OBJECTIVE-RELATED PRINCIPLES OF TEACHING

GUIDING PRINCIPLES IN DTERMINING AND FORMULATIONG LEARNING OBJECTIVES

1. “Begin with the end in mind” says Covey, the author of “Seven Habits of Effective People”.
- In this context of teaching, this means that we must begin our lesson with a clearly defined
lesson objective.
2. Share lesson objective with students
- Like seminar that begins with a statement and purpose, our lesson ought to begin with a
statement and clarification of our lesson objective.
3. Lesson objectives must be in the two or three domains- knowledge (cognitive) skill,
(psychomotor) and values (affective).
- The most important according to this principles is that our lesson is wholistic and complete
because it dwell son knowledge and values or on skills and values or on knowledge.
4. Work on significant and relevant lesson objectives
- With our lesson objective becoming our students’ lesson objective, too, our students will be
self-propelled as we teach.
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
institution of which you are a part.
6. Aim at the development of critical and creative thinking.
7. For accountability or learning, lesson objectives must be SMART, i.e., Specific, Measurable,
Attainable, Result-oriented 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.

TAXONOMY OF OBJECTIVES

With educational taxonomy, learning is classified into three domains namely: (1) cognitive, (2)
affective, (3) psychomotor or behavioral.

Bloom’s taxonomy of cognitive domain.

- Benjamin Bloom (1956), led his group in coming up with the list of instructional objectives in
the cognitive domain. Arranged from lowest to the highest level, they are as follows:

Knowledge or recall- includes knowledge of terminology and conventions, trends and sequences,
classifications and categories, criteria and methodologies, principles, theories, and structures;

Comprehension- relates to translation, interpretation, and extrapolation;

Application- uses abstractions in particular situations;

Analysis- relates to breaking a whole into parts;

Synthesis- puts parts together in a new form such as unique communication, a plan of operation, and a
set of abstract relations;

Evaluation- judges in terms of internal evidence or logical consistency and external evidence or
consistency with facts developed elsewhere.

 Bloom identified six levels within the cognitive domain, ranging from simple recall or recognition
of facts as the lowest level, through increasingly more complex and abstract mental levels, to
the highest level which was identified as evaluation.

Eval. Creating

Synthesis Evaluating

Analysis Analysing

Application Applying

Comprehension Understanding

Knowledge Remembering

Bloom’s taxonomy Anderson’s taxonomy