Republic of the Philippines

NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY

MUNICIPAL GOVERNMENT OF TALAVERA
TALAVERA ACADEMIC EXTENSION CAMPUS
Talavera, Nueva Ecija

Objective-related principles of Teaching

A. Guiding principles in formulating objectives

1. Begin with the end in mind –Covey

2. Share lesson objective with students
3. Lesson objectives must be in two or three domains
4. Work on significant and relevant lesson objectives
5. Lesson objective must be aligned with the aims of education as embodied in the
Philippine Constitution and other laws and on 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
(Specific, Measurable, Attainable, Relevant and Result-oriented, Time bound)

B. Taxonomy of objectives in the three domains

There are three main domains of learning these are:

 Benjamin Bloom (Cognitive Domain)

 David Krathwohl (Affective Domain)
 Anita Harrow (Psychomotor Domain)

Benjamin Bloom’s Taxonomy 1956 (Cognitive Domain)

Anderson and Krathwohl’s Taxonomy 2001 (Revised)

 Levels of Knowledge

The first three of these levels were identified in the original work, but rarely discussed or
introduced when initially discussing uses for the taxonomy. Metacognition was added in the
revised version.

 Factual Knowledge – The basic elements students must know to be acquainted with a
discipline or solve problems.
 Conceptual Knowledge – The interrelationships among the basic elements within a
larger structure that enable them to function together.
 Procedural Knowledge – How to do something, methods of inquiry, and criteria for
using skills, algorithms, techniques, and methods.
 Metacognitive Knowledge – Knowledge of cognition in general, as well as awareness
and knowledge of one’s own cognition.

David Krathwohl (Affective Domain)

Like cognitive objectives, affective objectives can also be divided into a hierarchy
(according to Krathwohl). This area is concerned with feelings or emotions.

1. Receiving
2. Responding
3. Valuing
4. Organization
5. Characterization

Anita Harrow (Psychomotor Domain)

1. Reflex movements
2. Fundamental movements
3. Perceptual abilities
4. Physical abilities
5. Skilled movements
6. Nondiscursive communication
 How to write lesson objectives:

1. Bear in mind that objectives are outcomes rather than instructional process.
2. Objectives are measurable outcome statements.
3. It needs to be precise to know if it has been achieved.

Characteristics of lesson objectives

 It describes student's performance.

 It is about ends rather than means.
 It describes the conditions under which the performance occurs on the job.
 It describes the standard of acceptable performance.

Standard and competencies in the k to 12 curriculum

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 Standards (or indicators) describe how well students need to achieve in order to
meet content standards. They are the levels of proficiency which the students are expected to
demonstrate what 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 unction
to the standards expected by drawing from one’s knowledge, skills, and attitudes.

Curriculum Guide of the K to 12 Curriculum contains content and performance standards and
competencies, not objectives. It makes use of standards-based instruction.

Prepared by:

Lee Claudine P. Bonifacio

BEED-3A