OGNTIVI YCHMOPTO FECTIVE

C R AF

COGNITIV PSYCHOMOT AFFECTI

E OR VE
Instructional
Learning Process
Chapter 4: Learning Objectives
 Learning
Objectives
An objective is an intent communicated by a statement describing a
proposed change in a learner. Good teachers provide clear objectives for
each lesson and works to meet those specific objectives during each class.
Clearly defined learning objectives guide the learner of what he is to be like
when he has successfully completed a learning experience.
Communicating your objectives to your students, helps them focus their
thinking and motivates them to participate in class.
Teachers are responsible for delivering lessons that are planned, organized,
and implemented based on the objectives that are specific, measurable,
attainable, relevant and time-bound. But these should be flexible enough
to provide room for the learners to make their own personal and
independent connections from the classroom to real-life situations.
As you prepare yourself in the teaching profession in the near future, you will beconscious of
starting from the perspective of what the learners are expected to manifest after a certain period
of study. In so doing, you will be vigilant enough in integrating the very fundamental legal basis of
education in the Philippines that are emphasized in Article XIV of the 1987 Philippine Constitution.
Some of the following points stipulated in our constitution are indicated herein so it can steer you
in aligning them to the lesson objectives you may be formulating.

• The right to all citizens to quality education at all levels

• Provision for complete, adequate and integrated system of education
• Inclusion of the study of constitution in the curriculum
• Education to put emphasis on the inculcation of nationalism and priotism as well as other
values deemed important in developing better person and responsible citizen
• Enjoyment of academic freedom (teachers, students, institutions) in all institutions of higher
learning
• Filipino as the national language; Filipino and English as official languages for use in
communication and instruction
• Promotion of Science and Technology
• Preservation and enrichment of Filipino culture
• Promotion of physical education and other related programs
 Goals &
Objectives
Learning outcomes were previously called goals and objectives. They are made up of particular knowledge, skill or
behavior that every learner is expected to demonstrate after completion of the instruction provided by the
teacher.
The table below illustrates the difference between goals and objectives.

• Institutional Intended Learning Outcomes (IILO)

GOALS
Goals are general statements about what
schools are expected to accomplish (Ornstein,
1996) • Program Intended Learning Outcomes (PILO)

OBJECTIVES
• Course Intended Learning Outcomes (CILO)
Objectives is an intent communicated by a
statement describing a proposed change in a
learner.
• Intended Learning Outcomes (ILO)
The institutional intended learning outcomes (IILO)
Demonstrate understanding and mastery of the fundamental knowledge and skills required
for effective professional practice in the field of specialization.

program intended learning outcomes (PILO)

are statements outlining the knowledge, skills, and abilities students are expected to
demonstrate upon successful completion of a program of study.

Intended Learning Outcomes (ILOs)

also known as Course Learning Outcomes (CLOs), are specific, measurable statements
that define the knowledge, skills, and attitudes students are expected to demonstrate
upon completion of a course or program.
On Objective Specification
Teachers usually categorize learning into three main groups or domains. They must be often
considered in seclusion but in practice, learning may occur together in all three.
These are Cognitive, Affective, and Psychomotor Domains.
It means that when we teach we should not only focus on the enrichment of knowledge (cognitive)
but also to teach the learner to act on what he knows (psychomotor) and use it properly to benefit
self and his neighbor (affective).

Domains The Nature of the Learner The Goal of Life

Cognitive is for the HEAD to nurture the Mind in order to Know

HEART to nurture
Affective is for the Spirit in order to Love
the

Psychomotor is for
BODY to move the Limbs in order to Serve
the
This is the trilogy of our human endowments. The teacher should dedicate himself/herself to unlock
the mental (cognitive), physical (psychomotor), and spiritual (affective) capabilities of every learner
to achieve his/her true human potential.
 It is not enough that a school produces
graduates with excellent academic
standing, who later assumes prominent
positions in the government and uses his
intelligence for corruption to get rich or
worse, purports the idea of "conflict" or
The Big Head Tiny Heart Learner "war,” etc.

It is also not good to pass/promote a

learner because he is kind, nice,or
behaves well in your class. He should also
learn the fundamental knowledge
necessary for daily living
activities,e.g.reading, writing,arithmetic,
manipulative and thinking skills,etc. so
that he can perform well in the world of
The Big Heart Tiny Head Learner
work.

As teachers, it is our mission to mould

each learner to become balanced
individual capable of using his knowledge
for a noble cause. Hence, the cognitive,
Sequence Objectives
Sequencing of objectives are categorized according to different levels of learning that you want the
learners to achieve. That is, whether you want the students to remember factual information,
distinguish among the concepts, apply rules/principles, or do problem solving, these expectations
should be expressed as different types of objectives (Dwyer, 1991).

Dwyer’s Hierarchy of Learning

 Dwyer’s Hierarchy of Learning

Dwyer's figure tells us that in order for the students to learn concepts, they should have a basic
supporting knowledge, e.g.: facts. In order to problem-solve, students need to understand concepts
and rules, etc. This clearly tells us that the Lower Order Thinking Skills. (LOTS) will serve as a
baseline foundation in order for the learners to perform the Higher Order Thinking Skills (HOTS).
Bloom’s Revised Taxonomy
Lorin Anderson; a former student of Bloom, and David Krathwohl revisited the cognitive domain in
the mid-nineties and made some changes, with perhaps the three most prominent ones being:
• changing the names in the six categories from noun to verb forms
• rearranging them
• creating a matrix of processes and levels of knowledge (Anderson, Krathwohl)
Within each domain, there are several levels you may wish to specify in your objective writing. This
will depend upon the extent of detail that is required in the curriculum and what you know about the
learning style and readiness of the students (Bannister,2002).

The revised taxonomy also emphasizes two learning domains: cognitive (knowledge) and affective
(attitude).
Cognitive Learning
Bloom's revised taxonomy is a classification system for educational objectives that includes six levels
of cognitive learning.

1.Remember: Recalling information

2.Understand: Explaining the meaning of information

3.Apply: Using abstractions in concrete situations

4.Analyze: Breaking down a whole into component parts
5.Evaluate: Judging the value or worth of something
6.Create: Putting parts together to form a new and integrated whole
Affective Learning
The affective domain, a part of Bloom's Taxonomy, focuses on feelings, attitudes, and emotions, and
includes five levels: receiving, responding, valuing, organization, and characterization.

1.Receiving Phenomina: This is the foundational level, involving awareness and willingness to
attend to or listen to something.
2.Responding to Phenomena: This level involves active participation and engagement with the

material, going beyond mere awareness to actively responding to it.

3.Valuing: At this stage, learners begin to recognize the worth or importance of something,
expressing their feelings and beliefs about it.
4.Organization: This level involves integrating and comparing different values, resolving conflicts,
and organizing them into a coherent system.
5.Internalizing Value or Characterization: This is the highest level, where individuals have
internalized values that consistently guide their behavior and actions.
Psychomotor Learning
the psychomotor domain focuses on physical skills and motor functions, with descriptors like
perception, set, guided response, mechanism, complex overt response, adaptation, and origination
representing the progression of skill acquisition.

1.·Perception: Involves using sensory information to guide motor activity.

2.·Set: Refers to the mental and physical readiness to perform a skill, including motivation and
attitude.
3.·Guided Response: Involves performing a skill under guidance or instruction, gradually developing
proficiency.
4.·Mechanism: Characterized by the ability to perform a skill with a degree of automaticity and
precision.

5.·Complex Overt Response: Involves performing a skill with coordination and fluency,
demonstrating mastery.
6.·Adaptation: The ability to modify a skill to fit different situations or challenges.
7.·Origination: Involves creating new movements or skills, demonstrating high levels of creativity
 Principles in Designing Learning
Objectives
PRINCIPLE 1: Objectives must be congruent with the nation's educational policies and standards.
PRINCIPLE 2: Objectives should unlock the mental (cognitive), physical (psychomotor),and spiritual
(affective) reserves of every learner to liberate his true human potential.
PRINCIPLE 3: Objectives must be sequenced according to the different levels of learning that you want
the learners to achieve.
PRINCIPLE 4: Learning objectives must be S.M.A.R.T.: i.e. Specific, Measurable, Attainable,
Relevant/Realistic, and Time Bound
PRINCIPLE 5: Learners should know the objectives of the lesson to help them focus their thinking and
motivate participation.