LEARNING OBJECTIVES

(FAMILIARIZATION)
 WHAT IS LEARNING OBJECTIVE?
• A learning objective is an outcome statement
that captures specifically what knowledge, skills,
attitudes learners should be able to exhibit
following instruction. A common misapplication
of objectives is for the teacher/presenter to state
what he/she is going to do (e.g., “My plan this
morning is to talk about…”), rather than what the
student is expected to be able to do (e.g., “After
this session, you should be able to…”).
 What are the key components of a learning
objective?
• Learning objectives should be “SMART”
• Specific
• Measurable/Observable
• Attainable for target audience within
scheduled time and specified conditions
• Relevant and results-oriented
• Targeted to the learner and to the desired
level of learning
 SMART
• SPECIFIC
• MEASURABLE
• ACHIEVABLE
• RELEVANT
• TIME BOUND
Bloom's Taxonomy of Learning Domains
• Bloom's Taxonomy was created in 1956 under
the leadership of educational psychologist Dr
Benjamin Bloom in order to promote higher
forms of thinking in education, such as
analyzing and evaluating 
concepts, processes, procedures, and principle
s
, rather than just remembering facts (rote
learning). It is most often used when designing
educational, training, and learning processes.
 The Three Domains of Learning

• Cognitive: mental skills (knowledge)

• Affective: growth in feelings or emotional

areas (attitude or self)

• Psychomotor: manual or physical skills (skills)

• Since the work was produced by higher
education, the words tend to be a little bigger
than we normally use. Domains may be
thought of as categories. Instructional
designers, trainers, and educators often refer
to these three categories as KSA (Knowledge
 [cognitive], Skills [psychomotor], and 
Attitudes [affective])
 Cognitive Domain

• The cognitive domain involves knowledge and

the development of intellectual skills (Bloom,
1956). This includes the recall or recognition
of specific facts, procedural patterns, and
concepts that serve in the development of
intellectual abilities and skills. 
 Example
• Remembering: Recall or retrieve previous
learned information.
• Examples: Recite the characters of Romeo and
Juliet.
• Key Words: defines, describes, identifies,
knows, labels, lists, matches, names, outlines,
recalls, recognizes, reproduces, selects, states
 The Affective Domain

• The affective domain is one of three domains

in Bloom's Taxonomy, with the other two
being the cognitive and psychomotor.
• The affective domain (Krathwohl, Bloom,
Masia, 1973) includes the manner in which we
deal with things emotionally, such as feelings, 
values, appreciation, enthusiasms, 
motivations, and attitudes.
• Responding: Active participation on the part
of the learners. Attend and react to a
particular phenomenon. Learning outcomes
may emphasize compliance in responding,
willingness to respond, or satisfaction in
responding (motivation).

• Participates in class discussions.

• Know the safety rules and practice them.
• Valuing: The worth or value a person attaches
to a particular object, phenomenon, or
behavior. This ranges from simple acceptance
to the more complex state of commitment.
Valuing is based on the internalization of a set
of specified values, while clues to these values
are expressed in the learner's overt behavior
and are often identifiable.
• Examples: Demonstrates belief in the
democratic process.
(Is sensitive towards individual and cultural
differences (value diversity)).

• Shows the ability to solve problems.

•  Values (characterization): Has a value system
that controls their behavior. The behavior is
pervasive, consistent, predictable, and most
important characteristic of the learner.
Instructional objectives are concerned with
the student's general patterns of adjustment
(personal, social, emotional)
• Examples: Shows self-reliance when working
independently. Cooperates in group activities
(displays teamwork).
 The Psychomotor Domain

• The psychomotor domain (Simpson, 1972)

includes physical movement, coordination,
and use of the motor-skill areas. Development
of these skills requires practice and is
measured in terms of speed, precision,
distance, procedures, or techniques in
execution.
• Naturalisation: Creating new movement patterns
to fit a particular situation or specific problem.
Learning outcomes emphasize creativity based
upon highly developed skills.
• Constructs a new theory.
• Creates a new gymnastic routine.
• Key Words: arranges, builds, combines,
composes, constructs, creates, designs, initiate,
makes, originates.