UNIT II Bloom, the psychomotor taxonomy constructed by Elizabeth Simpson (1972) will be

used.

LEARNING OBJECTIVES Interaction

The Anatomy of Objectives
Essential Questions: A set of objectives has five different components:
1. What are the characteristics and components needed in crafting learning A for Audience (whom you will be delivering the lesson to, i.e. students),
objectives?
2. How do objectives aid in directing a lesson? B for Behavior (what observable actions will indicate learning),
3. Why should learning objectives be done first before the other parts of a C for Condition (what approach, material, or means will the lesson be generally
lesson plan? encountered or delivered through)
Introduction D for Degree (how or in what manner will the behavior be executed), and
Learning objectives serve as the teacher’s guide in presenting the lesson and for the E for Evaluation (how or through what activity will the behavior be assessed,
learners to master the content and competencies. Lessons whose objectives are stated similar to condition but specific for an objective).
in three domains: cognitive (knowledge), affective (attitude and values), and
psychomotor (skills) are identified as holistic. Two types of objectives are terminal and
enabling. Terminal objectives are general objectives while enabling is more specific to Audience
the lesson and could be of great help in attaining the terminal objectives. Objectives
are characterized as specific, measurable, attainable, realistic, and time-bound Condition Using an explosion box, the students should be able to:
(SMART). Other than that, they must have an Audience, Behavior, Condition,
Degree, and Evaluation. A. coherently integrate background knowledge Behaviors
regarding the story using a text connections (underlined
Benjamin Bloom (1956) initially made a taxonomy, stratifying the different levels of verbs)
worksheet;
cognition or mental capability. His taxonomy was later revised by Lorin Anderson Degrees
and David Krathwohl (2001), collapsing analysis and synthesis into one mental
function and adding “Evaluating” and “Creating” into the levels of thinking. B. openly discuss how a literary piece can be
a vehicle for social change by means of a
The same Krathwohl published his work on the Taxonomy of Affective Domain in think-pair-share task; and
1964, guiding how values and attitudes are instilled or transferred to students. Evaluation
C. creatively compose a transformed text of
Lastly, multiple authors developed taxonomies for the psychomotor domain, citing the same topic and theme through paint
seminal works of Simpson (1972), Dave (1970), and Harrow (1972). In harmony with
chip poetry.

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Crash Course Principles of Teaching (Lesson Planning)
 B. Understanding – Pag-unawa
Domains of Learning 1. tells/expresses – nasasabi
2. identifies – nakikilala
“A heart to resolve, a head to contrive, and a hand to execute…” 3.
4.
describes –
distinguishes –
nailalarawan
nasusuri
5. compares the importance of – naihahambing ang kahalgahan ng
- Edward Gibbon
6. associates – naiuugnay
As mentioned earlier, to form a holistic person is to help them gather knowledge, 7. contrasts/differentiates – nakikita ang pagkakaiba
groom attitudes and values, and gain skills; hence, three domains must be catered to by 8. classifies – nauuri
the teacher: 9. locates – nahahanap
10. relates – naiuugnay
I. Cognitive/Pangkabatiran/Pangkaisipan (Knowledge) (Bloom, 1956; 11. gives examples – naibibigay ang mga halimbawa
Anderson and Krathwohl, 2001; Mayos, Gutierrez, & Tica-a, 2008) 12. adds/extends – naidadagdag
A. Remembering – Pagtukoy/Pag-alam 13. reports – naiuulat
14. suggests – naimumungkahi
1. names – napapangalanan 15. infers/predicts – nahihinuha
2. tells – nasasabi 16. summarizes – nailalagom
3. points – naituturo 17. generalizes – nailalahat
4. gives – naibibigay 18. discusses – natatalakay
5. repeats – nauulit 19. traces – naiuugnay
6. recognizes – nakikilala
7. answers questions – nasasagot ang mga tanong C. Applying – Paglalapat
8. counts – nabibilang
9. identifies – nakikilala/natutukoy 1. shows – naipapakita
10. reads – nababasa 2. classifies – nauuri
11. follows directions – nasususnod ang panuto 3. makes – nagagawa
12. chooses/selects – napipili 4. prepares – naihahanda
13. matches – napag-uugnay 5. presents – naipapakita
14. labels – nabibigyang pangalan 6. practices/uses – naisasagawa
15. lists/writes – naitatala/naisusulat 7. dramatizes – naisasadula
16. recalls – naaalala 8. participates – nakalalahok
17. describes – nailalarawan 9. performs – naitatanghal
18. completes – natatapos/nabubuo 10. utilizes – nagagamit
19. records – naitatala 11. demonstrates – naipapakita
20. reports – naiuulat 12. constructs – nagagawa/nabubuo
13. applies – nailalapat
14. differentiates – nakikita ang pagkakaiba

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Crash Course Principles of Teaching (Lesson Planning)
 15. keeps records – naitatala 7. concludes – naibubuod
16. finds – nahahanap 8. determines – natitiyak
17. completes – nakokompleto 9. scores – namamarkahan
18. computes – naisususma/nakukuwenta 10. grades/rates – namamarkahan
19. discusses – natatalakay 11. explains – naipapaliwanag
20. draws – naiguguhit 12. interprets – nabibigyang kahulugan
13. justifies – nabibigyang katuwiran
D. Analyzing – Pagsususri 14. relates – naiuugnay
15. discriminates – nasusuri
1. points out – naituturo 16. appraises/assesses– natataya
2. selects – napipili 17. estimates – natatantiya
3. groups – naipapangkat-pangkat 18. measures – nasusukat
4. draws conclusion – naibubuod 19. judges – nahahatulan
5. forms generalizations – nailalahat 20. tests – nasusukat
6. summarizes – nailalagom
7. differentiates – nakikita ang pagkakaiba F. Creating – Pagbubuo
8. orders – naihahanay
9. organizes – naisasaayos 1. collects – natitipon
10. relates – naaiuugnay 2. tells – nasasabi
11. deduces/infers – nahihinuha 3. compiles – naitatala
12. determines – natitiyak 4. arranges – naisasaayos
13. explains – naipapaliwanag 5. assembles – nabubuo
14. questions – naitatanong 6. generalizes – nailalahat
15. outlines – naibabalangkas 7. summarizes – nailalagom
16. analyzes – nasusuri 8. plans – naipaplano
17. breaks down/separates – naibubukod 9. prepares – naihahanda
18. subdivides – nahihiwa-hiwalay/nahahati 10. designs – nakapagbabalak
19. diagrams – naiguguhit 11. rewrites – naisususlat na muli
20. calculates – natatantiya 12. proposes – naimumungkahi
13. builds – nagagawa/nalilikha
E. Evaluating – Pagtataya 14. constructs – nalilikha/nabubuo
15. composes – nalilikha
1. selects/chooses – napipili 16. produces – naipapakita
2. describes – nailalarawan 17. creates – nalilikha
3. evaluates – napahahalagahan 18. develops – nalilinang
4. makes a decision – napagpapasiyahan 19. combines and organizes – naisasama-sama/naisasaayos
5. compares and contrasts – naihahambing 20. devises – nakagagawa
6. ranks – nauuri-uri

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 14. assists – natutulungan
II. Affective/Pandamdamin (Attitudes and Values) (Krathwohl, 1964; 15. presents – nailalahad
Mayos et al., 2008) 16. performs – nagagawa
A. Receiving – Pagtanggap 17. practices – nasasanay
18. rejoices/resents – nakakikigalak/natatanggihan
1. listens – napakikinggan 19. relishes – nagugustuhan
2. watches – namamasid 20. greets – nababati
3. locates – nahahanap
4. names – napapangalanan
5. points to – naituturo C. Valuing – Pagpapahalaga
6. identifies – nakikilala
1. studies – naaaral
7. asks – naitatanong
2. reads – nababasa
8. selects – napipili
3. describes – nailalarawan
9. chooses – napipili
4. differentiates – nakikilala ang pagkakaiba
10. describes – nailalarawan
5. explains – naipapaliwanag
11. follows – nasususnod
6. reports – naiuulat
12. replies – nasasagot/natutugunan
7. favors – nasasang-ayunan
13. uses – nagagamit
8. selects – napipili
14. holds – nahahawakan
9. justifies – napangangatuwiranan
15. embraces – nasasang-ayunan
10. proposes – naimumungkahi
16. gives – nabibigyan/nakapagbibigay
11. invites – naaanyayahan
12. initiates – nasisimulan
B. Responding – Pagtugon 13. forms – nabubuo
14. follows – nasusunod
1. acknowledges – natatanggap 15. joins – nalalahukan
2. answers – nasasagot 16. works – nagagawa
3. tells – nasasabi 17. completes – natatapos
4. recites – nabibigkas 18. shares – naibabahagi
5. reports – naiuulat 19. honors – nabibigyang halaga
6. reads – nababasa
7. writes – naisusulat
8. discusses – natatalakay D. Organizing – Pagbubuo
9. concedes – natatanggap
1. identifies – nakikilala
10. labels – napapangalanan
2. prepares – naihahanda
11. selects – napipili
3. explains – naipapaliwanag
12. conforms – nasusunod
4. generalizes – nailalahat
13. complies – natutupad
5. adheres – napaninindigan

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 6. arranges – naiaayos 3. finds – nahahanap
7. orders – naiaayos 4. listens – napakikinggan
8. organizes – nabubuo 5. looks – natitingnan
9. compares – naihahambing 6. measures – nasusukat
10. alters – nababago 7. notes – naitatala
11. modifies – naisasaayos 8. observes – namamasid
12. integrates – naiuugnay 9. records – naililista
13. combines – napagsasama-sama
14. relates – naiuugnay
15. complete – nabubuo B. Set – Pagsisimula
16. defends – naipagtatanggol
1. assembles – nabubuo
17. synthesizes – nabubuo
2. constructs – nagagawa
3. copies – nakokopya
E. Characterizing – Pagkilala sa Kahalagahan 4. creates – nalilikha
5. demonstrates – naitatanghal
1. listens – napakikinggan 6. executes – nagagampanan
2. questions – naitatanong 7. handles – nahahawakan/nagagamit
3. discriminates – nakikilala ang katangian 8. imitates – natutularan
4. qualifies – nagagawa ang karapat-dapat 9. manipulates – nagagamit
5. revises – naiwawasto 10. performs – naitatanghal
6. verifies – napatutunayan
7. proposes – naimumungkahi
8. displays – naipapakita C. Guided Response – Ginabayang Pagtugon
9. performs/acts – naisasagawa
1. assembles – natitipon/nabubuo
10. modifies – naisasaayos
2. connects – naiuugnay
11. uses – nagagamit
3. converts – napapalitan
12. practices – naisasagawa
4. determines – natitiyak
13. solves – nabibigyang solusyon
5. experiments – nasusubok
14. influences – nahihikayat
6. handles – nahahawakan/nagagamit
7. manipulates – nagagamit
III. Pscyhomotor/Pangkasanayan (Skills) (Simpson, 1972; Mayos et al., 8. measures – nasusukat
2008) 9. relates – naiuugnay
A. Perception – Pandama 10. uses – nagagamit

1. colors – nakukulayan
2. describes – nailalarawan

8 College of Education
Crash Course Principles of Teaching (Lesson Planning)
 D. Mechanism – Kaparaanan G. Origination – Paglilikha
1. devises – naibabalangkas 1. creates – nalilikha
2. executes – naitatanghal 2. recites and recounts – naisasalaysay at naiuulat
3. installs – nailalagay 3. remembers and applies – nagugunita at nasasagawa
4. manipulates – nahahawakan/nagagamit 4. discards and substitutes – naiwawaksi at naihahalili
5. operates – nagagamit 5. recalls and uses – nagugunita at nagagamit
6. performs – naitatanghal 6. repairs and uses – nakukumpuni at nagagamit
7. spells out – nababaybay/nasasabi 7. recycles and uses – nauulit at nagagamit
8. uses – nagagamit 8. recapitulates – nakapaglalagom
9. selects and discards – napipili at nawawaksi
E. Complex Overt Response
There is such a thing as whistle verbs. These verbs indicate behaviors that are
1. assembles – nabubuo non-observable. Some examples are “understand”, “process”, “appreciate”, “know”, and
2. conducts – naisasagawa “believe”. These behaviors cannot be seen by the naked eye; hence, they are hard to assess
3. connects – naiuugnay
if they have been achieved or not. By using more tangible verbs for observing, objectives
4. converts – naililipat
5. labels – namamarkahan become Specific (able to pinpoint your expectations), Measurable (able to observe and
6. matches – naiuugnay assess behavior), Attainable (able to achieve and be acquired by the students), Realistic
7. measures – nasusukat (able to perform in real-life and real-time), and Time-bound (able to execute it within a
8. uses – nagagamit certain period).
Activity 1
F. Adaptation – Pag-aangkop
The following are sample objectives from different fields of study.
1. alters – napapalitan
First, identify the different components by placing a check mark over the
2. changes – nababago
3. modifies – naisasaayos audience, encircling the behavior, putting the condition in a box/rectangle, drawing a star
4. moves – napagagalaw over the degree, and underlining the evaluation.
5. refines – nalilinang Second, a space before each objective is provided. Determine what domain is
6. revises – naiwawasto
observed by writing C for Cognitive, A for Affective, and P for Psychomotor.
7. shifts – naililipat
8. sifts – nasusuri nang mabuti 1. While going through the botanical garden, the students should be able to:
A. correctly identify the common name and scientific name of the
plants encountered by listing them down in the matrix;

9 College of Education
Crash Course Principles of Teaching (Lesson Planning)
 B. accurately describe the different visible parts of the plant by 4. By following the directions of the cookbook, the learners should be able to:
noting them down in the allotted portion in the matrix; and A. accurately replicate the prescribed dish’s presentation by
C. respectfully acknowledges the worth of flora in maintaining the mimicking its plating;
balance and beauty of nature through a composing a haiku. B. carefully follow instructions of the recipe by verbally reporting
the steps; and
2. Using a timeline, the scholars should be able to: C. objectively take critique by listing the evaluators’ feedback in their
A. appropriately provide voice to the key events and characters of learning cue cards.
the period by providing a dialogue in the blank comic strip;
B. collaboratively share how each period contributed to the 5. Utilizing song snippets, the students should be able to:
country’s progress and setback through a fishbone graphic A. stylistically express their thoughts on how literary language
organizer; and embellishes thought and self-expression through a minute-essay;
C. chronologically arrange the different periods of Philippine history B. precisely detect the figures of speech used in the song excerpts by
by sequencing them on the given timeline format. highlighting portions of the text; and
C. wittily compose a reply to a portion of the song by writing with
3. Through picture analysis, the pupils should be able to: one’s own set of tropes.
A. quickly enumerate what two- and three-dimensional shapes can
be seen on the flashed local place by reciting their observations; Integration
B. profoundly express how geometry can be encountered in daily life Activity 2
through a reflection log; and
Construct your own set of objectives in the provided space. Makes sure that you
C. creatively draw other local structures using different geometric at least include the audience, behavior, and condition. Adding degrees and evaluations,
figures. however, will help you construct SMART objectives. The following evaluation tool will
be used to check your output

10 College of Education
Crash Course Principles of Teaching (Lesson Planning)
Evaluation Tool for Objectives Construct Your Objectives Here:

Criteria/ Question Yes No Comments/ Suggestions

1. Were the ____________________________________________________________________
objectives complete
according to ____________________________________________________________________
domain (Cognitive,
Affective, ____________________________________________________________________
Psychomotor)?
2. Are the ____________________________________________________________________
objectives SMART
____________________________________________________________________
(Specific,
Measurable, ____________________________________________________________________
Attainable,
Realistic, and ____________________________________________________________________
Time-bound)?
3. Do the objectives ____________________________________________________________________
follow the ABCDE
(Audience, ____________________________________________________________________
Behavior,
____________________________________________________________________
Condition, Degree,
and Evaluation) ____________________________________________________________________
template?
____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

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Crash Course Principles of Teaching (Lesson Planning)