how

1. Teaching Learning Process
Objectives
• To understand the Behavioral Objectives.
• The student will be able to identify the three domains of Behavioral Objectives by
Benjamin Blooms.
• The students will be able to give example on Bloom’s three domains.
Behavioral Objectives
• According to Bloom, 1956, Behavioral Objectives is “Explicit formulations of ways in
which students are expected to be changed by the educative process.”
Characteristic of Effective Objective
by: Westberg and Jason (1993) in Collaborative Clinical Education
• Consistent with overall goals of the school
• Clearly stated
• Realistic
• Appropriate for learner’s stage of development
• Appropriately comprehensive
• Worthy, complex outcomes
Purpose and Function of Behavioral Objectives
• Guide for the teacher relative to the design of instruction
• Guide for the teacher for evaluation / test design
• Guide for the learner relative to learning focus
• Makes teaching more directed and organized
• Helps avoid unnecessary repetition in teaching
• Helps students make decisions regarding prioritizing
3 Domains for Behavioral Objectives according to Bloom’s Taxonomy

2. 1.COGNITIVE DOMAIN:
The Cognitive Domain (Bloom, 1956) involves knowledge and the development
of intellectual skills.
Categories of cognitive domain
Category Key Words (verbs)
Key Words: defines, describes, identifies, knows,
Knowledge: Recall data or information. labels, lists, matches, names, outlines, recalls,
recognizes, reproduces, selects, states.
Key Words: Comprehends converts, defends,
Comprehension: Understand the meaning,
distinguishes, estimates, explains, extends,
translation, interpolation, and interpretation
generalizes, gives an example, infers, interprets,
of instructions and problems. State a
paraphrases, predicts, rewrites, summarizes, and
problem in one's own words.
translates.
Application: Use a concept in a new
Key Words: applies, changes, computes, constructs,
situation or unprompted use of an
demonstrates, discovers, manipulates, modifies,
abstraction. Applies what was learned in
operates, predicts, prepares, produces, relates, shows,
the classroom into novel situations in the
solves, uses.
work place.
Analysis: Separates material or concepts
Key Words: analyzes, breaks down, compares,
into component parts so that its
contrasts, diagrams, deconstructs, differentiates,
organizational structure may be
discriminates, distinguishes, identifies, illustrates,
understood. Distinguishes between facts
infers, outlines, relates, selects, separates.
and inferences.
Key Words: categorizes, combines, compiles,
Synthesis: Builds a structure or pattern
composes, creates, devises, designs, explains,
from diverse elements. Put parts together to
generates, modifies, organizes, plans, rearranges,
form a whole, with emphasis on creating a
reconstructs, relates, reorganizes, revises, rewrites,
new meaning or structure.
summarizes, tells, writes.
Key Words: appraises, compares, concludes,
Evaluation: Make judgments about the contrasts, criticizes, critiques, defends, describes,
value of ideas or materials. discriminates, evaluates, explains, interprets,
justifies, relates, summarizes, supports.

3. 2. AFFECTIVE DOMAIN
The affective domain (Krathwohl, Bloom, Masia, 1973) includes the manner in which we
deal with things emotionally, such as feelings, values, appreciation, enthusiasm, motivations and
attitudes.
Category Key Words (verbs)
Key Words: asks, chooses,
Receiving Phenomena: Awareness, willingness to hear, describes, follows, gives, holds,
selected attention. identifies, locates, names, points to,
selects, sits, erects, replies, uses.
Responding to Phenomena: Active participation on the part Key Words: answers, assists, aids,
of the learners. Attends and reacts to a particular complies, conforms, discusses,
phenomenon. Learning outcomes may emphasize greets, helps, labels, performs,
compliance in responding, willingness to respond, or practices, presents, reads, recites,
satisfaction in responding (motivation). reports, selects, tells, writes.
Valuing: The worth or value a person attaches to a particular Key Words: completes,
object, phenomenon, or behavior. This ranges from simple demonstrates, differentiates,
acceptance to the more complex state of explains, follows, forms, initiates,
commitment. Valuing is based on the internalization of a set invites, joins, justifies, proposes,
of specified values, while clues to these values are expressed reads, reports, selects, shares,
in the learner's overt behavior and are often identifiable. studies, works.
Key Words: adheres, alters,
arranges, combines, compares,
Organization: Organizes values into priorities by
completes, defends, explains,
contrasting different values, resolving conflicts between
formulates, generalizes, identifies,
them, and creating an unique value system. The emphasis is
integrates, modifies, orders,
on comparing, relating, and synthesizing values.
organizes, prepares, relates,
synthesizes.
Internalizing values (characterization): Has a value system Key Words: acts, discriminates,
that controls their behavior. The behavior is pervasive, displays, influences, listens,
consistent, predictable, and most importantly, characteristic modifies, performs, practices,
of the learner. Instructional objectives are concerned with proposes, qualifies, questions,
the student's general patterns of adjustment (personal, social, revises, serves, solves, verifies.

4. emotional).
zA `q1`
3. PSYCHOMOTOR DOMAIN:
The psychomotor domain (Simpson, 1972) includes physical movement, coordination
and use of the motor skill areas.
Category Key Words (verbs)
Key Words: chooses, describes,
Perception: The ability to use sensory cues to guide motor
detects, differentiates,
activity. This ranges from sensory stimulation, through cue
distinguishes, identifies, isolates,
selection, to translation.
relates, selects.
Set: Readiness to act. It includes mental, physical, and
Key Words: begins, displays,
emotional sets. These three sets are dispositions that
explains, moves, proceeds, reacts,
predetermine a person's response to different situations
shows, states, volunteers.
(sometimes called mindsets).
Guided Response: The early stages in learning a complex
Key Words: copies, traces,
skill that includes imitation and trial and error. Adequacy of
follows, react, reproduce, responds
performance is achieved by practicing.
Key Words: assembles, calibrates,
Mechanism: This is the intermediate stage in learning a
constructs, dismantles, displays,
complex skill. Learned responses have become habitual and
fastens, fixes, grinds, heats,
the movements can be performed with some confidence and
manipulates, measures, mends,
proficiency.
mixes, organizes, sketches.
Complex Overt Response: The skillful performance of Key Words: assembles, builds,
motor acts that involve complex movement calibrates, constructs, dismantles,
patterns. Proficiency is indicated by a quick, accurate, and displays, fastens, fixes, grinds,
highly coordinated performance, requiring a minimum of heats, manipulates, measures,
energy. This category includes performing without mends, mixes, organizes, sketches.
hesitation, and automatic performance. For example, players
are often utter sounds of satisfaction or expletives as soon as NOTE: The Key Words are the
they hit a tennis ball or throw a football, because they can tell same as Mechanism, but will have

5. by the feel of the act what the result will produce. adverbs or adjectives that indicate
that the performance is quicker,
better, more accurate, etc.
Key Words: adapts, alters,
Adaptation: Skills are well developed and the individual can
changes, rearranges, reorganizes,
modify movement patterns to fit special requirements.
revises, varies.
Key Words: arranges, builds,
Origination: Creating new movement patterns to fit a
combines, composes, constructs,
particular situation or specific problem. Learning outcomes
creates, designs, initiate, makes,
emphasize creativity based upon highly developed skills.
originates.
Blooms Revised Taxonomy in Cognitive Domain
Bloom’s Taxonomy Revised Edition by Lorin Anderson

6. Category Key Words (verbs)
Key Words: defines, describes, identifies, knows,
Remembering: Recall previous learned
labels, lists, matches, names, outlines, recalls,
information.
recognizes, reproduces, selects, states.
Understanding: Comprehending the Key Words: comprehends, converts, defends,
meaning, translation, interpolation, and distinguishes, estimates, explains, extends,
interpretation of instructions and generalizes, gives an example, infers, interprets,
problems. State a problem in one's own paraphrases, predicts, rewrites, summarizes,
words. translates.
Applying: Use a concept in a new
Key Words: applies, changes, computes, constructs,
situation or unprompted use of an
demonstrates, discovers, manipulates, modifies,
abstraction. Applies what was learned in
operates, predicts, prepares, produces, relates, shows,
the classroom into novel situations in the
solves, uses.
work place.
Analyzing: Separates material or concepts
Key Words: analyzes, breaks down, compares,
into component parts so that its
contrasts, diagrams, deconstructs, differentiates,
organizational structure may be
discriminates, distinguishes, identifies, illustrates,
understood. Distinguishes between facts
infers, outlines, relates, selects, separates.
and inferences.
Key Words: appraises, compares, concludes,
Evaluating: Make judgments about the contrasts, criticizes, critiques, defends, describes,
value of ideas or materials. discriminates, evaluates, explains, interprets, justifies,
relates, summarizes, supports.
Creating: Builds a structure or pattern Key Words: categorizes, combines, compiles,

7. from diverse elements. Put parts together composes, creates, devises, designs, explains,
to form a whole, with emphasis on generates, modifies, organizes, plans, rearranges,
creating a new meaning or structure. reconstructs, relates, reorganizes, revises, rewrites,
summarizes, tells, writes.
Reference
• http://med.fsu.edu/index.cfm?page=facultydevelopment.behavobjectives2012
• Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook : The Cognitive
Domain. New York
• http://www.nwlink.com/~donclark/hrd/bloom.html