Chapter 2 Lesson 2 Final

Formulating the Instructional Objectives
LESSON 2
This lesson will guide you in understanding how to properly formulate instructional objectives that
are congruent with the assessment. Specifically, the objectives of this lesson are the following:
observe how teachers compose instructional objectives; formulate instructional objectives using the
Bloom's Taxonomy; determine the components of the DepEd Curriculum Guide. Education Theory
One of the important features in instructional planning is formulating the instructional objectives.
Kibler et. al (1974), as cited in Western Kentucky University, defined instructional objectives as a
statement that will describe what the learner will be able to do after completing the instruction.
Furthermore, Mager (1984) stated the characteristics of instructional objectives:
 Instructional objectives are specific, measurable, short-term, observable student behaviors.

They indicate the desirable knowledge, skills, or attitudes to be gained.
 An instructional objective is the focal point of a lesson plan. Objectives are the foundation
upon which you can build lessons and assessments and instruction that you can prove meet
your overall course or lesson goals.
 Think of objectives as tools you use to make sure you reach your goals. They are the arrows
you shoot towards your target (goal).
 Begin with an understanding of the particular content to which the objectives will relate.
 The purpose of objectives is not to restrict spontaneity or constrain the vision of education in
the discipline; but to ensure that learning is focused clearly enough that both students and
teacher know what is going on, and so learning can be objectively measured.
Gutierrez (2007) mentioned that an instructional objective consists of two essential components:
behavior and content. The behavior tells what a learner is expected to perform and is expressed in
verb form while the content specifies the topic that the students are expected to learn. 28 FIELD
STUDY II: A Guide for 21st Century Student Teachers and
Enter
In constructing the instructional objectives, we use the Taxonomy of Instructional Objectives devised
by Benjamin Bloom (1956) and later revised by Anderson and Krathwohl (2001) in selecting the
measurable behaviors or verbs.
Type of Learning Objective Examples of Appropriate Assessment
recall or recognize terms, Objective test items such as fill-in-the-blank,

matching, labeling. or multiple-choice questions
that require students to:
 recall or recognize terms,facts, and
concepts
 Interpret Exemplify Classify . Activities such as papers, exams,
Summarize Infer Compare Explain problem sets, class or concept maps that
require students to: .
 summarize readings, films, or specches:;
 compare and contrast two or more
theories, events, or processes;
 classify or categorize cases, elements, or

events using established criteria; Recall
Recognize Identify paraphrase
documents or speeches; and
 find or identify examples or illustrations

of a concept. or principles.
Apply Execute Activities such as problem sets, performances,
labs, prototyping, or simulations that require
students to:
 complete familiar or use procedures to
solve or unfamiliar tasks; and
 determine which procedure(s) are most
appropriate for a given task.
Analyze Activities such as case studies, critiques, labs,
Differentiate papers, projects, debates, or concept maps that
Organize require students to:
attribute  discriminate or select relevant and
irrelevant parts;
 determine how elements functions
together; and
 determine bias, values, or underlying
intent in presented material
Evaluate Activities such as journals, diaries, critiques,
Check problem sets, product reviews, or studies that
Critique require students to:
assets  test, monitor, judge, or critique readings,
performance, or products against
established criteria or standards.
Create Activities such as research projects, musical
Generate compositions, performance, essays, business
Plan plans, website designs, or set designs that require
Ptoduce students to:
design  make, build, design or generate
something new.
(Retrieved from: http://www.cmu.edu/teaching/assessment/basics/alignment.html)

Chapter II: Instructional Planning. d 29 material. Analyze Differentiate
In 2012, the Department of Education (DepEd) released a set of curriculum guides for the different
subjects from kindergarten to grade 10. Teachers in public and private schools are encouraged to use
and to follow the curriculum guide in writing the instructional objectives, which is now, called
learning competencies,
Guided Practice
A. With the guide of your cooperating teacher, write six (6) instructional objectives composed of
behavior and content following the revised Bloom's Taxonomy.
Instructional Objective 1 (Remembering):

_________________________________________________________________
Instructional Objective 2 (Understanding):
_________________________________________________________________
Instructional Objective 3 (Applying):

_________________________________________________________________
Instructional Objective 4 (Analyzing):

_________________________________________________________________
Instructional Objective 5 (Evaluating):

_________________________________________________________________
Learning Learning Instructional Objective 6 (Creating):

_________________________________________________________________
B. Download the DepEd Curriculum Guide. Select one (1) learning competency for each
component of the revised Bloom's Taxonomy. Encircle the behavior and box the content in
each learning competency.
Learning Competency 1 (Remembering):

_________________________________________________________________
Learning Competency 2 (Understanding);
_________________________________________________________________
Learning Competency 3 (Applying):
_________________________________________________________________
Learning Competency 4 (Analyzing):
_________________________________________________________________
Learning Competency 5 (Evaluating):

_________________________________________________________________
Learning Competency 6 (Creating);

_________________________________________________________________
Processing
_______________________________________________________________________________
Examine the data you have gathered. Answer the following questions:
1. What difficulty have you encountered in formulating the instructional objectives using the
revised Bloom's Taxonomy?
2. What are the components of the DepEd Curriculum Guide? Enumerate and explain cach
3. Which is easier to use in constructing the instructional objectives, Bloom's Taxo nomy or the
DepEd Curriculum Guide? Why?
Reflection
Write your reflection by completing the following statements:
I realized that:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
I believe it is essential to:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
From now on, I am determined to:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

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Formulating the Instructional Objectives

Furthermore, Mager (1984) stated the characteristics of instructional objectives:

 Instructional objectives are specific, measurable, short-term, observable student behaviors.

recall or recognize terms, Objective test items such as fill-in-the-blank,

 classify or categorize cases, elements, or

 find or identify examples or illustrations

(Retrieved from: http://www.cmu.edu/teaching/assessment/basics/alignment.html)

Instructional Objective 1 (Remembering):

Instructional Objective 3 (Applying):

Instructional Objective 4 (Analyzing):

Instructional Objective 5 (Evaluating):

Learning Learning Instructional Objective 6 (Creating):

Learning Competency 1 (Remembering):

Learning Competency 5 (Evaluating):

Learning Competency 6 (Creating);

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