HOW TO WRITE

WMSU LESSON
OBJECTIVES
WESTERN MINDANAO STATE UNIVERSITY
• Bear in mind that objectives are outcomes
rather than instructional process.
• Objectives are measurable outcome
statements.
• If an outcome statement isn’t precise enough
to measure whether the outcome has been
achieved, it isn’t an objective. It is a goal.

2
Mager (1998) cites the following
characteristics of objectives:
1. It describes student performance.
2. An objective is about ends rather than
means. It describes a product of
instruction rather than the process of
instruction.
3. An objective describes the conditions
under which the performance occurs on
the job
3
Mager (1998) cites the following
characteristics of objectives:
4. An objective describes the standard of acceptable
performance; it tells how well someone must perform
before being considered competent on that objective.
In short, an objective describes
a) what the student should be able to do (performance)
b) the conditions under which the doing will occur
(condition)
c) the criteria by which the performance will be judged
(acceptable performance)

4
Example
Given a Model 12 keyboard and a standard tool
kit, the student is able to disassemble the
keyboard down to the frame within ten minutes.
Questions:
1. Does it say what someone will be doing when demonstrating
accomplishment of objective?
2. Does it describe the conditions under which the behavior will
occur?
3. Does it tell how to recognize when the performance will be
considered satisfactory?

5
Example CONDITION

Given a Model 12 keyboard and a

standard tool kit, the student is able to
disassemble the keyboard down to the frame
within ten minutes.
PERFORMANCE
ACCEPTABLE
PERFORMANCE

6
• Task:
1. Determine if the statement is a
lesson objective
2. if it is a lesson objective, identify
the performance, the condition/s and
the criterion of the acceptable
performance

7
1. Given any instructional objective, be able to
identify the stated performance, the conditions
under which the performance will occur and
the criterion of acceptable performance.

8
 CONDITION

1. Given any instructional objective, be able to

identify the stated performance, the conditions
under which the performance will occur and
the criterion of acceptable performance.

PERFORMANCE

9
2. In an hour and given a light microscope, the
teacher is able to demonstrate how to focus the
microscope under the L.P.O and H.P.O.

10
 ACCEPTABLE CONDITION
PERFORMANCE

2. In an hour and given a light microscope, the

teacher is able to demonstrate how to focus the
microscope under the L.P.O and H.P.O.

PERFORMANCE

11
3. Given the activity, the Grade-V pupils are
expected to do the following with at least 85%
level of performance:
a. identify the major processes involved in the
water cycle;
b. describe water cycle
c. illustrate the reversible processes that happen
to water during the water cycle; and
d. appreciate the importance of water cycle in our
lives through a role play
•  
12
 CONDITION ACCEPTABLE
PERFROMANCE

3. Given the activity, the Grade-V pupils are expected to

do the following with at least 85% level of
performance:
a. identify the major processes involved in the water
cycle;
b. describe water cycle PERFORMANCE
c. illustrate the reversible processes that happen to
water during the water cycle; and
d. appreciate the importance of water cycle in our lives
through a role play
13
•  
Activity No. 2
• From the topic below, formulate three (3) SMART learners’
objectives in three domains.
Debate on Television’s Influence on Culture – Social Studies book III p.
28
• Information is everywhere today. How much of what the media presents is
dictated by our everyday lives and how much of it dictates how we live our
lives? This activity will give students an opportunity to debate that question.
They will work together to research information and present it in a
persuasive argument before a panel of judges.
● Describe the teaching behavior of a teacher without a
specific lesson objective upon entering the class.
● Why is it important that students make the teacher’s
lesson objectives their own?
● What pedagogical benefits can you derive from formulating
SMART objectives?
14
 THANK YOU!!!
WMSU

WESTERN MINDANAO STATE UNIVERSITY