The Learning

Intents
 Chapter
Objectives

1. Recognize measurable instructional objectives

2. Classify instructional objectives according to their domains
3. Identify cognitive levels of questions
4. Justify the use of taxonomic tools in assessment planning.
5. Formulate appropriate learning intents.
6. Use the taxonomic tools in formulating the learning intents.
7. Evaluate the learning intents on the basis of the taxonomic
framework

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 Lesson 1 :
Stating Learning
Intents

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 Learning Intent
□ It refers to the objectives or targets
the teacher sets as the competency to
build on the students.

□ This is the target skill or capacity that

students need to develop as they engage
in the learning episodes.

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 “ Prior to designing the learning
activities and assessment tasks,
you first have to formulate your
learning intents.

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Goals versus Learning Objectives
 Goals are statements that describe in broad
terms what the leaner will gain from instruction.
 Example:
- Learners will gain appreciation of the role of a
family medicine physician in the health care
system.

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 Goals versus Learning Objectives
 Objectives are statements which describe specifically
what the learner is expected to achieve as a result of
instruction.
 Objectives direct attention to the learner and the
types of behaviors they should exhibit. Sometimes
these statements are called behavioral objectives.

 Example:
- Learners will list three characteristics
that make the family medicine physician
distinctive from other specialists in the
health care system.

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 Why Use Learning Objectives?
□ By defining where you intend to go, you increase the
likelihood the learner ends up in the intended destination.
□ Guides the learner, helps his/her focus on what needs to
be learned, and sets priorities.
□ Shows the learner what behaviors are valued.
□ Focuses and organizes the instructor.
□ Creates the learner’s basis for
self-assessment.
□ Sets the stage for what the “mastered”
skill looks like.

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Why Use? Focus on intended learner outcomes.
Objectives
O b je c tiv e

G u id e lin e s
In s tr u c tio n a l D ir e c tio n
fo r
In te n t of
E v a lu a tio n
*** In s tr u c tio n
***
W h a t w ill I te a c h ? ***
H o w w ill I k n o w
H o w w ill I te a c h it?
s tu d e n ts h a v e le a r n e d ?
 Objectives are Professional preparation during
National Standards.
selected based 
preservice teaching
There are available □ The training in most
on the national standards education courses guide
following that can be used as students in the different
basis for identifying considerations in handling
sources: the child such as the
appropriate
objectives. One developmental stage of the
child and certain skills that
example is the
needs to be enhanced at each
minimum learning stage of development.
competencies that is
□ There are also several
provided by the
theories about learning that
Department of should be considered in
Education. when teaching.

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 Objectives are
selected based Reference materials Needs of students and
society
□ Different reference
on the materials are used as □ The needs of the students
following sources of objectives.
are the basic source of
identifying objectives.
sources: □ Examples of reference □ These needs can be result
materials are teacher’s of previous achievement
guide that comes along tests, needs assessment,
with textbooks. Books and findings from
and articles that guide previous school research
teachers what involving the students.
competencies to be
developed for each level.

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 Objectives are
selected based
Mission and vision of the school
on the
following □ The mission and vision of the school
sources: provides the major guide in selecting
objectives for students.
□ The mission and vision are further
broken down into specific goals to be
translated into unit lessons.

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 Learning Objective Categories
(or Domains)

Types or “Domains” of Learning

Objectives:
 Cognitive (knowing)
 Psychomotor (doing)
 Affective (feeling)

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14
 Criteria in
Writing
Objectives
ABC's of Writing Lesson Objectives

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Objectives – A-B-C-D
 Audience “The student will . .”
 Behavior identify the lab equipment
necessary for the demonstration
 Conditions when shown a picture
 Criteria in
Writing
Objectives Audience – Description of the
students who are expected to
demonstrate the behavior.

“From a standing still position on a level, hard

surface male students (audience) will jump at
least two feet”

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 Criteria in Behavior
Writing Specific behavior as indicated by action verbs
Objectives (summarize, enumerate, compare, defend,
justify).

“From a standing still position on

a level, hard surface, male
students (audience) will jump
(behavior) at least two feet
(criterion).”

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 Criteria in
Writing
Objectives
Criterion – Description of the criteria
used to indicate whether the behavior
has been demonstrated

“From a standing still position on a level,

hard surface, male students (audience)
will jump (behavior) at least two feet
(criterion).”
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Considerations in Writing
objectives

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 Considerations
in
Writing
objectives 1.Objectives are always
intended for the learners,
audience, students or
participants in a training
program.

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 Considerations
in
Writing
objectives 2. Objectives are specific and
measurable. Each objective
should have a corresponding
assessment to test whether it
was met.

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 Considerations
in □ The following table shows how
Writing each objective will be assessed:
objectives

Objectives Assessment
Given a microscope with glass slides, Performance assessment in the proper
students in the biology class will mount 5 mounting of at least 5 specimens.
specimens found in the school garden
Given the constructed anemometer, the Listing of the wind speed every 5 hours
grade 4 pupils will record the wind speed during school time
every 5 hours.
Given a 1 inch paper clip, the grade 5 Measurement of the gym floor.
students will measure the length, width,
and area of the gym floor
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 Considerations
in
Writing
objectives 2. Objectives should be attainable
given the parameters of instruction
and learning. For a 40 minute class,
objectives should be realistically
accomplished given the time frame.

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 Considerations
in
Writing
objectives 2. Objectives should be attainable
given the parameters of instruction
and learning. For a 40 minute class,
objectives should be realistically
accomplished given the time frame.

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 END
References
Byrd, P. A. (2002). The revised taxonomy and prospective
teachers. Theory into Practice, 41, 4, 244
Ferguson, C. (2002). Using the revised taxonomy to plan and
deliver team-taught, integrated, thematic units. Theory into
Practice, 41, 238.
Marzano, R. J., & Kendall, J. S. (2007). The new taxonomy of
educational objectives (2nd ed.). CA: Sage Publications
Company.
Stiggins, R. & Conklin, N. (1992). In teachers’ hands:
Investigating the practice of classroom assessment. Albany,
NY: SUNY Press.

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