate,
solve, transfer, use
Sample Objective:
Given a selection, the student will prepare a topic outline
following the correct rules in outlining with 90 percent accuracy.

Require the students Require students to break down, deduce,

to identify logical draw relationships diagram,
errors or to among ideas or to differentiate,
differentiate among compare and distinguish, illustrate,
Analysing
facts, opinions, contrast infer, outline, point
assumptions, out, relate, separate
hypotheses, or out, subdivide
conclusion
Sample Objectives:
Given a presidential speech, the student will be able to point out
the positions that attack an individual rather than his or her
program.
 Action Verbs that
Cognitive Levels Required Test
Description Describe Learning
Cognitive Domain Items
Outcomes

Require students to Require students to appraise, criticize,

form judgments state the basis for compare, contrast,
about the value or his/her judgments conclude, defend,
worth of methods, justify, interpret,
ideas, people or support, validate
Evaluating product.
Sample Objectives:
Given a previously read paragraph, the students will judge its
value according to the five criteria discussed in class.
Given a description of a country’s economic system, the students
will defend it, basing arguments on principles of socialism.
Creating Require students to Require students to categorize, compile,
produce something solve unfamiliar compose, create,
unique or original problems in a unique design, devise,
way, or to combine formulate, rewrite,
parts to form a summarize
unique or novel
whole
Sample Objectives:
Given a short story, the students will write a different but
plausible ending.
Given a problem to be solved, the student will design a scientific
experiment to address the problem
 b. Affective Domain
Krathwohl’s Taxonomy

Level
Outcome Verbs To Use Example
Affective Domain

1. Receiving Is willing to listen, Observe, listen, Pays attention in

-refers to open-minded attend, look, watch science class
student’s
willingness to
attend to
stimuli
2.Responding Demonstrates new answers, assists, Volunteers to answer
- refers to behavior, volunteers complies, conforms, or ask questions
active involvement discusses, greets,
participation helps, labels,
on the part of performs, presents,
the student reads, recites

3.Valuing Shows commitment, completes, Reads ahead in text,

- concerned maintains describes, watches science-
with the work involvement differentiates, oriented programs
or value a explains, forms, on TV
student initiates, invites,
attaches to joins, proposes,
particular reports
object or
behavior
4.Organizing Integrates new value adheres, alters, Chooses to take a
- concerned into personal arranges, combines, four-year science
with bringing structure compares, course because of
together completes, defends, interest in science
different values, explains, generalizes,
resolving identifies, integrates,
conflicts modifies
between them
and building of
an internally
consistent value
system
 c. Psychomotor Domain

Level
Psychomotor Description Verbs To Use Example
Domain

Uses the sense Monitor, observe, Observe how to

1. Perception organs to obtain cues listen, watch position the fingers
that the guide motor in the keyboard
activity ; ranges from
sensory stimulation
(awareness), through
cue selection to
translation
Readiness to take a Show, prepare, set- Tell the order of the
particular action up, ready alphabet in the
2. Set includes mental, keyboard
physical and
emotional set.
Perception is an
important
prerequisite
Concerned with the Imitate, follow, copy, Practice proper
early stages of install, repeat, position of fingers in
3. Guided learning a complex practice the keyboard
Response skill includes
imitation, trial and
error.
Concerned with Demonstrate, Type at least 60
4. Mechanism habitual responses manipulate, collect, words per minute
that can be draw, use, sketch, using the correct
performed with type, write position of fingers
some confidence and
proficiency. Less
complex
Skillfully performs Operate, build, Execute the print
5. Complex Overt acts that require construct, drive, formatting
Response complex movement troubleshoot operations
patterns, like the
highly coordinated
 motor activities.
Proficiency indicated
by quick, smooth,
and accurate
performance,
requiring a minimum
of effort

Level
Psychomotor Description Verbs To Use Example
Domain

6. Adaptation Concerned with skills Change, modify, Use desktop

so well learned that repair, adjust, publishing
they are modified to integrate applications in
fit special creating income
requirements or to generating
meet a problem documents
situation
Creates new Create, originate, Create one’s own
movement patterns produce, develop, web page
to fit a particular compose
7. Origination situation or problem
Three Types of Learners:

The Big Head Tiny Heart

- It is not enough that a school produces graduates with

excellent academic standing, who later assumes
prominent positions in the government and uses his
intelligence for corruption to get rich or worse, purports
the idea of “conflict” or “war”, etc.

The Big Heart Tiny Mind Learner

- It is also not good to pass/promote a learner because he is

kind , nice or behaves well in your class. He should also
learn the fundamental knowledge necessary for daily living
activities, e.g. reading, writing, arithmetic, manipulative,
an thinking skills, etc. so that he can perform well in the
world of work.
-

The Holistic Learner

- As teachers, it is our mission to mold each learner to

become balanced individual capable of using his
knowledge for a noble cause. Hence, the cognitive,
affective, and psychomotor domains are essential for
holistic teaching to produce holistic learners, a “thinking
and feeling being.”
-
 CHECK FOR UNDERSTANDING

Activity 1

Identify the components present in the given objectives.

1. Given 10 problems on quadratic equations, the students should be able to solve 8 of

them.
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2. Define basic terms in ecological studies: individuals, populations and communities.

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3. Given a paper, pencil and an audio tape with 5 musical selections which had been
played in class, the students should be able to identify the composer of each piece.
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4. After finishing the unit on Weather, the students should be able to answer at least
75% of the 40 questions covering the unit.
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5. Given a list of 10 words the pupils will be able to tell the plural of each.
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6. Locate on the Philippine map the chief producing regions of iron and copper.
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Activity 2

. Identify the domain of each objective.

1. The students will listen for words showing respect in stories read aloud in class.
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2. The students will defend the importance of at least one government social policy.
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3. Given art materials of their choice, the students will create an oil painting using not
more than 3 colors.
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4. The students will at least join one discussion of a story related project.
_____________________________________________________________________

5. The first year students taking up history, will be able to paraphrase the definition of
constitutional monarchy.
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6. Given a paragraph, the student will encode at a rate of 50 words per minute with
fewer than 5 errors per minute
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7. College biology students should be able to define basic terms in ecological studies:
individuals, populations and communities
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8. Given the materials, the students will construct a usable chair.

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9. The first year students taking up history, will be able to paraphrase the definition of
constitutional monarchy.
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10. Auto mechanic students will be able to interpret a schematic diagram of a diesel
engine.
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11. Given written instructions, the student will construct at least five geometric models.
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12. Grade one pupils will print the letters of the alphabet in the upper and lower case.
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13. High school students will listen to other students who disagree with their points of
view.
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14. Advance algebra students will construct a proof to prove the commutative property
of real numbers.
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15. The students will habitually observe laboratory safety rules.

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Activity 3
In what cognitive level is the given objective?

1. Given 5 sentences, the student should be able to diagram each showing the
compound subject and the compound predicate with no errors.
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2. The student will write an essay in which an argument for or against prayer in school
is developed.
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3. The student will correctly compute the volume of a cube, cone and pyramid.
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4. The student will explain in writing the importance of mathematics in everyday life.
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Activity 3
Choose a learning task which you plan to teach. Formulate 3 cognitive, 1 affective and 1
psychomotor about the task. The objectives should have the 3 components, condition,
behaviour and level of performance.

Cognitive

1.

2.

3.

Affective

1.

Psychomotor

1.