TAXONOMY OF

EDUCATIONAL
OBJECTIVES
CHELSEA ROSE D. TERO
JUNE 11, 2022
EDUC 5: PRINCIPLES OF TEACHING
OBJECTIVES
 LIST AND DESCRIBE THE THREE
DOMAINS OF LEARNING

 LIST AND PROVIDE AN EXAMPLE

OF THE LEVELS OF BLOOM’S
TAXONOMY
THE THREE DOMAINS OF
LEARNING
WRITING OBJECTIVES
 Important in guiding the lesson
 Helps to organize planning
 Guides evaluation
 Present coherent and sequential lessons
 Facilitates student learning

 (Kauchak and Eggen, 2012)

BLOOM’S TAXONOMY

 Classifies objectives
 Helps teachers think about their goals
 Orders objectives from simple to complex

 (Slavin, 2012)
WHY IS BLOOM’S TAXONOMY
NECESSARY?
In writing assessments and objectives, it is important to
consider:

 Different skills
 Different levels of understanding
WHY OBJECTIVES IMPORTANT IN
EDUCATION?
 Effective teaching begins with clear and specific
learning objectives

 Kauchak & Eggen (2012) defined learning

objectives are statements that specify what students
should know, understand and be able to do with
respect to a topic or course of a study.
1. CLEAR AND PRECISE OBJECTIVES
ARE CRITICAL
 If teachers aren’t sure of what they want the students or understand to be able to
do, how can they guide their learning and how will they be able to assess what
they have achieved?

 According to Kauchak and Eggen (2012): “Clear learning objectives helps

teachers make decisions about ways to represent content for learners. The teachers
use examples to help students understand the abstract idea they are trying to
learn.”
 IMPORTANCE OF BLOOM’S
TAXONOMY
 It reminds the teacher that we want our learners to acquire more skills.

 Often, the teacher focus on measurable criteria and comprehension

objectives.

 Forget that students cannot be considered proficient until they can

apply and synthesize skills.
IMPORTANCE OF QUESTIONNING

Teacher questioning is the most effective strategy for

fostering student involvement.

Effective teachers ask many questions and use questions to

guide learning and provide feedback.
 EXAMPLES OF
QUESTION FROM
BLOOM’S TAXONOMY
KNOWLEDGE
What happened after…?
Can you name the…?
Can you tell me why…?
 COMPREHENSION
Canyou write in your own words…?
What was the main idea…?
What do you think might happen next…?
 APPLICATION

Do you know another instance where…?

Could this happen in…?
Can you apply the method used to some
experience of your own…?
ANALYSIS
What was the turning point in the game…?
Can you distinguish between…?
What were some of the motives behind…?
SYNTHESIS
Can you write a new recipe for tasty dish…?
Why not compose a song about…?
Can you see a possible solution to…?
EVALUATION
Can you defend a position about…?
What do you think about…?
Do you think … is a good or bad thing?
THINK, PAIR, SHARE

 Find a partner
 Produce
a topic you will likely teach a freshman class, principle
of AFNR
 Write
one cognitive activity you would like students to master
when teaching the topic