Teacher Z: “I have been practicing

teaching now and find it not so motivating

or enticing for my students.
Every time I make a lesson plan, I
emphasize on the competencies my
students need to develop. I also prepare all
the visual aids needed in teaching in view
that my students will learn. What saddens
me a lot is that when I give them quiz, only
few pass”
 Blueprint for Teaching

 Guides students and teachers for instructional process

 Manifest students’ needs and interests.

 Correlates the Philosophy of Education in General

and the Philosophy of the School
 Desired Learning Outcomes
 Anatomy  Components  The Revised
Bloom’s
Taxonomy

 Purposes  Alignment with  Other

Assessment and Versions of
Learning Psychomotor
Startegies Domains
• Specificity of students behavior

• Description of specific performance

• Description of specific result of instruction

• Written in understandable language

• Written for the sudents to remain focused

• Used to monitor progress toward learning

• Statements that serve as the road map

• Relevant to students

• Written in single statement

• Uses verb’s from Bloom’s Taxonomy

• Focus exclusively on students activities and performance
• Emphasize students learning outcomes

• Help teachers and students begin the lesson

with the end in mind

• More of art rather than science;

• Require ongoing review and brainstorming

• Guides students

• Helps students develop focus

• Provide opportunities for analysis

relative to teaching and learning
• Make teaching more focused and organized
• Guide and dierect behavior
• Identify the purpose and rationale
• Provide clarity including challenges and standards
• Improves performance and increase students’ motivation
• Provide model of an achievable behavior to students
• Determine where a certain learning experience
best suit within a larger curriculum
• Helps select the appropriate learning expereince
and evaluation strategies
• Audience
  Observable students’ behavior

• Behavior
 Competency to be learned

 All must be performanced based

SMARTER
 SPECIFIC
MEASURABLE
• Behavior ATTAINABLE/ACTION ORIENTED
RESULT-ORIENTED/REALISTIC
TIME-BOUNDED
ESSENTIAL
RESEARCH-ORIENTED
  Limitations

 Context in which the behavior

is to be performed

• Condition
 This describes HOW WELL the
BEHAVIOR
must be PERFORMED to
SATISFY the
INTENT of the BEHAVIORAL
VERB
• Degree of Perfomace or
Criterion Level
Using the poem “The Road Not Taken” by Robert Frost,

the students will analyze The narrator’s nostalgic commentary on

life‘s choices within five minutes.