MELTON A. MERZA,CE LOVELEAH ALBARILLO, Ph.

D
EDUC 6 SUBJECT TEACHER

EDUCATIONAL LEARNING OBJECTIVES

These are more specific statements of what students will know and be able to do. Typically
they are written to cover a small block of instructional time, such an instructional unit. They should
be stated in terms of specific, observable and measurable student responses – always think about
what specific things you want students to learn in relation to your goal. (learning objectives are not
the same thing as learning goals. Goals are broad categorizations of things student will learn,
whereas learning objectives states specific, measurable task that students will be able to perform
upon completion of.
Learning objectives are not:
a. Activities that student will engage in (these are teaching objectives) or;
b. Materials students will see or use
Examples of activities masked as learning objectives:
“Read Chapter 2 in your textbook.”
“Summarize Chapter 2.”
Examples of a learning objectives:
Students will be able to
“Describe the author’s perspective in Chapter 2″
“Compare and contrast between current author and a past author’s perspective”

They should be written at the appropriate level of generality – not too general that they do not
provide instructional guidance – but not too specific so that they are not too time consuming and
confining. It is best to focus on a unit of instruction, as opposed to a daily lesson plan, as the
important learning that you want students to develop will typically take more than a day.
Example:
Another way we can categorize words is on the basis of how general or specific they are.
Take the following list:
 vehicle (very general)
 car (still general)
 Toyota (more specific)
 Innova GL ‘18 (very specific)

"Vehicle" is an abstract category. It does not create a concrete picture in the reader's mind. Even
"car" is general, though less so than "vehicle." With "Toyota," we're descending into the concrete
world, though we're still referring to a category, even if it's a smaller one than "car." It's only when
we get to the Innova GL ’18 that the reader can begin to imagine a specific, individual car.

Mathematics Examples
Goal 1: Students will learn to use mathematics to define and solve problems
Objective 1: Students will learn to identify questions to be answered in real life world situations.
Objective 2: students will learn to apply a variety of strategies to investigate problem.
Objective 3: Students will learn to identify relevant information in a problem situation.
Objective 4: Students will learn to recognize the need to abandon or modify an unproductive
approach to solution.
Goal 2: Students will develop number sense
Objective 1: Students will learn to compute (add, subtract, multiply and divide) using whole
numbers.
Objective 2: Students will learn when estimation is a better approach than computation
Objective 3: Students will learn estimation to check the reasonableness of their answer
Objective 4: Students will learn the meaning of basic operations and how to apply basic
operations to situations involving whole numbers.

Language Arts examples

Goal 1: Students will learn to write in a variety of forms for different audiences and purposes(
audiences refers to the individual or group whom the writer intends to address. ,purpose refers
to reason the writer/students composes the paragraph.)
Objective 1: Students will learn to write for distant audiences(For example, students can
write a business or legal memo).
Objective 2: Students will learn to write to persuade others
Objective 3: Students will learn to write to express themselves
Objective 4: Students will learn to write to inform others
Two inappropriate learning objectives are:
1. Students will conduct chemistry experiments; and
2. Students will write in their mathematics journal every day
Learning targets emphasize the link between instruction and assessment since writing
these objectives; you should always think about assessment. How will you determine if students
have learned what you have taught? What observable behaviors (either verbally or in writing) will
demonstrate that students have met the objectives? If you find these questions difficult to answer
then you probably have not written a very good learning objective.
Types of Learning Targets
Manzano and Kendall (1996) identified five types of learning targets
1. Knowledge and simple understanding – this includes of facts and information, typically
through recall (i.e dates, definitions and principles) as well as simple understanding (i.e
summarizing a paragraph, explaining a chart and giving examples)
2. Deep understanding and Reasoning – this includes problem solving, critical thinking,
synthesis, comparing, high order thinking skills, and judgement.
3. Skills – this involves something that a student must demonstrate in a way other than
answering questions. These type of targets involve a behaviour in which the knowledge,
understanding and reasoning are used overtly.
4. Products – this includes a sample of student work (i,e. paper, report, artwork or other
project) that demonstrate the ability, knowledge, understanding, reasoning and skills.
5. Affective – this includes attitudes, values, interests, feeling and beliefs

Sources of Learning Targets

1. Bloom’s Taxonomy
2. National, Regional and District standards
3. Textbooks

Bloom’s Taxonomy
Three Types of Learning
1. Cognitive – mental skills (knowledge)
2. Affective – growth in feelings or emotional areas (Attitude)
3. Psychomotor – manual or physical skills (Skills)

Learning Outcomes in the cognitive domain are divided in two major classes
1. Knowledge
a. Remembering previously learned materials
b. Knowledge of ways and means of dealing with specifics
c. Knowledge of universals and abstractions in a field
2. Intellectual Abilities and skills
a. Comprehension – grasping the meaning of the material
 Translation
 Interpretation
 Extrapolation
b. Application – using information in concrete situations
 Analysis
 Analysis of elements
 Analysis of relationships
 Analysis of organizational principles
c. Synthesis – putting parts together into a whole
 Production of a unique communication
 Production of a plan or proposed set of operations
 Derivation of a set of abstract relations
 Judging the value of a thing for a given purpose using definite criteria
 Judgement in terms of internal evidence
 Judgement in terms of external criteria
Cognitive Domain
1. Knowledge – recall data of information
2. Comprehension – understand the meaning, translation, interpolation and interpretation of
instructions and problems. State a problem in one’s own words.
3. Application – use a concept in a new situation or unprompted use of an abstraction. Apply
what was learned in the classroom into novel situations in the work place.
4. Analysis – Separates material or concepts into component parts so that its organizational
structure may be understood. Distinguishes between facts and inferences.
5. Synthesis – Builds a structure or pattern from diverse elements. Put parts together to form a
whole, with emphasis on creating a new meaning or structure.
6. Evaluation – make judgement about the value of ideas or materials.

Affective Domain
1. Receiving phenomena – awareness, willingness to hear, selected attention.
2. Responding on Phenomena – active participation on the part of the learners
3. Valuing – the worth or value a person attaches to a particular objects or behaviour.
 4. Organization – Organize value into priorities or contrasting different values resolving
conflicts between them and creating unique value. The emphasis is comparing, relating and
synthesizing values.
5. Internalizing Value (Characterization) – has a value system that controls an individual’s
behaviour. The behaviour is pervasive, consistent, predictable and most importantly
characteristic of the learner instructional objectives are concerned with the students general
pattern of adjustment personal and emotional.

Affective Domain
1. Receiving phenomena – awareness, willingness to hear, selected attention.
2. Responding on Phenomena – active participation on the part of the learners
3. Valuing – the worth or value a person attaches to a particular objects or behaviour.
4. Organization – Organize value into priorities or contrasting different values resolving
conflicts between them and creating unique value. The emphasis is comparing, relating and
synthesizing values.
5. Internalizing Value (Characterization) – has a value system that controls an individual’s
behaviour. The behaviour is pervasive, consistent, predictable and most importantly
characteristic of the learner instructional objectives are concerned with the students general
pattern of adjustment personal and emotional.