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OBJECTIVE-RELATED PRINCIPLE IN TEACHINGPRESENTED BY: Group I

Goals are our guiding star.

Focus Questions:What are objective-related principle and their implications to teaching?What are the three domains of learning?How do we write good lesson objectives?

GUIDING PRINCIPLES IN DETERMINING AND FORMULATING LEARNING OBJECTIVES

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1. Begin with the end mind In the context of teaching, this means that we must begin our lesson with clearly defined lesson objective.

2. Share lesson objective with students.Like a seminar that begins with a statement purpose, our lesson ought to begin with a statement and clarification of our lesson objective.

3. Lesson objectives must be in the two or three domain knowledge (cognitive), skill (psychomotor) and values (affective)Our lesson maybe dominantly cognitive psychomotor or affective. Dominantly cognitive - meant primarily for knowledge acquisition and Dominantly psychomotor - intended for the acquisition and honoring of skills. Affective domain - mainly focused on attitude and value formation.

4. Work on significant and relevant lesson objectives.

With our lesson objective becoming our students objective too, our students will be self-propelled as we teach.

5. Lesson objective must be aligned with the aims of education as embodied in the Philippine Constitutions and on the vision-mission statements of the educational institution of which you are a part.

6. Aim at the development of critical and creative thinking.This is said more than done. We need not go into a laborious research to be convinced that the development of critical and creative thinking is wanting in classroom.

7. For accountability of learning, lesson objectives must be SMART

When our lesson objective is SMART it is quite easy to find out at the end of our lesson if we attained our objective or not.

TAXONOMY OF

TAXONOMY OF OBJECTIVESWith educational taxonomy, learning is classified into three domains namely: (1) cognitive, (2) affective, (3) psychomotor or behavioral.

Blooms Taxonomy of Cognitive DomainBenjamin Bloom (1956) led his group in coming up with the list of instructional objectives in the cognitive domain.

Arranged from lowest to the highest level, they are as follows:Knowledge or recall knowledge of terminology and conventions, trends and sequences, classifications and categories, criteria and methodologies, principles, theories, and structures;

Comprehension relate to translation, interpretation, and extrapolation;

Application use of abstraction in particular situations;

Analysis objectives relate to breaking a whole into parts

Synthesis putting parts together in a new form such as a unique communication, a plan of operation, and a set of abstract relations;

Evaluation judging in terms of internal evidence or logical consistency and external evidence or consistency with facts developed elsewhere;

Andersons Taxonomy of Cognitive DomainIn the 1990s, Anderson, Blooms former student, together with a team of cognitive psychologists revisited Blooms taxonomy in the light of the 21st century skills. This led to Andersons taxonomy in 2001.

Definition of Andersons Revised TaxonomyDefinitionVerbs Remembering: Can the student recall or remember the informatoion?Define, duplicate, list memorize, recall, repeat, reproduce, state

Definition of Andersons Revised TaxonomyDefinitionVerbs Understanding: Can the student explain ideas or concept?Classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase

Definition of Andersons Revised TaxonomyDefinitionVerbs Applying: Can the student use the information in a new way?Choose, demonstrate, dramatize, employ, illustrate interpret, operate, schedule, sketch, solve, use, write

Definition of Andersons Revised TaxonomyDefinitionVerbs Analyzing: Can the student distinguish between the different parts?Appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test

Definition of Andersons Revised TaxonomyDefinitionVerbs Evaluating: Can the student justify a stand or decision?Appraise, argue, defend, judge, select, support, value, evaluate

Definition of Andersons Revised TaxonomyDefinitionVerbs Evaluating: Can the student create new product or point of view?Assemble, construct, create, design, develop, formulate, write

Krathwols Taxonomy of Affective DomainKrathwols affective learning is demonstrated by behaviors indicating attitudes of awareness, interest, and values of concern, and responsibility, ability to listen and respond in interactions with others, and ability to demonstratethose attitudinal characteristics or values which are appropriate to the test situation and the field of study.

Krathwols Taxonomy of ObjectivesUsually the Waterloo of teachers, is the formulation of objectives in the affective domain.

Krathwols Taxonomy of Objectives in the Affective DomainLevelWhat it isLearning OutcomesVerbsSample ObjectivesReceivingRefers to the learners sensitivity to the existence of certain ideas, material or phenomena and the willingness to particular phenomena of stimuli such as classroom activities etc.Learning outcomes in this area range from the simple awareness that a thing exists to selective attention on the part of the learnerDifferentiates, accepts, listens (for) to responds to

Asks, chooses, identifies, locates, points to, sits erect, etc.Listens attentively, shows sensitivity to social problems.

LevelWhat it isLearning Outcome/sVerbsSample ObjectivesRespondingIs not only being aware of the stimulus but reacting and responding to the stimulus.Answers, assists, complies, discusses, helps, performs, practices, presents, heads, reports, writes, etc.Examples of objectives in the responding level are e.g. to contribute to group discussions by asking questions, listen attentively during group presentation,

LevelWhat it isLearning Outcome/sVerbsSample ObjectivesValuingIs concerned with the worth or value a student attaches to a particular object, phenomenon, or behavior.This ranges in degree from the simpler acceptance of a value to the more complex level of commitmentDesire to improve group skills

Assumes responsibility for the effective functioning of the group

LevelWhat it isLearning Outcome/sVerbsSample ObjectivesOrganizingOrganization is to relate the value to those already held and bring into a harmonious and internally consistent value system or philosophy.Examples are: to discuss, to theorize, to formulate, to balance, to examineTo organize a meeting concerning a neighborhoods housing integration plan

LevelWhat it isLearning Outcome/sVerbsSample ObjectivesCharacterizationAt this level, the person has held a value system that has controlled his behavior for sufficiently long time that a characteristic life style has been developed.Displays self reliance in working independently, cooperates in group activities, maintains good health habits

Anita Harlows Taxonomy of the Psychomotor DomainAnita Harlow (1972) did something parallel to what Bloom and Krathwohl did for learning objectives in the psychomotor domain.

Anita Harlows Taxonomy of the Psychomotor DomainLevelDescriptionExamplesReflex movement actions elicited withoutLearning in response to some stimuli.Flexion, extension, stretch, postural adjustmentsBasic fundamental movementInherent movement patterns which are formed by combining of reflexPushing, pulling, manipulating, e.g. to run a 100-yard dash

LevelDescriptionExamplesPerceptual AbilitiesPerceptual refers to interpretation of various stimuli that enable one to make adjustments to the environment. visual, auditory, kinesthetic, or tactile discrimination. Suggests cognitive as well as psychomotor behavior.Coordinated movements such as jumping rope, punting, or catching.

LevelDescriptionExamplesPhysical ActivitiesRequire endurance, strength, vigor, and agility which produces a sound, efficiently functioning bodyExamples are: all activities which require a) strenuous effort for long periods of time; b) muscular exertion; c) a quick wide range of motion at the hip joints; and d) a quick, precise movements. Skilled movementsThe result of the acquisition of degree of efficiency when performing a complex taskSkilled examples are: all skilled activities obvious in sports, recreation, and dance

LevelDescriptionExamplesNon-discursive communicationIs communications through bodily movements ranging from posture to gestures, creative movement facial expressions, act a part in a play through sophisticated choreographics. (Harlow 1972)Examples include: body postures, gestures, and facial expressions efficiently executed in skilled dance movement and choreographics.

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Precision the highest level of the psychomotor taxonomy students can perform a skill accurately, efficiently and effortlessly.

Automaticity the ability to perform a skill with unconscious effort, has developed, which then frees the student to concentrate on other elements of the activity or game.

LevelsPerformanceImitationModels skillsManipulationPerforms skills independentlyPrecisionExhibit skills effortlessly and automatically