In order to not lose sight of what we are intended to teach, we must have a good lesson objectives.

1. Unit III Chapter 1Unit III Chapter 1
Objective-relatedObjective-related
Principles ofPrinciples of
TeachingTeaching

2. "Goals are our
guiding stars..."

3. Introduction

4. Generally, learning
objectives are written in
terms of learning outcomes:
What do you want your
students to learn as a
result of the lesson?

5. Statement
of the
Problem

6. 1. What are the objective-
related principles and their
implications to teaching ?

7. 2. What are the three
domains of learning
objectives?

8. 3. How do we write good
lesson objectives?

9. Guiding Principles in
Determining and Formulating
Learning Objectives
Reporter: Kriselle Banez

10. 1. "Begin with the
end in mind"
- Covey
Begin your lesson with a clearly defined
lesson objective

11. 2. Share lesson
objective with students
Make your students own the lesson

12. 3. Lesson must be in the two or
three domains - cognitive,
psychomotor and affective

13. 4. Work on significant and
relevant lesson objectives
Our lesson objective must be connected our
students' life experiences

14. 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.

15. 6. Aim at the development of
critical ang creative thinking

16. 7. For accountability of
learning, lesson objectives must
be SMART, Specific,
Measurable, Attainable, Result-
oriented and Relevant, Time-
bound

17. Taxonomy of
Objectives

18. Bloom's Taxonomy
of
Cognitive Domain
Reporter: Jan Carlo Lebiga

19. Knowledge or RecallKnowledge or Recall

20. Comprehension

21. Application

22. Analysis

23. Synthesis

24. Evaluation

26. Anderson's
Taxonomy
of
Cognitive Domain

27. Remembering

28. Understanding

29. Applying

30. Analysing

31. Evaluating

32. Creating

34. Krathwohl's
Taxonomy of
Affective
DomainReporter: Gerry Estiller

35. Receiving

36. Responding

37. Valuing

38. Organization

39. Characterization
by Value Set

41. Harlow's
Taxonomy
of the
Psychomotor
Domain

42. Reflex movements

43. Basic Fundamental
Movement

44. Perceptual Abilities

45. Physical activities

46. Skilled Movements

47. Non-discursive
communication

49. Moore's Level
of Learning in
the
Psychomotor
Domain

50. Imitation

51. Manipulation

52. Precision

54. Key Words for the
Taxonomy of
Educational Objectives
Reporter: Jemuel Dequi aῆ

55. 1.0 Knowledge

56. 1.1 Knowledge of
species to acquire,
to identify, to recall,
to recognize

57. 1.2 Knowledge of ways
and means of dealing
with specifics

58. 1.3 Knowledge of
universals and
abstractions in a field

59. 2.0 Comprehension

60. 2.1 Translation

61. 2.2 Interpretation

62. 2.3 Extrapolation

63. 3.0 Application

64. 4.0 Analysis

65. 4.1 Analysis of
Elements

66. 4.2 Analysis of
Relationships

67. 4.3 Analysis of
organizational
principles

68. 5.0 Synthesis

69. 5.1 Production of a
unique communication

70. 5.2 Production of a
plan or proposed
set of operations

71. 5.3 Derivation of
a set of
abstract relations

72. 6.0 Evaluation

73. 6.1 Judgement in
terms of
internal evidence

74. 6.2 Judgement in
terms of
external criteria

75. Keywords for
the Taxonomy
of Behavioral
Objectives
Psychomotor
Domain
Reporter: Amina Gabriel

76. 1.O Reflex Movements

77. 2.O Fundamental Movements

78. 3.O Perceptual Abilities

79. 4.O Physical Abilities

80. 5.O Skilled

81. 6.O Nondiscursive
Communication

82. How to Write
Lesson
Objective?

83. S-
M-
A-
R-
T-
pecific
ttainable
elevant
ime bounded
easurable

84. Characteristics
of Lesson
Objective

85. 1. It describes
student performance
Mager (1998)

86. 2.An objective is
about ends rather
than means

87. 3. Describes the
conditions under
which performance
occurs in the job

88. 4. Describes the
standard of
acceptable
performance

89. III. OBJECTIVE
Given a Model 12 keyboard
and a standard tool kit, the
student is able to disassemble the
keyboard down to the frame
within ten minutes

90. Reporter: Leandro Canje

91. The K to 12 Program
covers Kindergarten and 12 years of
basic education (six years of primary
education, four years of Junior High
School, and two years of Senior High
School [SHS]) to provide sufficient time
for mastery of concepts and skills,
develop lifelong learners, and prepare
graduates for tertiary education,
middle-level skills development,
employment, and entrepreneurship.

93. STANDARDS AND
COMPETENCIES IN THE
K TO 12 CURRICULUM

94. THE CURRICULUM GUIDE OF
K TO 12 CURRICULUM
CONSTAINS
CONTENT AND
PERFORMANCE
STANDARDS AND
COMPETENCIES.

95. CONTENT STANDARDS
DEFINE WHAT STUDENTS
SHOULD KNOW AND BE ABLE TO
DO.
Examples - activities,
songs, poems, stories, and
illustrations are based on
local culture, history, and
reality.

96. PERFORMANCE STANDARDS
( INDICATOR )
DESCRIBE HOW WELL
STUDENTS NEED TO ACHIEVE IN
ORDER TO MEET CONTENT
STANDARDS.

97. COMPETENCIES
ARE MORE SPECIFIC VERSIONS
OF THE STANDARDS.

98. CURRICULUM GUIDE FOR K + 12 OF
THE DEPARTMENT OF EDUCATION

99. CONTENT STANDARDS
THE LEARNERS DEMONSTRATES
UNDERSTANDING OF THE IMPORTANCE
OF GOOD EATING HABITS.

100. PERFORMANCE
STANDARDS
THE LEARNERS OBSERVES
HEALTHY EATING HABITS
DAILY…

101. COMPETENCIES
….. THE LEARNERS…..

102. DISTINGUISHES HEALTHFUL
FROM UNHEALTHFUL FOODS.

103. RELATES THE CONSEQUENCES
OF EATING UNHEALTHFUL
FOODS.

104. PRACTICES GOOD EATING
HABITS THAT CAN HELP ONE
GROW HEALTHY.

105. EATS REGULAR MEALS WITH
OUT SKIPPING BREAKFAST.

106. CHOOSE HEALTHFUL
FOODS.

107. Implications

108. Good objectives specify the
new skills that the
students will gain as the
result of the lesson

109. The objectives leads to
right flow of the
presentation

110. The objectives are guide
to the lesson