2.  Objectives - as a learning guide to selection of
teaching materials, instructional activities and
teaching strategies.
 Outcome - a result or effect.
 Learning – knowledge or skills acquired through
experience or study or by being taught.

4. It is an intent communicated
by a statement of what the
learner is to be like when he has
successfully completed a
learning experience.
-Mager

5. One of the recent developments
in the educative process is the
formulation of instructional goals
in behavioral terms.

6. Once an instructor decides he will teach his
students something several kinds of activity are
necessary on his part if he is to succeed.
 First, he must decide upon the goals he intends to reach at the
end of his course or program.
 Second, he must select procedures, content and methods that
are relevant to the objectives.
 Finally, measure or evaluate the student’s performance
according to the objective or goals originally selected.

7. There are instructional objectives stated in
terms of what we, as teachers, are going to do.
Example:
1. To demonstrate to students how to set up
laboratory.

8. A more fruitful way to state instructional
objectives is in terms of outcomes we expect from our
teaching; therefore, after we demonstrate how to use
laboratory equipment, we might expect students to be
able to do the following:
1. Identify the laboratory equipment used in
demonstration.

9. Note:
Behavioral Objective to be meaningful and
effective should be:
• S - specific
• M - measurable
• A - attainable
• R - realistic
• T – time bound

10. Stating Specific Learning Outcomes
How to write objectives that will
describe the desired behavior of the
learner.
Mager has three suggestions:
1. First, identify the terminal behavior by name; you
can specify the kind of behavior that will accept as
evidence that the learner has achieved the
objective.

11. 2. Second, try to define the desired
behavior further by describing the
important conditions under which
the behavior will be expected to
occur.

12. 3. Third, specify the criteria of acceptable
performance by describing how well the
learner must perform to be considered
acceptable.

13. 1. To be able to solve quadratic equations.
2. To develop an appreciation for music.
The first objective tells what the learner will be
doing when he is demonstrating that he has reached
the goal: he will be solving quadratic equations.
The second objective, on the other hand, does not
meet the criterion.

14. 1. Terminal Instructional Objectives
are use to check progress at the end of a unit, course,
school year, or designated level of instruction.
Example:
By the end of the year, 90 percent of all students will
write the 100 multiplication with 100 percent accuracy
in five minutes.

15. 2. Short-term Instructional Objectives
Are derived from terminal instructional objectives and
designed to guide shorten-range instruction.
Example:
1. At the end of the lesson, the students will be able to
state at least three reasons why warm-up exercises
should precede intensively physical activity.

16. Classification of Behavioral Objectives
(Based on Classification or taxonomy of Objectives)
 Cognitive Domain
 Affective Domain
 Psychomotor Domain

17. Cognitive Domain
Which is compose of intellectual
abilities.

19. A. Knowledge – The activity of the learner in to recall
specifies, methods, and other items.
Example:
The students will be able to:
1. Memorize the multiplication table
2. Recite the poem, “The Tree:
3. Name the cities and municipalities comprising
the Metro Manila

20. B. Comprehension – in the second level, the learner can make use
of certain idea or material without necessarily knowing or seeing
its fullest implications.
Example:
The learner will be able to:
1. Summarize a short story
2. Identify the part of a simple sentence.
C. Analysis – Analysis is more than comprehension.
Example:
The students will be able to:
1. Distinguish truthful advertisement from doubtful one.
2. Determine the past solution to a given problem.
3. Recognize the correct and factual information from the
newspaper.

21. D. Synthesis – This is putting together the different elements to
create a new one.
Example:
The students will be able to:
1. Prepare a balance diet for a nursing mother.
2. Compose a poem showing love of country.
E. Evaluation – This is the highest level of objectives in the
cognitive domain.
Example:
The student will be able to:
1. Evaluate the progress of a community after several visits
to place after conducting interviews of different families.
2. Write evaluation report on the dialogue between the
management labor forces.

22. Affective domain
Which include emotions, interests,
appreciation and others that relate to
aesthetic expression.

24. Receiving Phenomena:
Awareness, willingness to hear,
selected attention.

25. Examples:
Listen to others with respect. Listen for
and remember the name of newly
introduced people.
Key Words:
asks, chooses, describes, follows, gives,
holds, identifies, locates, names, points to,
selects, sits, erects, replies, uses.

26. Responding to Phenomena:
Active participation on the part of
the learners. Attends and reacts to a
particular phenomenon. Learning
outcomes may emphasize compliance in
responding, willingness to respond, or
satisfaction in responding (motivation).

27. Examples:
Participates in class discussions. Gives a
presentation. Questions new ideals, concepts,
models, etc. in order to fully understand them.
Know the safety rules and practices them.
Key Words:
answers, assists, aids, complies, conforms,
discusses, greets, helps, labels, performs,
practices, presents, reads, recites, reports,
selects, tells, writes.

28. Valuing:
The worth or value a person attaches to
a particular object, phenomenon, or
behavior. This ranges from simple
acceptance to the more complex state of
commitment. Valuing is based on the
internalization of a set of specified values,
while clues to these values are expressed in
the learner's overt behavior and are often
identifiable.

29. Organization:
Organizes values into priorities by
contrasting different values, resolving
conflicts between them, and creating an
unique value system. The emphasis is on
comparing, relating, and synthesizing
values.

30. Internalizing
values (characterization):
Has a value system that controls their
behavior. The behavior is pervasive,
consistent, predictable, and most
importantly, characteristic of the
learner. Instructional objectives are
concerned with the student's general
patterns of adjustment (personal, social,
emotional).

31. Psychomotor Domain
Which embrace muscular or motor
abilities, manipulation, writing
vocational and technical abilities.

33. Perception:
The ability to use sensory cues to
guide motor activity. This ranges from
sensory stimulation, through cue
selection, to translation.

34. Examples:
Detects non-verbal communication cues.
Estimate where a ball will land after it is thrown and
then moving to the correct location to catch the ball.
Adjusts heat of stove to correct temperature by smell
and taste of food. Adjusts the height of the forks on a
forklift by comparing where the forks are in relation to
the pallet.
Key Words:
chooses, describes, detects, differentiates,
distinguishes, identifies, isolates, relates, selects.

35. Set:
Readiness to act. It includes mental,
physical, and emotional sets. These
three sets are dispositions that
predetermine a person's response to
different situations (sometimes called
mindsets).

36. Examples:
Knows and acts upon a sequence of steps in a
manufacturing process. Recognize one's abilities
and limitations. Shows desire to learn a new
process (motivation). NOTE: This subdivision of
Psychomotor is closely related with the
“Responding to phenomena” subdivision of the
Affective domain.
Key Words:
begins, displays, explains, moves, proceeds,
reacts, shows, states, volunteers.

37. Guided Response:
The early stages in learning a
complex skill that includes imitation
and trial and error. Adequacy of
performance is achieved by practicing.

38. Examples:
Performs a mathematical equation as
demonstrated. Follows instructions to build
a model. Responds hand-signals of
instructor while learning to operate a
forklift.
Key Words:
copies, traces, follows, react, reproduce,
responds

39. Mechanism:
This is the intermediate stage in
learning a complex skill. Learned
responses have become habitual and
the movements can be performed
with some confidence and proficiency.

40. Examples:
Use a personal computer. Repair a
leaking faucet. Drive a car.
Key Words:
assembles, calibrates, constructs,
dismantles, displays, fastens, fixes, grinds,
heats, manipulates, measures, mends,
mixes, organizes, sketches.

41. Complex Overt Response:
The skillful performance of motor acts that
involve complex movement patterns. Proficiency is
indicated by a quick, accurate, and highly
coordinated performance, requiring a minimum of
energy. This category includes performing without
hesitation, and automatic performance. For
example, players are often utter sounds of
satisfaction or expletives as soon as they hit a
tennis ball or throw a football, because they can
tell by the feel of the act what the result will
produce.

42. Examples:
Maneuvers a car into a tight parallel
parking spot. Operates a computer quickly
and accurately. Displays competence while
playing the piano.
Key Words:
assembles, builds, calibrates,
constructs, dismantles, displays, fastens,
fixes, grinds, heats, manipulates, measures,
mends, mixes, organizes, sketches.

43. Adaptation:
Skills are well developed and the
individual can modify movement
patterns to fit special requirements.

44. Examples:
Responds effectively to unexpected
experiences. Modifies instruction to meet the
needs of the learners. Perform a task with a
machine that it was not originally intended to do
(machine is not damaged and there is no danger in
performing the new task).
Key Words:
adapts, alters, changes, rearranges,
reorganizes, revises, varies.

45. Origination:
Creating new movement patterns to
fit a particular situation or specific
problem. Learning outcomes emphasize
creativity based upon highly developed
skills.

46. Examples:
Constructs a new theory. Develops a new
and comprehensive training programming.
Creates a new gymnastic routine.
Key Words:
arranges, builds, combines, composes,
constructs, creates, designs, initiate, makes,
originates.

48. Quiz
_________1. It is an intent communicated by statement of what the
learner is to be like when he has successfully completed learning
experience.
_________2. A result or effect.
_________3. The instructional objective should be stated in terms of
what we, as teachers, are going to do. Yes or No?
_________4. What is SMART?
_________5. Are derived from terminal instructional objectives and
designed to guide shorter range instruction.
_________6. Give the 3 domains.
_________7. Are use to check progress at the end of a unit course,
school year, or designated level of instruction.
_________8. Which is composed of intellectual abilities.
_________9. Embraces muscular or motor abilities
_________10. Give at least 2 levels of Cognitive Domain.

49. Answers
1. Instructional Objective
2. Outcome
3. No
4. Specific, Measurable, Attainable, Realistic, Time-bound
5. Short-term instruction
6. Cognitive, Affective and Psychomotor Domain
7. Terminal Instructional Objectives
8. Cognitive Domain
9. Psychomotor Domain
10. Knowledge, Comprehension, Analysis, Synthesis, Evaluation

50. “What a blind person needs is not a teacher but
another self. ”
- Helen Keller