EDU 34

(PRINCIPLES OF TEACHING 1)
Principles of Teaching Relative to:
I - Learning Goals and Objectives
Group 1
Beneracion F. Cristobal
 TEACHING
• is a complex, multifaceted activity, often requiring us as instructors to juggle
multiple tasks and goals simultaneously and flexibly.
• Is defined as instructing, tutoring or educating. It stands for pedagogy (), training
and nurturing. As a profession, it is taken as a mission to mold the young. Others
are prepared to assume certain duties and responsibilities. It maybe regarded as
teacher’s role in educating children. Some refer to it as an occupation for a living.
• Teaching as an educational endeavour, refers to the vital role of teachers in
engaging students in activities that will enable them to acquire knowledge and
skills, at the same time develop worthwhile values and attitudes. It consists of
organized activities aimed at inducing learning. LEARNING IS THE ULTIMATE
GOAL. This is achieved by stimulating positive interactions as a teacher and her
students to go thru a well-planned step-by-step procedure that is directed
towards a desired learning outcome. The systematized actions end with the
development of competence in applying the knowledge and skills acquired and
practicing the moral standards gained.
GOALS & OBJECTIVES: Define
 GOALS
• In a race: it’s the terminal point.
• The object toward which an endeavor is
directed; an end.
• Aim, ambition, aspiration, design, dream,
desire, determination, fixed purpose, hope,
intent, mark, mission, object, objective, plan,
predetermination, premeditation, purpose,
resolution, resolve, scheme, set purpose or
target
 In the context of teaching….
• Goals are broad, generalized statements about
what is to be learned. Think of them as targets
to be reached, or "hit.“
 OBJECTIVES
• A specific result that a person or system aims
to achieve within a time frame and with
available resources.
• In general, objectives are more specific and
easier to measure than goals. Objectives are
basic tools that underlie all planning and
strategic activities. They serve as a basis for
creating policy and evaluating performance.
 OBJECTIVES

• Objectives are the foundation upon which you

can build lessons and assessments that you
can prove meet your overall course or lesson
goals.
• Think of objectives as tools you use to make
sure you reach your goals. They are the arrows
you shoot towards your target (goal).
 The following set of GOALS AND OBJECTIVES
related to Principles of Teaching

1. Begin with the end in mind.

In the context of teaching, it means we
must begin our lesson with a clearly defined
lesson objective. With a clear and specific lesson
objective, we will have a sense of direction.
 The following set of GOALS AND OBJECTIVES
related to Principles of Teaching

2. Share lesson objective with students.

Like a seminar that begins with a
statement of purpose, our lesson ought to begin
with a statement and clarification of our
objective.
 The following set of GOALS AND OBJECTIVES
related to Principles of Teaching
3. Lesson objectives must be in the two to three domains:
KNOWLEDGE (cognitive), SKILL (psychomotor) and VALUES
(affective).

Dominantly cognitive if it is meant primarily for

knowledge application, and dominantly psychomotor if it is
intended for the acquisition and honing of skills. Lesson
objective in the affective domain are mainly focused on
attitude and value formation. For wholistic learning, a
cognitive or a skill lesson must always include the affective
dimension.
 The following set of GOALS AND OBJECTIVES
related to Principles of Teaching
4. Work on significant and relevant lesson
objectives.
With our lesson objective becoming our
students’ lesson objective, too, our students will
be self-propelled (self-motivated, self-drive) The
level of their self-motivation all the more
increases when our lesson objective is relevant
to their daily life, hence significant.
 The following set of GOALS AND OBJECTIVES
related to Principles of Teaching
5. Lesson objective must be aligned with the aims of
education as embodied in the Phil Constitution and other
Laws and on the Vision- Mission statements of the
educational institution of which u are a part.
The aims of education as enshrined in our fundamental
law of the land, in the Education Act of 1982, the 10-year
Medium Term Development Plan must be reflected in the
vision-mission statements of educational institution. In turn,
the vision-mission statements of educational institution
must filter down to the course objectives stated in the
course syllabi and in lesson objectives laid down in lesson
plans.
 The following set of GOALS AND OBJECTIVES
related to Principles of Teaching
6. For accountability of learning, lesson
objectives must be SMART. Specific, Measurable,
Attainable, Results-oriented/ Realistic, Time-
bound/terminal.
When our lesson is SMART, it is quite easy to
find out at the end of our lesson if we attained
our objective or not.
In short, with SMART objectives increase our
accountability for the learning of our students.
 The following set of GOALS AND OBJECTIVES
related to Principles of Teaching
7. Aim at the development of critical and creative
thinking.
If there is discrimination or branding ever practiced in a
classroom then that classroom atmosphere is not ripe/
ready for the development of critical and creative thinking.
Our teaching strategies and techniques must be such that
they serve as catalyst in the development of higher–order-
thinking skills (HOTS). 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.
 Are Goals and Objectives Really That
Important?

The purpose of objectives is not to restrict

spontaneity or constrain the vision of education in the
discipline; but to ensure that learning is focused
clearly enough that both students and teacher know
what is going on, and so learning can be objectively
measured. Different archers have different styles, so
do different teachers. Thus, you can shoot your
arrows (objectives) many ways. The important thing is
that they reach your target (goals) and score that bulls
eye!
 In addition, stating clear course objectives is
important because:

• They provide you with a solid foundation for designing relevant activities
and assessment. Activities, assessment and grading should be based on
the objectives.
• As you develop a learning object, course, a lesson or a learning activity,
you have to determine what you want the students to learn and how you
will know that they learned. Instructional objectives, also called
behavioral objectives or learning objectives, are a requirements for high-
quality development of instruction.
• They help you identify critical and non-critical instructional elements.
• They help remove your subjectivity from the instruction.
• They help you design a series of interrelated instructional topics.
• Students will better understand expectations and the link between
expectations, teaching and grading.
 Types of Objectives

There are three types of objectives or

Objective Domain:

• Cognitive - Knowledge

• Affective - Values

• Psychomotor - Skills
 Cognitive Objectives

Cognitive objectives are designed to increase an

individual's knowledge. Cognitive objectives
relate to understandings, awareness, insights.
This includes knowledge or information recall,
comprehension or conceptual understanding,
the ability to apply knowledge, the ability to
analyze a situation, the ability to synthesize
information from a given situation, the ability to
evaluate a given situation, and the ability to
create something new.
 COGNITIVE
• Cognitive objectives are designed to increase
an individual's knowledge.
 COGNITIVE
• Starting with basic factual knowledge, the categories progress
through comprehension, application, analysis, synthesis, and
evaluation.
• Knowledge - Remembering or recalling information.
• Comprehension - The ability to obtain meaning from information.
• Application - The ability to use information.
• Analysis - The ability to break information into parts to
understand it better.
• Synthesis - The ability to put materials together to create
something new.
• Evaluation - The ability to check, judge, and critique materials.
 COGNITIVE
• In the 1990's, Lorin Anderson, a former
student of Bloom, along with David Krathwohl,
one of Boom's original partners, worked to
revise the original taxonomy. The Anderson
and Krathwohl Taxonomy was published in
2001 in the book "A Taxonomy for Learning,
Teaching, and Assessing: A Revision of Bloom's
Taxonomy of Educational Objectives."
Here is a comparison of the original and revised
taxonomies:
 COGNITIVE
• Note that in the revised taxonomy, synthesis and evaluation
are switched. Also, verbs are used in place of nouns to imply
the action one takes in each level.
• Remember - Using memory to recall facts and definitions.
• Understand - Constructing meaning from information.
• Apply - Using procedures to carry out a task.
• Analyze - Breaking materials into parts to determine structures
and relationships.
• Evaluate - Making judgements based on checking against given
criteria.
• Create - Putting materials together to form a unique product.
 Whichever taxonomy you prefer, there are key verbs for each level you can use
when writing cognitive objectives.

REMEMBER UNDERSTAND APPLY ANALYZE EVALUATE CREATE

Define Cite examples Apply Analyze appraise Arrange
of
identify Demonstrate Demonstrate Appraise Assess Assemble
use of
List Describe Dramatize calculate choose Collect
Name Determine Employ Categorize Compare Compose
Recall Differentiate Generalize compare Critic Construct
between
Recognize Discriminate illustrate Conclude estimate Create
Record Discuss Interpret contrast Evaluate Design
Relate explain Operate Correlate Judge Develop
repeat express practice criticize measure formulate
 Affective Objectives

Affective objectives are designed to change an

individual's attitude. Affective objectives refer to
attitudes, appreciations, choices and
relationships.
 Affective Objectives

Example:
• Given the opportunity to work in a team with
several people of different races, the student will
demonstrate a positive increase in attitude
towards non-discrimination of race, as measured
by a checklist utilized/completed by non-team
members.
• Krathwohl and Bloom created a taxonomy for the
affective domain that lists levels of commitment
(indicating affect) from lowest to highest.
 The levels are describe as follows:
level definition example
Receiving Being aware of or attending to Individual reads a book passage
something in the environment about civil rights

Responding Showing some new behaviors as Individual answers questions about

a result of experience the book, reads another book by the
same author, another book about
the civil rights

Valuing Showing some definite The individual demonstrates this by

involvement or commitment voluntarily attending a lecture on
civil rights
Organization Integrating a new value into The individual arranges a civil rights
one’s general set of values, rally
giving it some ranking among
one’s general priorities
Characteriza Acting consistently with the new The individual is firmly committed to
tion by Value value value, perhaps becoming a civil
rights leader
Affective Domain
 Here are key verbs for each level you can use
when writing affective objectives:
Receiving Responding Valuing Organization Characterizatio
n by Value

Accept Complete Accept Codify Internalize

Attend Comply Defend Discriminate verify
Develop cooperate devote display
recognize Discuss Pursue Order
Examine seek Organize
obey systematize
respond weigh
 Psychomotor Objectives
Psychomotor objectives are designed to build a physical skill
• This domain is characterized by progressive levels of behaviors from
observation to mastery of a physical skill. Several different taxonomies
exist.
Simpson (1972) built this taxonomy on the work of Bloom and others:
• Perception - Sensory cues guide motor activity.
• Set - Mental, physical, and emotional dispositions that make one respond
in a certain way to a situation.
• Guided Response - First attempts at a physical skill. Trial and error coupled
with practice lead to better performance.
• Mechanism - The intermediate stage in learning a physical skill. Responses
are habitual with a medium level of assurance and proficiency.
• Complex Overt Response - Complex movements are possible with a
minimum of wasted effort and a high level of assurance they will be
successful.
• Adaptation - Movements can be modified for special situations.
• Origination - New movements can be created for special situations.
 Psychomotor
Dave (1970) developed this taxonomy:
• Imitation - Observing and copying someone else.
• Manipulation - Guided via instruction to perform a skill.
• Precision - Accuracy, proportion and exactness exist in the
skill performance without the presence of the original source.
• Articulation - Two or more skills combined, sequenced, and
performed consistently.
• Naturalization - Two or more skills combined, sequenced, and
performed consistently and with ease. The performance is
automatic with little physical or mental exertion.
 Psychomotor
Harrow (1972) developed this taxonomy. It is organized according to
the degree of coordination including involuntary responses and
learned capabilities:
• Reflex movements - Automatic reactions.
• Basic fundamental movement - Simple movements that can build
to more complex sets of movements.
• Perceptual - Environmental cues that allow one to adjust
movements.
• Physical activities - Things requiring endurance, strength, vigor, and
agility.
• Skilled movements - Activities where a level of efficiency is
achieved.
 The following list is a synthesis of the above
taxonomies:
Level Definition Example

Observing Active mental attending of a The learner watches a more

physical event experienced person. Other mental
activity such as reading maybe a part of
the observation process
Imitating Attempted copying of a The first steps in learning a skill. The
physical behavior learner is observed and given direction
and feedback on performance.
Movement is not automatic or smooth
Practicing Trying a specific physical The skill is repeated over and over. The
activity over and over entire sequence is performed
repeatedly. Movement is moving
towards becoming automatic and
smooth

Adapting Fine tuning. Making minor The skill is perfected. A mentor or coach
adjustments in the physical is often needed to provide an outside
activity in order to perfect it. perspective on how to improve or adjust
as needed for the situation.
 Here are key verbs for each level you can use
when writing psychomotor objectives:
bend grinds organizes
calibrates handle perform
constructs manipulates (skillfully)
differentiate (by measures reach
touch) mends relax
dismantles mixes shorten
displays operate sketches
fastens stretch
fixes write
grasp
 EVALUATION
Guide Questions for Discussion
1. Describe the teaching behavior of a teacher without a
specific lesson objective upon entering the class.
2. Why is it important that students make the teacher’s lesson
objectives their own?
3. Will it make a difference in your teaching if your lesson
objective is only on the cognitive or psychomotor domain?
4. What pedagogical benefits can you derive from formulating
SMART objectives?
5. For wholistic learning, what parts of the brain must be
used?
6. State your personal GOAL and objectives.
 References
1. Principles of Teaching 1
Brenda B. Corpuz, PhD
Gloria B. Salandanan,PhD
2003 and 2007

2. Principles of Teaching 1: A Worktext

Joselito Castro Gutierrez, et all
2015

3.http://www.personal.psu.edu/bxb11/Objectives/GoalsAndObjectiv
es_print.html