PLANNING FOR INSTRUCTIONAL

OBJECTIVES
ADIBAH BINTI ABDUL LATIF
 What is it???

• Bloom’s Taxonomy is a chart of ideas

A Taxonomy is an
Named after the arrangement of
creator, ideas or a way to
Benjamin Bloom group things
together
 Who is Dr. Benjamin Bloom??
• He was a teacher,
thinker, & inventor
• He worked at a college
• He created a list about
how we think about
thinking… you may
want to read that again!
1913-1999
 The levels of thinking
• There are six levels of Knowledge
learning according to Dr.
Bloom Comprehension
• The levels build on one
another. The six levels all Application
have to do with thinking.
• Level one is the lowest level Analysis
of thinking of thinking
• Level six is the highest level Synthesis
of thinking
Evaluation
 New names??
• Some people have Knowledge- Remembering

renamed these levels to

Comprehension- Understanding
make them easier to
remember
Application- Applying

• Some people even Analysis- Analyzing

switch the last two
levels around Synthesis- Creating

Evaluation- Evaluate
 Knowledge or Remembering
• observation and recall of
information
• knowledge of dates, events,
places
• knowledge of major ideas
• mastery of subject matter
• Key words:
list, define, tell, describe,
identify, show, label, collect,
examine, tabulate, quote,
name, who, when, where,
etc.
 Knowledge/Remembering- Do it…
• Write a list of
vegetables. 
 1. Cognitive Levels : Knowledge
Cognitive Level
Knowledge:
o Recall of data
o Mengingat kembali
perkara-perkara khusus,
fakta-fakta, kaedah-kaedah
corak dan lain-lain perkara
penting.
Key Words Examples
defines, describes,  Recite a policy.
identifies, knows,  Quote prices from
labels, lists, matches, memory to a
names, outlines, recalls, customer.
recognizes, reproduces,  Knows the safety
selects, states. rules.
 
 Comprehension or Understanding
• understanding information
• grasp meaning
• translate knowledge into new
context
• interpret facts, compare, contrast
• order, group, infer causes
• predict consequences
• Key words:
summarize, describe, interpret,
contrast, predict, associate,
distinguish, estimate,
differentiate, discuss, extend
 Comprehension/ Understanding- Do it…

• Retell the story of the

“Rapunzel” in your own
words.
 2. Cognitive Levels : Comprehension

Cognitive Level Key Words Examples

Comprehension:  Rewrites the principles

of test writing.
o Understand the comprehends, converts,,  Explain in one’s own
meaning, translation, distinguishes, explains, words the steps for
interpolation, and extends, generalizes, performing a complex
interpretation of gives examples, infers, task.
instructions and interprets, paraphrases,  Translates an equation
problems. predicts, rewrites, into a computer
summarizes, translates. spreadsheet.  
o State a problem in
one's own words.
 Application or Applying

• use information
• use methods, concepts,
theories in new situations
• solve problems using
required skills or knowledge
• Key words:
apply, demonstrate,
calculate, complete,
illustrate, show, solve,
examine, modify, relate,
change, classify,
experiment, discover
 Application/Applying- Do it…
• Make a model of a
swing set with paper
and explain how it
works.
 Questions for Applying
• Do you know of another instance where…?
• Can you group by characteristics such as…?
• Which factors would you change if…?
• What questions would you ask of…?
• From the information given, can you develop a
set of instructions about…?
(Pohl, Learning to Think, Thinking to Learn, p. 13)
 Analysis or Analyzing
• seeing patterns
• organization of parts
• recognition of hidden
meanings
• identification of
components
• Key words:
analyze, separate, order,
explain, connect, classify,
arrange, divide, compare,
select, explain, infer
 Analysis/ Analyzing- Do it…
• Make a family tree
showing relationships.
 4. Cognitive Levels : Analysis

Cognitive Level Key Words Examples

Analysis: analyzes, breaks down,  Troubleshoot a piece

compares, contrasts, of equipment by using
o Separates material or deconstructs, logical deduction.
concepts into differentiates,  Recognize logical
component parts so discriminates, fallacies in reasoning. 
that its organizational distinguishes, identifies,  Gathers information
structure may be illustrates, infers, outlines, from a department and
understood. relates, selects, selects the required
separates. tasks for training.
o Distinguishes between
facts and inferences.
 Question for Analysing
• Which events could not have happened?
• If. ..happened, what might the ending have been?
• How is...similar to...?
• What do you see as other possible outcomes?
• Why did...changes occur?
• Can you explain what must have happened when...?
• What are some or the problems of...?
• Can you distinguish between...?
• What were some of the motives behind..?
• What was the turning point?
• What was the problem with...?
(Pohl, Learning to Think, Thinking to Learn, p. 13)
 Synthesis or Creating
• use old ideas to create new ones
• generalize from given facts
• relate knowledge from several
areas
• predict, draw conclusions
• Key words:
combine, integrate, modify,
rearrange, substitute, plan,
create, design, invent, what if?,
compose, formulate, prepare,
generalize, rewrite
 Questions for Creating
• Can you design a...to...?
• Can you see a possible solution to...?
• If you had access to all resources, how would you deal
with...?
• Why don't you devise your own way to...?
• What would happen if ...?
• How many ways can you...?
• Can you create new and unusual uses for...?
• Can you develop a proposal which would...?

(Pohl, Learning to Think, Thinking to Learn, p. 14)

 Synthesis/Creating- Do it…
• Design a magazine
cover that would appeal
to kids in your class.
 5. Cognitive Levels : Synthesis

Cognitive Level Key Words Examples

Synthesis: categorizes, combines,  Write a company

compiles, composes, operations or process
o Builds a structure or creates, devises, designs, manual.
pattern from diverse explains, generates,  Design a machine to
elements. modifies, organizes, perform a specific
o Put parts together to plans, rearranges, task.
reconstructs, relates,  Integrates training
form a whole, with
reorganizes, revises, from several sources
emphasis on creating a
rewrites, summarizes, to solve a problem.
new meaning or
tells, writes.
structure.  Revises and process
to improve the
outcome.
 Evaluation or Evaluating
• compare and discriminate
between ideas
• assess value of theories,
presentations
• make choices based on reasoned
argument
• verify value of evidence
• recognize subjectivity
• Key words
assess, decide, rank, grade, test,
measure, recommend, convince,
select, judge, explain,
discriminate, support, conclude,
compare, summarize
 Evaluation/Evaluating- Do it…
• Make a booklet about 5
rules you see as
important. Convince
others.
 6. Cognitive Levels : Evaluation

Cognitive Level Key Words Examples

Evaluation:

o Make judgments about appraises, compares,  Select the most

the value of ideas or concludes, contrasts, effective solution.
materials. criticizes, critiques,  Hire the most qualified
defends, describes, candidate.
discriminates, evaluates,  Explain and justify a
explains, interprets, new budget.
justifies, relates,
summarizes, supports.
 Questions for Evaluating
• Is there a better solution to...?
• Judge the value of... What do you think about...?
• Can you defend your position about...?
• Do you think...is a good or bad thing?
• How would you have handled...?
• What changes to.. would you recommend?
• Do you believe...? How would you feel if. ..?
• How effective are. ..?
• What are the consequences..?
• What influence will....have on our lives?
• What are the pros and cons of....?
• Why is ....of value?
• What are the alternatives?
• Who will gain & who will loose? 
(Pohl, Learning to Think, Thinking to Learn, p. 14)
 BLOOM’S REVISED TAXONOMY

Creating
Generating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing.

Evaluating
Justifying a decision or course of action
Checking, hypothesising, critiquing, experimenting, judging

Analysing
Breaking information into parts to explore understandings and
relationships
Comparing, organising, deconstructing, interrogating, finding

Applying
Using information in another familiar situation
Implementing, carrying out, using, executing

Understanding
Explaining ideas or concepts
Interpreting, summarising, paraphrasing, classifying, explaining
Source: http://www.kurwongbss.eq.edu.au/thinking/Bloom/BLOOM%20(one%20page%20poster).doc

Remembering
Recalling information
Recognising, listing, describing, retrieving, naming, finding
 ACTIVITY 2
• Discuss which versions of Cognitive taxonomy
you prefer more?
AFFECTIVE DOMAIN
 What is the Affective Domain?

• Motivations
• Moods
• Feelings
• Emotions
• Attitudes
• Beliefs / Values
 Krathwohl’s Taxonomy

• Receiving / Attending
• Responding
• Valuing
• Conceptualizing
• Characterizing
DESCRIPTION OF THE MAJOR CATEGORIES IN THE AFFECTIVE
DOMAIN

RECEIVING

Refers to the student’s willingness to attend to particular

phenomena or stimuli (classroom activities, textbook, music,
etc ). From a teaching standpoint, it is concerned with
getting, holding, and directing the student’s attention.
Learning outcomes in this area range from the simple
awareness that a thing exists to selective attention on the
part of the learner. Receiving represents the lowest level of
learning outcomes in the affective domain.
 ILLUSTRATIVE GENERAL INSTRUCTIONAL OBJECTIVES

RECEIVING

• Listens attentively
• Shows awareness of the importance of learning
• Shows sensitivity to social problems
• Accepts differences of race and culture
• Attends closely to the classroom activities
ILLUSTRATIVE VERBS FOR STATING SPESIFIC LEARNING OUTCOMES

RECEIVING

• Asks, chooses, describes, follows, gives, holds, identifies,

locates, names. Points to, select, sits erect, replies, uses
DESCRIPTION OF THE MAJOR CATEGORIES IN THE AFFECTIVE
DOMAIN

RESPONDING

Refers to active participation on the part of the student. At

this level he not only attends to a particular phenomenon
but also reacts to it in some way. Learning outcomes in this
area may emphasize acquiescence in responding (reads
assigned material), willingness to respond (voluntarily reads
beyond assignment), or satisfaction in responding (reads for
pleasure or enjoyment). The higher levels of this category
include those instructional objectives that are commonly
classified under interest, that is, those that stress the
seeking out and enjoyment of particular activities.
 ILLUSTRATIVE GENERAL INSTRUCTIONAL OBJECTIVES

RESPONDING

• Completes assigned homework

•Obeys school rules
• Participates in class discussion
• Complete laboratory work
• Volunteers for special tasks
• Shows interest in subject
• Enjoys helping others
ILLUSTRATIVE VERBS FOR STATING SPESIFIC LEARNING OUTCOMES

RESPONDING

• Answers, assists, complies, conforms, discusses, greets,

helps, labels, performs, practices, presents, reads, recites,
reports, selects, tells, writes
DESCRIPTION OF THE MAJOR CATEGORIES IN THE AFFECTIVE
DOMAIN

VALUING
Concerns with the worth or value a student attaches to a
particular object, phenomenon or behavior. This ranges in
degree from the more simple acceptance of a value (desires
to improve group skills) to the more complex level of
commitment (assumes responsibility for the effective
functioning of the group). Valuing is based on the
internalization of a set of specified values, but clues to these
values are expressed in the student’s overt behavior.
Learning outcomes in this area are concerned with behavior
that is consistent and stable enough to make the value
clearly identifiable. Instructional objectives that are
commonly classified under attitudes and appreciation would
fall into this category
 ILLUSTRATIVE GENERAL INSTRUCTIONAL OBJECTIVES

VALUING

• Demonstrates belief in the democratic process

• Appreciates good literature (art or music)
• Appreciates the role of science (or other subjects) in
everyday life
• Shows concern for the welfare of others
• Demonstrates problem-solving attitudes
• Demonstrates commitment to social improvement
ILLUSTRATIVE VERBS FOR STATING SPESIFIC LEARNING OUTCOMES

VALUING

• Completes, describes, differentiates, explains, follows,

forms, initiates, joins, justifies, proposes, reads, reports,
selects, shares, studies, works.
DESCRIPTION OF THE MAJOR CATEGORIES IN THE AFFECTIVE
DOMAIN

ORGANIZATION
Concerns with bringing together different values, resolving
conflicts between them, and beginning the building of an
internally consistent value system. Thus the emphasis is on
comparing, relating and synthesizing values. Learning
outcomes may be concerned with the conceptualization of a
value (recognizes the responsibility of each individual for
improving human relations) or with the organization of a
value system (develops a vocational plan that satisfies his
need for both economic security and social service)
Instructional objectives relating to the development of a
philosophy of life would fall into this category.
 ILLUSTRATIVE GENERAL INSTRUCTIONAL OBJECTIVES

ORGANIZATION

• Recognizes the need for balance between freedom and

responsibility in a democracy
• Recognizes the role of systematic planning in solving
problems
• Accepts responsibility for own behavior
• Understands and accepts own strengths and limitation
• Formulates a life plan in harmony with his abilities,
interests, and beliefs
ILLUSTRATIVE VERBS FOR STATING SPESIFIC LEARNING OUTCOMES

ORGANIZATION

• Adheres, alters, arranges, combines, compares, completes,

defends, explains, generalizes, identifies, integrates,
modifies, orders, organizes, prepares, relates, synthesizes
DESCRIPTION OF THE MAJOR CATEGORIES IN THE AFFECTIVE
DOMAIN

CHARACTERIZATION BY A VALUE OR VALUE COMPLEX

At this level of the affective domain, the individual has a

value system that has controlled his behavior for a
sufficiently long time for him to have developed the
characteristics life style. Thus, the behavior is pervasive,
consistent and predictable. Learning outcomes at this level
cover a broad range of activities, but a major emphasis is on
the fact the behavior is typical or characteristic of the
student, Instructional objectives that are concerned with the
student’s general patterns of adjustment (personal.\, social,
emotional) would be appropriate here
 ILLUSTRATIVE GENERAL INSTRUCTIONAL OBJECTIVES

CHARACTERIZATION BY A VALUE OR VALUE COMPLEX

• Displays safety consciousness

• Demonstrates self-reliance in working independently
• Practices cooperation in group activities
• Uses objective approach in problem solving
• Demonstrates industry and self discipline
• Maintains good health habits
ILLUSTRATIVE VERBS FOR STATING SPESIFIC LEARNING OUTCOMES

CHARACTERIZATION BY A VALUE OR VALUE COMPLEX

• Acts, discriminates, displays, influences, listens, modifies,

performs, practices, proposes, qualifies, questions, revises,
serves, solves, uses, verifies
PSYCHOMOTOR DOMAIN
DESCRIPTION OF THE MAJOR CATEGORIES IN THE PSYCHOMOTOR
DOMAIN

PERCEPTION

The first level is concerned with the use of the sense organs
to obtain cues that guide motor activity. This category
ranges from sensory stimulation (awareness of a stimulus),
through cue selection (selecting task-relevant cues), to
translation (relating cue perception to action in a
performance
 ILLUSTRATIVE GENERAL INSTRUCTIONAL OBJECTIVES

PERCEPTION

• Recognize malfunction by sound of machine

• Relates taste of food to need for seasoning
•Relates music to a particular dance step
ILLUSTRATIVE VERBS FOR STATING SPESIFIC LEARNING OUTCOMES

PERCEPTION

• Chooses, describes, detects, differentiates, distinguishes,

identifies, isolates, relates, selects, separates
DESCRIPTION OF THE MAJOR CATEGORIES IN THE PSYCHOMOTOR
DOMAIN

SET

Set refers to readiness to take a particular type of action.

This category includes mental set (mental readiness to at),
physical set (physical readiness to act), and emotional set
(willingness to act). Perception of cues serves as an
important prerequisite for this level
 ILLUSTRATIVE GENERAL INSTRUCTIONAL OBJECTIVES

SET

• Knows sequence of steps in varnishing wood

• Demonstrates proper bodily stance for batting a ball
• Shows desire to type efficiently
ILLUSTRATIVE VERBS FOR STATING SPESIFIC LEARNING OUTCOMES

SET

• Begins, displays, explains, moves, proceeds, reacts,

responds, shows, starts, volunteers
DESCRIPTION OF THE MAJOR CATEGORIES IN THE PSYCHOMOTOR
DOMAIN

GUIDED-RESPONSE

Guided response is concerned with the early stages in

learning a complex skill. It includes imitation (repeating an
act demonstrated by the instructor) and trial and error (using
a multiple-response approach to identify an appropriate
response). Adequacy of performance is judged by an
instructor or by a suitable set of criteria
 ILLUSTRATIVE GENERAL INSTRUCTIONAL OBJECTIVES

GUIDED RESPONSE

• Performs a golf swing as demonstrated

• Applies first aid bandage as demonstrated
• determines best sequence for preparing a meal
ILLUSTRATIVE VERBS FOR STATING SPESIFIC LEARNING OUTCOMES

GUIDED RESPONSE

• Assembles, builds, calibrates, constructs, dismantles,

displays, dissects, fastens, fixes, grinds, heats, manipulates,
measures, mends, mixes, organizes, sketches
DESCRIPTION OF THE MAJOR CATEGORIES IN THE PSYCHOMOTOR
DOMAIN

MECHANISM
Mechanism is concerned with performance acts where the
learned response have become habitual and the movements
can be performed with some confidence and proficiency.
Learning outcomes at this level are concerned with
performance skills of various types, but the movement
patterns are less complex than at the next higher level.
 ILLUSTRATIVE GENERAL INSTRUCTIONAL OBJECTIVES

MECHANISME

• Writes smoothly and legibly

• Sets up laboratory equipment
• Operates a slide projector
• Demonstrates a simple dance step
ILLUSTRATIVE VERBS FOR STATING SPESIFIC LEARNING OUTCOMES

MECHANISM

• Assembles, builds, calibrates, constructs, dismantles,

displays, dissects, fastens, fixes, grinds, heats, manipulates,
measures, mends, mixes, organizes, sketches
DESCRIPTION OF THE MAJOR CATEGORIES IN THE PSYCHOMOTOR
DOMAIN

COMPLEX OVERT RESPONSE

Complex overt response is concerned with the skillful

performance of motor acts that involve complex movement
patterns. Proficiency is indicated by a quick, smooth,
accurate performance, requiring a minimum of energy. This
category includes resolution of uncertainty (perform without
hesitation) and automatic performance (movements are
made with ease and good music control). Learning
outcomes at this level include highly coordinated motor
activities
 ILLUSTRATIVE GENERAL INSTRUCTIONAL OBJECTIVES

COMPLEX OVERT RESPONSE

• Operates a power saw skillfully

• Demonstrates correct form in swimming
• Demonstrates skill in driving automobile
• Performs skillfully on the violin
• Repairs electronic equipment quickly and accurately
ILLUSTRATIVE VERBS FOR STATING SPESIFIC LEARNING OUTCOMES

COMPLEX OVERT RESPONSE

• Assembles, builds, calibrates, constructs, dismantles,

displays, dissects, fastens, fixes, grinds, heats, manipulates,
measures, mends, mixes, organizes, sketches
DESCRIPTION OF THE MAJOR CATEGORIES IN THE PSYCHOMOTOR
DOMAIN

ADAPTATION

Adaptation is concerned with skills that are so well

developed that the individual can modify movement
patterns to fit special requirements or to meet a problem
situation
 ILLUSTRATIVE GENERAL INSTRUCTIONAL OBJECTIVES

ADAPTATION

• Adjusts tennis play to counteract opponent’s style

• Modifies swimming strokes to fit the roughness of the
water
ILLUSTRATIVE VERBS FOR STATING SPESIFIC LEARNING OUTCOMES

ADAPTATION

• Adapts, alters, changes, rearranges, reorganizes, revises,

varies
DESCRIPTION OF THE MAJOR CATEGORIES IN THE PSYCHOMOTOR
DOMAIN

ORIGINATION

Refers to the creating of new movement patterns to fit a

particular situation or specific problem. Learning outcomes
at this level emphasize creativity based upon highly
developed skills
 ILLUSTRATIVE GENERAL INSTRUCTIONAL OBJECTIVES

ORIGINATION

• Creates a dance steps

• Creates a musical composition
• Design a new dress style
ILLUSTRATIVE VERBS FOR STATING SPESIFIC LEARNING OUTCOMES

ORIGINATION

• Arranges, Combines, composes, constructs, creates,

designs, originates.
 ACTIVITY
• Write 1 instructional objective from each
domain (any level), and write in front of the
class
• The rest try to guess the instructional
objectives is from which domain and which
level