GROUP 1 - TALK SHOW

Hosts: Francis and Cheryl

START: …..talkshow music (Note: music will be decided during meet-up)

Host_Francis: Hello Philippines

Host_Cheryl: and hello world!

Host 1&2: Welcome to the most exciting, most enjoyable and full of knowledge and learning
talk show for future educators…..this is “name of talk show”. (will be decided
during the meet-up)

Host_Francis: Good Morning/Afternoon Cheryl.

Host_Cheryl: Good Morning/Afternoon Francis.

Host_Francis: Good Morning/Afternoon Viewers, Live Audience, and future educators. Today we
will tackle things and new ideas that will help us to become a better and successful
educator in the future. And today, as one of our topics, we will talk about the
objective related principles and their implications to teaching. Isn’t it exciting?

Host_Cheryl: Yes, Francis! In addition to that we will also tackle the three domains of learning
objectives and how to write a SMART lesson objective in the three domains. Future
Educators, are you all excited to learn all these things today?

Host_Francis: To give us insights and knowledge about these topics, we have invited 5
distinguished guests and well-known educators. They will give us their own
understanding, knowledge and experiences about these matters to help the
audience and also the future educators to planned out and write a good lesson
objective.

Host_Cheryl: And now, to begin our show today, let us welcome the 4 handsome gentlemen, Mr.
Ryan Badana, Mr. Michael de Guzman, Mr. Richard Enoc, and Mr. Roger Esquivel.

Host_Francis: And in addition to these gentlemen, we also welcome the only strong woman, Ms.
Sittie Olama.

Guests: ---enter the scene, and sit down to respective assigned seats.

Hosts: Good Morning/Afternoon Ma’am & Sirs.

Guests: Greet the hosts and the audience. (Please do an adlib in this part)

Host_Francis: To all future educators, we should always remember that being prepared and
organized is very important in our profession. Before entering the classroom, we
should have already prepared the materials that we need to teach to our leaners,
 and one of these materials is formulating a learning objective, which is the topic of
today’s episode.

Host_Cheryl: You’re right Francis, all the materials in the teaching-learning process must be well-
managed and must be based on time-based principles in order to reap optimum
learning. And as you said, one of these materials is the “lesson objective”. And to
help us with these matters, we have Mr. Ryan Badana & Mr. Michael de Guzman to
impart their knowledge about the grounded principles in determining and
formulating a learning objective.

Guest_Ryan & Michael: Greet the hosts, fellow guests and the live audience again.

Guest_Ryan: As an educator, managing our materials for teaching is very important, especially in
making a lesson objective. Because, we need to have a learning objective before
coming to the classroom or before starting the class. And making a learning objective
is not an easy matter because the learning objectives must be grounded with the
underlying principles, and these principles will help us out in making a good learning
objective.

The first guiding principle is based on the remark of one of the famous authors and
educator of our time, Stephen Covey which is “Begin with the end in mind”. It
means that our lesson must begin with a clearly defined lesson objective. With this,
our lesson becomes more focused because we are sure of the what we are going to
teach, how are we going to teach and what materials we need to use.

The second guiding principles is to “Share lesson objective with students”. This
means that our students must also own the lesson objective. In this way, not only
you have an objective but also the students formulate their own objectives which
motivate them to set their own personal targets of the lesson given.

The third principle is that lesson objective must integrate objective in the cognitive,
psychomotor and affective domains for a wholistic lesson. Cognitive means that it is
meant primarily for knowledge acquisition, while psychomotor means that it is
intended for the acquisition and honing of skills, and while affective means that the
objectives focused on attitude and value formation. So, this principle emphasizes
that we must formulate our lesson in wholistic and complete manner by combining
two or all of these domains. Our lesson must not only focus in the acquisition of
knowledge or in the acquisition and honing of skills but it must be a lesson in which
it affects the everyday life of the students.

Host_Francis: Thank you Mr. Ryan. And now Mr. Michael de Guzman will give us additional
information with the guiding principles. Mr. Michael, Sir?

Guest_Michael: Thank you France. In addition to the principles discussed by Mr. Ryan Badana, the
fourth guiding principle is “Work on significant and relevant lesson objective”. This
means that our lesson objective must be connected to our students’ life experiences.
The lesson that we teach must affect their daily life and have a significant effect on
their self-motivation.

The fifth principle if that “the 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 institution of which you are part”.
 This mean that our lesson objective must be in accordance with our laws and the
aims and goals of the educational institution.

The sixth principle if that our lesson must “aim at the development of critical and
creative thinking”. This means that we allow students to think broadly and deeply
using skills, behavior and dispositions such as reason, logic, resourcefulness,
imagination and innovation in all learning areas at school and in their lives beyond
school. We encourage our students to ask questions and answer high-level,
divergent, or open-ended questions.

The last principle is that the lesson must be SMART – that is Specific, measurable,
attainable, result-oriented, relevant, time-bound and terminal. This means that our
objective must describe what the student should able to do, describes the condition
which the doing will occur and describes the criteria by which their performance is
evaluated. In this way, it will easy for us to find out if we have attained the objective
of our lessons that we wanted. And those are the guiding principles in determining
and formulating lesson objectives.

Host_Francis: Thank you so much Sir Michael, and also to you Sir Ryan for imparting your
knowledge to our audience and to our future educators.

Host_Cheryl: Now that we are informed about the guiding principles of formulating a lesson
objective, we will now talk about the taxonomy of objectives. Earlier Sir Ryan
mentioned that the lesson objective must integrate objectives in the cognitive,
psychomotor and affective domain. To discuss this matter, we will have Sir Richard &
Sir Roger to impart their knowledge and ideas of this this particular topic. Now, we
will start with Sir Richard, Sir?

Guest_Richard: Thank you Cheryl. Earlier, fellow educator Sir Ryan mentioned the 3 domains, which
are the cognitive, psychomotor, and the affective domains. Now, I will talk about how
some famous educators explain these domains. I will discuss first the taxonomy of
cognitive domain of Benjamin Bloom.

The Bloom’s taxonomy focuses on the cognitive domain. He and his colleagues came
up with the list of instructional objectives in the cognitive domain. They identified six
levels ranging from the simple level up to the highest level. Please refer to the slides
on how Bloom arranged the six levels. Starting from the base of the pyramid, Bloom
identify Knowledge or Recall as the bottom or the first level, then followed by
comprehension, then by application, then by analysis, then by synthesis, and at the
peak of the pyramid or at the highest level is Evaluation.

Knowledge means that before you can understand a concept, you must remember
it. (Please cite examples from the book.) Comprehension means to apply a concept
you must first understand it. Then Application means the execution of the what was
comprehended or understood. Then Analysis means breaking the whole into parts
and determining how parts relates to each other. Then followed by Synthesis, which
means combining parts to make a new whole. Then the highest, Evaluation, means
judging the value of the information or ideas. So, this is how Bloom identify the six
levels by increasing each level from simple to complex and abstract mental level.
 Aside from Bloom, his former student, Anderson, formulated his own interpretation
of Bloom’s taxonomy. Andersons taxonomy is also identified by six levels, same as
Blooms, which start from simple mental level to complex mental level. Bloom’s and
Anderson’s taxonomy are somehow identified and classified in the same way but
differs in the last two levels. Instead of Evaluation being the highest level, Anderson’s
interpretation considers Creativity as the highest level of learning after Evaluation.
Also, Anderson uses verb in describing each level. And that the cognitive domain as
explain by Bloom and Anderson.

Host_Cheryl: Thank you Sir Richard for giving your own understanding about the taxonomy that
uses the cognitive domain. But before we proceed to Sir Roger’s discussion on the
taxonomy of affective domain and psychomotor domain, we will a take short break.
Please stay in your seat and stay watching.

…….Commercial break (Short movie clips/ice breaker)…..

PART 2

Host_Francis: And now, we are back. So, before the break, Sir Richard discussed the taxonomy of
cognitive domain, and now Sir Roger will give his discussion on the taxonomy of
affective domain and psychomotor domain. Sir Roger, Sir, please enlightened us
about these two domains.

Guest_Roger: Ok Francis, it is my pleasure to discuss these two domains to our viewers and future
educators. So, awhile ago Sir Richard discusses the taxonomy of cognitive domain,
and now it my time to discuss the other two remaining domains. So, the second
taxonomy is the Krathwohl’s taxonomy of affective domain. Krathwohl’s taxonomy is
ordered according to the principle of internalization. This refers to the process
whereby a person’s affect toward an object passes from a general awareness level to
a point where the affect is internalized and consistently guides or control the persons
behavior. This taxonomy is identified in 5 levels, starting from Receiving, then by
Responding, then followed by Valuing, then by Organization, then the last level is
Characterization of Value Set.

Receiving means being aware of or sensitive to the existence of certain ideas,

materials, or phenomena and being willing to tolerate then. For example, to
differentiate, to accept, to listen (for), and to respond to. Responding means not
only being aware but also reacting and responding to the stimulus by answering,
commending, or by complying. Next is Valuing, which means as willing to perceived
by others as valuing certain ideas. Materials or phenomena. Next is Organization,
which is to relate the value to those already held and bring it into a harmonious and
internally consistent philosophy. And the highest level of this taxonomy, which is
Characterization of Value set, which is to relate the value to those already held and
bring it into a harmonious and internally consistent philosophy.

And the last domain, which is the psychomotor domain is best describe by the
taxonomy organized Harlow and Moore. The Anita Harlow’s taxonomy of
psychomotor domain is organized according to the degree of coordination. The
lowest level begins with the simple reflexes and it ends with complex neuromuscular
 coordination. The first level of Harlow’s taxonomy, the reflex movement refers to the
actions elicited without learning in the response to some stimuli. Then the 2 nd, the
Basic Fundamental Movement, refers to the inherent movement patterns which are
formed by combining reflexes. Next to it, is Perceptual Abilities, it is the
interpretation of various stimuli that enable one to make adjustments to the
environment. Then this is followed by Physical Activity which requires efficiently
functioning body. Then next is Skilled Movement which is the result of the
acquisition of a degree of efficiency when performing a task. Then the highest level is
Non-discursive communication which is communicating through bodily movements.

While Moore, only give three levels of learning in the psychomotor domain, and they
are imitation, manipulation and precision. Imitation means to model skills. This is
best describes by modeling of the teacher and involves students first attempt to
perform the skill. Then this is followed by manipulation, which means that the
students perform the skills independently but does not yet achieved fluency or
accuracy. Then the last level is precision, in where the students exhibits skills
effortlessly and automatically.

So, these are the last taxonomy of objective. Hopefully, you, future educators got
something from my discussion.

Host_Francis: Thank you so much Sir Roger for sharing your knowledge this afternoon to our future
educators. And now that we are informed about the guiding principles of
formulating a lesson objective and the different domain of learning, it is now time for
us to make our own lesson objective. So, viewers and live audience, are we now
ready to make our own lesson objective?

Host_Cheryl: But Francis, before we make our own lesson objective, lets us have first learn how to
do a lesson objective in a SMART-way. And now, we will ask Ms. Sittie to help us
formulate a lesson objective. Ms. Sittie, how do we formulate a lesson objective and
ensure that we are able to achieved the outcome that we wanted?

Guest_Sittie: Ms. Cheryl, we know that formulating a good lesson objective is crucial to good
teaching. But formulating a good lesson objective is one of the common problems
especially for the newbie teacher. However, by formulating the lesson objective using
the SMART-way, we are able to create a good lesson objective. SMART means
specific, measurable, attainable, Result-oriented/relevant. Time-bound and Terminal.
The lesson objectives must describe on what the students should be able to do
rather than what you want to achieve. The lesson objective must emphasize on the
product of the instruction rather the process of instruction and describes the
condition under which the doing will occur. Also, the lesson objective must specify
the criteria by which the performance of the student will be judged.