UNIT III: MANAGEMENT OF INSTRUCTIONS

Lesson 6 Objective-related Principles of Teaching

“Goals are our guiding star.”

Introduction
The materials as well as the non-material resources in the teaching-learning process must
be well managed in order to reap optimum learning. To ensure results, the management of
these resources must be grounded on time-tested principles.

Learning Objectives
At the end of the lesson, you should be able to:
1. Identify the guiding principles in determining and formulating lesson objectives;
2. formulate objectives correctly and appropriately;
3. discuss Bloom’s taxonomy of learning; and
4. differentiate Bloom’s taxonomy from Anderson’s taxonomy of learning.
Guiding Principles in Determining and Formulating Learning Objectives
1. “Begin with the end in mind,”
- says Covey, the author of “Seven Habits of Effective People”. In the context of
teaching, this means that we must begin our lesson with a clear and specific
lesson objective we will have a sense of direction. With a definite lesson
objective in mind, we do not lose sight of what we intend to teach.

2. Share lesson objective with students.

- Our lesson ought to begin with a statement and clarification of our lesson
objective. Make known to our students our instructional objective and
encourage them to make the lesson objective their own.

3. Lesson objective must be in the two or three domains-knowledge (cognitive)

skill, (psychomotor) and values (affective).
- Dominantly cognitive if it is meant primarily for knowledge acquisition and
dominantly psychomotor if it is intended for the acquisition and honing of
skills. Lesson objectives I the affective domain are mainly focused on attitude
and value formation.

4. Work on significant and relevant lesson objective.

- With our lessons objective becoming our students’ lesson objective, too, our
students will be self-propelled as we teach. The level of their self-

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 motivational all the more increases when our lesson objective is relevant to
their daily life, hence, significant.

5. Lesson objective must be aligned with the aims of education as embodied in

the Philippine Constitution and other laws 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.

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

Measurable, Attainable, Result-Oriented and relevant, Time Bound and
Terminal.
Three Domains of Objectives
Developing and delivering lessons by teachers are integral in the teaching process. It
is hence important for teachers to ensure that the three (3) domains of learning which
include cognitive (thinking), affective (emotions or feeling) and Psychomotor (Physical or
kinesthetic) to be achieved. It is imperative to understand that there are different
categories of learners who have varying needs and as such different methods must be
adopted in the planning and delivery of lessons to ensure that such needs are addressed.
The world of education has gradually adopted the strategy of ‘Every child matters’
structure that requires that all learners with different needs are counted.
1. The cognitive domain

- aims to develop the mental skills and the acquisition of knowledge of the
individual. The cognitive domain encompasses six categories which
include knowledge; comprehension; application; analysis; synthesis; and
evaluation. 

2. The affective domain

- includes the feelings, emotions and attitudes of the individual. The

categories of affective domain include receiving phenomena; responding
to phenomena; valuing; organization; and characterization (Anderson et
al, 2011). The sub domain of receiving phenomena creates the awareness
of feelings and emotions as well as the ability to utilize selected attention

3. The psychomotor domain

- includes utilizing motor skills and the ability to coordinate them. The sub
domains of psychomotor include perception; set; guided response;
mechanism; complex overt response; adaptation; and

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 origination. Perception involves the ability to apply sensory information
to motor activity. 

Taxonomy of Objectives
With educational taxonomy, learning is classified into three domains namely: (1)
cognitive, (2) affective, and (3) psychomotor or behavioral.
Bloom’s taxonomy of cognitive domain. Benjamin Bloom (1956) led his group in
coming up with the list instructional objectives in the cognitive domain. Arrange from
lowest to the highest level, they are as follows:
a. Knowledge of recall
– knowledge of terminology and conventions, trends and sequences,
classification and categories, criteria and methodologies, principles, theories
and structures; e.g. to identify the capital of the Philippines.
b. Comprehension
– relate to translation, interpretation and extrapolation; e.g. to interpret a
table showing the population density of the world.
c. Application
– use of abstraction in particular situation; e.g. to predict the probable effect
of a change in temperature on a chemical
d. Analysis
– objectives relate to breaking a whole into parts; e.g. to deduce facts from a
hypothesis
e. Synthesis
– putting parts together in a new from such as a unique communication, a
plan of operation, and a set of abstract relations; e.g. to produce an original
piece of art
f. Evaluation
– judging in terms of internal evidence or logical consistency and external
evidence or consistency with facts developed elsewhere; e.g. to recognize
fallacies in an argument
Bloom identified six levels within the cognitive domain ranging from simple recall
or recognition of facts as the lowest level, through increasingly more complex and abstract
mental levels, to the highest level which was identified as evaluation. See figure 3a and 3b

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 Figure 3a. Bloom’s Taxonomy
Anderson’s Taxonomy of Cognitive domain. In the 1990’s, Anderson’s, Bloom’s
former student together with a team of cognitive psychologists revisited Bloom’s
Taxonomy in the light of the 21 st century skills. This led to Anderson’s taxonomy in 2001.
Study figure 3-b. determine for yourselves the differences between cognitive taxonomy of
Bloom ad that of Anderson.
Definition of Anderson’s Revised Taxonomy
Definition Verbs
Remembering: Can the student recall or Define, duplicate, list, memorize, recall,
remember the information? repeat, reproduce, state
Understanding: Can the student explain Classify, describe, discuss, explain, identify,
ideas or concepts? locate, translate, paraphrase
Applying: Can the student use the Choose, demonstrate, dramatize, employ,
information in a new way? illustrate, interpret, operate, schedule,
sketch, solve, use, write
Analyzing: Can the student distinguish Appraise, compare, contrast, criticize,
between the different parts? differentiate, discriminate, distinguish,
examine, experiment, question, test

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 Evaluating: Can the student justify a stand Appraise, argue, defend, judge, select,
or decision? support, value, evaluate
Creating: Can the student create new Assemble, construct, create design,
product or point of view? develop, formulate, write

The Difference between Bloom’s Taxonomy (1956) as revised by

and Anderson’s Taxonomy (2001)

How to Write Lesson Objective

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 Formulating good lesson objectives is crucial to good teaching. Unfortunately,
formulating SMART lesson objectives is one common problem among beginning teachers.
Let us learn how to do it here. Just 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.
Mager (1998) cites the following characteristics of objectives:
1) It describes student performance. It doesn’t say anything about what the
instructor will do or try to accomplish. It doesn’t describe course content or
the textbook.
2) An objective is about ends rather than means. It describes a product of
instruction rather than the process of instruction. It describes what the
students will able to do when they are competent, rather than describing
how they will be made competent.
3) An objective describes the condition under which the performance occurs
on the job; i.e., tools, equipment, environment and circumstances that will
influence the performance.
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 will describe the a) what the student should be able to do
(performance), b) the conditions under which the doing will occur (condition), and c) the
criteria by which the performance will be judged (acceptable performance).
Standards and Competencies in the K to 12 Curriculum
The Curriculum Guide of the K to 12 Curriculum contains content and performance
standard and competencies, not objectives. It makes use of standard-based instructions.
What are content and performance standard? What are competencies? How do they relate
to lesson objectives?
Content standards define what students should know and be able to do. These are
benchmarks which identify the expected understandings and skills for a content standard
at different grade levels.
Performance standard (or indicators) describe how well student need to achieve
in order to meet content standards. They are the level of proficiency which the students are
expected to demonstrate that they know and what they are able to do. Competencies are
more specific versions of the standards. They are specific tasks performed with mastery.
They also refer to the ability to perform activities within an occupation or function to
standards expected by drawing from one’s knowledge and skills, and attitudes.

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 How do standards and competencies relate to objectives? Your lesson objectives are
drawn from the content and performance standard and competencies contained in
Curriculum Guide. Here is a sample of content and performance standards and
competencies for Health subject lifted from the draft of the Curriculum Gide for K to 12 of
the Department of Education:
Content Standard: The learner demonstrates understanding of the importance of
good eating habits.
Performance Standard: The learner observes healthy eating habits daily.
Competencies: The learner…
● Distinguishes healthful from unhealthy foods.
● Relates the consequences of eating unhealthy foods.
● Practices good eating habits that can help one grow healthy
● Eats regular meals without skipping breakfast.
● Chooses healthful foods.
The content and performance standards are broader statements than the competencies.
The competencies look like objectives. But objectives are even more specific than
competencies.

Assessment Questions
1. What are objective related principles and their implications to teaching?
2. What are the three domains of learning objectives?
3. How do we write good lesson objectives?
4. Formulate at least one good lesson objective for each domain. So you will have a
total of 3 lesson objectives.
5. What is the implication of these principles to classroom instruction?

References
Principles and Startegies of Teaching
By Brenda B. Corpuz, PhD and Gloria Salandan, PhD
Lorimar Publishing Company Inc.

Principles of Teaching I
by Erlina D. Serrano, MAEd and Ana Ruby M. Paez, M.S.
Adriana Printing Company Inc.

https://lsme.ac.uk/blog/the-three-3-domains-of-learning

University of Nueva Caceres Principles and Methods of Teaching