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Instructional Objectives

The document outlines instructional objectives, which are statements detailing what learners should achieve after a learning experience. It categorizes these objectives into three domains: cognitive, psychomotor, and affective, each with specific levels and action verbs to guide learning outcomes. Additionally, it emphasizes the importance of integrating values and ethical principles into teaching across all subjects.

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Juzcelyn Mon
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4 views26 pages

Instructional Objectives

The document outlines instructional objectives, which are statements detailing what learners should achieve after a learning experience. It categorizes these objectives into three domains: cognitive, psychomotor, and affective, each with specific levels and action verbs to guide learning outcomes. Additionally, it emphasizes the importance of integrating values and ethical principles into teaching across all subjects.

Uploaded by

Juzcelyn Mon
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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INSTRUCTIONAL

OBJECTIVE
INSTRUCTIONAL
OBJECTIVE
Statements that describe what learners shall be
able to do upon completion of a given learning
experience. These are the objectives formulated by
teachers for a particular lesson or unit of study that
drive the performance of learners. Essentially,
instructional objectives are the actual behaviors
that the learners are expected to accomplish.
Categories of Instructional
Objectives
°COGNITIVE DOMAIN
°PSYCHOMOTOR DOMAIN
°AFFECTIVE DOMAIN
Cognitive Domain
deals with academic information and
knowledge. The focus is upon what students
will accomplish intellectually by recalling
facts, concepts, and generalizations:
applying information and concepts;
synthesizing various concepts and
generalization and making judgment
according to standards and criteria.
Bloom's Taxonomy of Cognitive
Domain has six levels:
KNOWLEDGE LEVEL
COMPREHENSION LEVEL
APPLICATION LEVEL
ANALYSIS LEVEL
SYNTHESIS LEVEL
EVALUATION LEVEL
Knowledge Level

Refers to the acquisition of knowledge or


the recall of facts, concepts, and
generalization from an academic
discipline.

Action verbs: recall, select, list, choose.


Comprehension Level

the ability to translate or interpret


knowledge as well as make simple
interpretation.

Action verbs: classify, distinguish, display


Application Level

taking information that has been studied


and understood at the previous levels and
applying concepts or generalizations to
new situations.

Action verbs: apply solve modify develop


Analysis Level

The breaking down of complex materials


into component parts to facilitate
explanation.

Action verbs: explore differentiate


question
Synthesis Level

Related to putting parts together in new


form, creating new ideas

Action verbs: combine, organize, document


Evaluation Level

Judging the value of materials or ideas;


using decision-making skills.

Action verbs: judge, consider, validate


Psychomotor Domain
emphasized the development of motor
skills in four levels.

a. Moving - involves gross motor narrow


coordination
djust Group Obtain
Psychomotor Domain
b. Manipulating - involves motor
coordination
Action verbs: Assemble, Build, Calibrate

c. Communicating - involves
communication of ideas and feelings
Action verbs: Analyze Ask Describe
Psychomotor Domain
d. Creating - represents the students
coordination of thinking, learning and
behaving in all three domains.

Action verb: Create


Affective Domain

deals with attitudinal, emotional, and


valuing goals of learners and are
presented in hierarchical order.
Receiving Level

being aware of and willing to attend freely


to stimuli and messages in the
environment.

Action verbs: listen, attend


Responding Level

requires active participation of learners


and positive response to the information
by actively engaging in it.

Action verbs:
comply obey participate
Valuing Level

displaying behaviors that are appropriate


and considerate with values, beliefs and
attitudes.

Action verbs:
argue debate display
Organizing Level

concerned with synthesizing different


values, resolving conflicts between values
and constructing an internally congruent
value system.

Action verbs:
select Compare reason
Characterizing Level

behaving in ways consistent with espoused


values.

Action verbs:
Defend Display Determine
Integrating values"
incorporating ethical principles and desirable character traits into the
teaching of all subjects across the elementary and secondary school
curriculum, allowing students to see how these values apply in various
academic contexts, essentially teaching them to make positive judgments
about situations based on established moral standards

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