THE NATIVITY

Determining and Formulating Goals/Objectives

“Goals are our guiding star.”

UNIT IIICHAPTER 1

GUIDING PRINCIPLES IN DETERMINING AND FORMULATING LEARNING OBJECTIVES

1. “Begin with the end in mind.”

2. Share lesson objective with students.

3. Lesson objectives must be in the two or three domains –knowledge (cognitive), skill (psychomotor), and values (affective).

4. Work on significant and relevant lesson objectives.

5. Lesson objective must be aligned with the aims of education as embodied in the Phil. Constitution, in other laws and in the school’s vision-mission statements 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.

TAXONOMY OF OBJECTIVES

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.

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.

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.

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.

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.

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.

7. FOR ACCOUNTABILITY OF LEARNING, LESSON OBJECTIVES MUST BE SMART, I.E., SPECIFIC, MEASUREABLE, ATTAINABLE, 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.

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TAXONOMY OF OBJECTIVES

Benjamin Bloom

Cognitive Domain

Anita Harlow

Psychomotor Domain

David Krathwohl

Affective Domain

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COGNITIVE DOMAIN

THE DOMAIN OF THOUGHT PROCESS

1. Knowledge or Recall

2. Comprehension

3. Application

5. Synthesis

6. Evaluation

4. Analysis

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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.

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.

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.

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.

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.

6. EVALUATION

- ability to pass judgement on something based on given criteria; e.g. to recognize fallacies in an argument.

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AFFECTIVE DOMAIN

THE DOMAIN OF VALUING, ATTITUDES, INTERESTS AND FEELINGS

1. Receiving

2. Responding

3. Valuing

5. Characterization

4. Organization

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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.

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.

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.

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.

5. CHARACTERIZATION

- generalized set of values, characterization or philosophy of life; e.g. to join a rally in behalf of a noble cause.

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PSYCHOMOTOR DOMAIN

THE DOMAIN OF USING PSYCHOMOTOR ATTRIBUTES

1. Reflex movements

2. Perceptual abilities

3. Physical abilities

5. Nondiscursive communication

4. Skilled movements

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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

2. PERCEPTUAL ABILITIES

- objectives relate to kinaesthetic, visual, auditory, tactile, and coordination abilities; e.g. to distinguish distant and close sounds.

3. PHYSICAL ABILITIES

- relate to endurance, strength, flexibility, agility, reaction-response time, dexterity; e.g. to do five sit ups.

4. SKILLED MOVEMENTS

- objectives relate to games, sports, dances and arts; e.g. to dance the basic steps of the waltz.

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.

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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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