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Benjamin bloom
 Benjamin Samuel Bloom was an American
educational psychologist who made contributions to
the classification of educational objectives and to the
theory of mastery learning.

 Benjamin Bloom was an influential academic

educational psychologist. His main contributions to
the area of education involved mastery learning, his
model of talent development, and his Taxonomy of
Educational Objectives in the cognitive domain.

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 Cognitive Domain – refers to the
development of intellectual abilities
and skills. Classifications
of
 Affective Domain – refers to the
Educational
development of interest, attitudes, values
and appreciation. Objectives

 Psychomotor Domain – refers to

acquisition of manipulative motor
skills.
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 Bloom Anderson and Krathwohl

The old and new versions of Taxonomy of the Cognitive Domain

Source: Wilson O. Leslie, 2001 5
 Thinking skills
Higher
order

Lower
order
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 S M A R T
SPECIFIC MEASURABLE ATTAINABLE RELEVANT & TIME-BOUND
RESULT ORIENTED

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SPECIFIC
▰ Specific – it should be easily be
understood by the learner and addresses
what they will know and able to do after the
lesson or upon completion of the course.

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The students will learn the life
cycle of a frog.

Matututunan ng mag-aaral ang

life cycle ng palaka.

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By the end of the lesson, students would have
created a graphic organizer showing the life
cycle of a frog.

Matapos ang aralin, makagagawa ang mga

mag-aaral ng graphic organizer na naglalarawan
sa life cycle ng palaka.

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MEASURABLE
▰ Measurable - learning outcomes must
indicate how learning will be assessed.
There must be a corresponding specific
questions and test items to measure
knowledge and skills of learner toward the
lesson.

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Students will discover the different plants and
animals in the Philippines during the field trip.

Madidiskubre ng mga mag-aaral sa field trip ang

iba’t-ibang halaman at hayop na nakatira sa
Pilipinas.

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After the field trip, the students would have
described at least 10 species of mammals and
10 species of plants found in the rain forest of
the Philippines.

Matapos ang field trip, ilalarawan ng mag-aaral

ang 10 hayop at 10 halaman mula sa kagubatan
ng Pilipinas.

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ATTAINABLE
▰ Attainable - learning outcomes should
emphasize ways in which the learner is
likely to use the knowledge or skills gained.

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During the lesson, students will be put into
groups.

Ang mga mag-aaral ay pagpapangkatin sa

talakayan.

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During the lesson, students will collaborate in
groups of three and implement a solution for
addition word problem.

Sa loob ng klase, ang mga mag-aaral ay

pagpapangkatin sa tatlo upang isagawa ang
pagsagot ng addition word problem.

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 RELEVANT & RESULT-
ORIENTED
▰ Relevant & Result-oriented -  all learners
who complete the activity or course
satisfactorily should be able to demonstrate
the knowledge or skills addressed in the
outcome

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Students will get a lesson on using internet
sources.

Matututunan ng mga mag-aaral ang pagkuha ng

mga batayan sa Internet.

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After the class, students would have located five
reliable sources of information about the life of
Rizal through the use of the internet.

Pagkatapos ng klase, nakahanap na ng limang

batayang website tungkol sa buhay ni Rizal ang
mga mag-aaral sa pamamagitan ng internet.

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 Time-bound

▰ Time-bound - learning outcome should set

a deadline by which the knowledge or skills
should be acquired.

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Students will create a narrative paragraph about
their activities last summer.

Magsusulat at bubuo ang mga mag-aaral ng

talatang pasalaysay tungkol sa kanilang mga
ginawa noong nakaraang tag-araw.

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By the end of the class, students would have
created a narrative paragraph about their
activities last summer.

Pagkatapos ng klase, makabubuo na ng

talatang pasalaysay ang mag-aaral tungkol sa
kanilang ginawa sa nakaraang tag-araw.

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created – makagagawa
located- nakahanap
described - ilalarawan
created- makabubuo
implement- isagawa

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 Lower Order Thinking Skills

Matapos ang field trip, ilalarawan ng

mag-aaral ang 10 hayop at 10
halaman mula sa kagubatan ng
Pilipinas.
After the class, students would have
located five reliable sources of
information about the life of Rizal
through the use of the internet.

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 Higher Order Thinking Skills

By the end of the lesson, By the end of the class, students

students would have created would have created a narrative
paragraph about their activities last
a graphic organizer showing summer.
the life cycle of a frog.
Sa loob ng klase, ang mga mag-aaral
ay pagpapangkatin sa tatlo upang
isagawa ang pagsagot ng addition
word problem.
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Table 1. List of Illustrative Verbs for stating Specific Objectives/ Learning Outcome for Cognitive
Domain
Remembering Understanding Applying Analyzing Evaluating Creating
Define Estimate Demonstrate Distinguish Evaluate Diagnose
List Describe Illustrate Analyze Compare Propose
Recall Explain Operate Differentiate Assess Design
Name Identify Perform Compare Justify Manage
Describe Translate Interpret Contrast Judge Hypothesize
State Restate Apply Appraise Appraise Summarize
Repeat Express Use Classify Rate Plan
Record Convert Practice Outline Choose Formulate
Label Locate Predict Categorize Decide Arrange
Match Characterize Implement Break down Rank Organize
Reproduce Sort Relate Diagram Critique Construct
Label Distinguish Discover Infer Conclude Compile
Select Give example Manipulate Illustrate Contrasts Organize
State Produce Separate Discriminate Synthesize
Identify Solve Point out Interpret Compose
List Prepare Subdivide Criticize Reconstruct
Table 2. List of Illustrative Verbs for Stating Specific Objectives/Learning Outcome
for Affective Domain
Receiving Responding Valuing Organization Characterization
ask Answer complete adhere act
choose Assist describe alter discriminate
describe compile differentiate arrange display
Follow conform explain combine influence
give discuss follow compare listen
hold greet initiate complete modify
identify help Invite defend perform
locate label Join explain practice
name perform justify generalize propose
point to practice propose identifies qualifies
Select present Read integrate question
Sit read report modifiers revise
Reply recite select orders serve
use report Share organize solve
select Study prepare use
tell Work relate verifies
Write synthesis
Table 3. List of Illustrative Verbs for Stating Specific Objectives/Learning Outcome for Psychomotor
Domain.

Observing Imitating Practicing Adapting

Watch Begin Bend Organize
Detect Explain Calibrate Relax
Distinguish Move Construct Shorten
Differentiate Display Differentiate Sketch
Describe Proceed Dismantle Write
Relate React Display Re-arrange
Select Show Fasten Compose
State Fix Create
Volunteer Grasp Design
Grind Originate
Handle
Measure
Mix
Operate
Manipulate
 referenceS
▰ Anderson, L. W. and Krathwohl, D. R., et al (Eds.) (2000) A taxonomy for learning, teaching, and
assessing: A Revision of bloom’s taxonomy of educational objectives (complete edition) . Allyn &
Bacon. Boston, MA (Pearson Education Group)

▰ Anderson, L. W. and Krathwohl, D. R., et al (Eds.) (2001) A taxonomy for learning, teaching, and
assessing: A revision of bloom’s taxonomy of educational objectives (abridged edition). Allyn &
Bacon. Boston, MA (Pearson Education Group)

▰ Bloom, B.S. and Krathwohl, D. R., et al. (1956) Taxonomy of educational objectives: The
classification of educational goals, by a committee of college and university examiners. Handbook I:
Cognitive Domain. NY, NY: Longmans, Green (This is the original work. It is unavailable for
purchase, however there are later editions available.)

▰ Dave, R.H. (1970). Psychomotor levels in Developing and Writing Behavioral Objectives, pp.20- 21.
R.J. Armstrong, ed. Tucson, Arizona: Educational Innovators Press. (Unavailable for purchase)
▰ Harrow, A. (1972) A taxonomy of psychomotor domain: A guide for developing behavioral objectives.
New York: David McKay. 30