2. UNIT III
CHAPTER 1
Determining and Formulating
Goals/Objectives
“Goals are our guiding star.”
3. GUIDING PRINCIPLES IN DETERMINING AND
FORMULATING LEARNING OBJECTIVES
1. “Begin with the end in mind.” 5. Lesson objective must be
aligned with the aims of education
2. Share lesson objective with as embodied in the Phil.
students. Constitution, in other laws and in
3. Lesson objectives must be in the school’s vision-mission
the two or three domains – statements which you are a part.
knowledge (cognitive), skill
(psychomotor), and values 6. Aim at the development of critical
(affective). and creative thinking.
7. For accountability of
4. Work on significant and
learning, lesson objectives must be
relevant lesson objectives.
SMART.
TAXONOMY OF OBJECTIVES
4. 1. “BEGIN WITH THE END IN MIND.”
This means that we must begin our lesson with a clearly
defined lesson objective. With a specific objective, our lesson
becomes more focused. We do not waste nor kill time for we are
sure of what to teach, how to teach and what materials to use.
5. 2. SHARE LESSON OBJECTIVE WITH
STUDENTS.
Our lesson ought to begin with a statement and
clarification of the lesson objective. Make known to our students
our instructional objective and encourage them to make the
lesson objective their own. And as a result they will become
more self-motivated.
6. 3. LESSON OBJECTIVES MUST BE IN THE TWO OR
THREE DOMAINS—KNOWLEDGE (COGNITIVE), SKILL
(PSYCHOMOTOR) AND VALUES (AFFECTIVE).
Our lesson maybe dominantly cognitive, psychomotor or
affective. A cognitive or a skill lesson must always include the
affective dimension for holistic learning. In other words, a lesson
is worthwhile if it gets connected to everyday life, how the
student is and ought to be concerned with it.
What most important is our lesson is holistic and
complete because it dwells on knowledge and values or on skills
and values or on knowledge, skills and values. It is necessary
that our lesson gets direction from objectives in the two or three
domains with the affective domain always present.
7. 4. WORK ON SIGNIFICANT AND
RELEVANT LESSON OBJECTIVES.
The level of their self-motivation all the more increases
when our lesson objective is relevant to their daily life, hence,
significant.
8. 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 INSTITUTIONS OF WHICH YOU ARE
A PART.
The aims of education as enshrined in our fundamental law
of the land, in the Education Act of 1982, the Ten-Year Medium Term
Development Plan must be reflected in the vision-mission
statements of educational institutions. This means that the aims and
goals of education as provided for in our laws filter down to our
lesson objectives. We then can contribute very much to the
realization of our school’s vision and mission statements because
our lesson objectives are based on our school’s vision and mission
statements.
9. 6. AIM AT THE DEVELOPMENT OF
CRITICAL AND CREATIVE THINKING.
We need not go into a laborious research to be
convinced that the development of critical and creative thinking
is wanting in classrooms. Most questions asked whether oral or
written are convergent, low-level questions. If we want to
contribute to the development of our students/pupils who are
critical and creative thinkers then we should include in our scope
of questions high-level, divergent or open-ended questions. For
this reason the whole brain must be used for balanced learning
not just the left for critical thinking but also the right for creative
thinking.
10. 7. FOR ACCOUNTABILITY OF LEARNING, LESSON
OBJECTIVES MUST BE
SMART, I.E., SPECIFIC, MEASUREABLE, ATTAINA
BLE, RESULT-ORIENTED AND RELEVANT, TIME-
BOUND AND TERMINAL.
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. In short, SMART objectives increase our accountability for
the learning of our students. With SMART lesson
objectives, there is greater match between instruction and
assessment. There is curriculum alignment.
BACK
13. 1. KNOWLEDGE OR RECALL
- knowledge terminology and conventions, trends and
sequences, classifications and categories, criteria and
methodologies, principles, theories, and structures; e.g. to
identify the capital of the Philippines.
- remembering of prior learned materials in terms of
facts, concepts, theories and principles. It is the lowest cognitive
level.
14. 2. COMPREHENSION
- relate to translation, interpretation, and extrapolation;
e.g. to interpret a table showing the population density of the
world.
- ability to grasp the meaning of material. It indicates the
lowest form of understanding.
15. 3. APPLICATION
- use of abstraction in particular situations; e.g. to predict
the probable effect of a change in temperature on a chemical.
- the ability to use learned material in new and concrete
situation.
16. 4. ANALYSIS
- objectives relate to breaking a whole into parts; e.g. to
deduce facts form a hypothesis.
- ability to break down material into component parts so
that its organizational structure may be understood.
17. 5. SYNTHESIS
- putting parts together in a new form such as a unique
communication, a plan of operation, and a set of abstract
relations; e.g. to produce an original piece of art.
18. 6. EVALUATION
- ability to pass judgement on something based on given
criteria; e.g. to recognize fallacies in an argument.
BACK
20. 1. RECEIVING
- awareness, willingness to receive in particular event,
stimuli or classroom activities, controlled or selected attention;
e.g. to listen attentively during group presentations.
21. 2. RESPONDING
- acquiescence, willing response, active participation on
the part of the students, feelings of satisfaction; e.g. to contribute
to group discussions by asking questions.
22. 3. VALUING
- acceptance, preference, commitment, concerned with
the worth or value of a student to a particular phenomena, object
or behavior; e.g. to argue over an issue involving health care.
23. 4. ORGANIZATION
- conceptualization of values, organization of value
system, concerned with bringing together different values and
building a value system; e.g. to organize a meeting concerning
neighborhood’s housing integration plan.
24. 5. CHARACTERIZATION
- generalized set of values, characterization or
philosophy of life; e.g. to join a rally in behalf of a noble cause.
BACK
26. 1. REFLEX MOVEMENTS
- relate to reflexes; e.g. to contract a muscle
Fundamental movements – relate to
walking, running, jumping, pushing, pulling, manipulating; e.g. to
run a 100-yar dash
27. 2. PERCEPTUAL ABILITIES
- objectives relate to kinaesthetic, visual, auditory, tactile,
and coordination abilities; e.g. to distinguish distant and close
sounds.
28. 3. PHYSICAL ABILITIES
- relate to endurance, strength, flexibility, agility, reaction-
response time, dexterity; e.g. to do five sit ups.
29. 4. SKILLED MOVEMENTS
- objectives relate to games, sports, dances and arts;
e.g. to dance the basic steps of the waltz.
30. 5. NONDISCURSIVE COMMUNICATION
- expressive movements through posture, gestures, facial
expressions, creative movements; e.g. to act a part in a play.
Moore divides learning in the psychomotor domain into three
levels – (1) imitation, (2) manipulation, and (3) precision.
1. IMITATION- Students can carry out the rudiments of the skills
with instructional support form the teacher.
Examples of students performing at the imitation level include a
student is able to perform the skill independently, without the aid of
the instructor.
NEXT
31. 2. MANIPULATION- Students are able to move, operate, or
handle something, especially a machine or mechanical.
Example of manipulation level skills include a student can
operate a machine without the assistance of the teacher.
3. PRECISION- Students can perform a skill
accurately, efficiently and effortlessly.
Automaticity is 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.
Example of precision-level skills include different notes with
different levels of volume and pitch, without consciously looking
at her fingers.
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