CHAPTER 2
Reporter's:
Panti, Diana Rose
Felicia, Diana Rose
Arcilla, Shirleen
BEHAVIORAL
OBJECTIVES
INTRODUCTION
An objective is a statement that indicates a purpose ,
aim or goal set any undertaking. In teaching an objective
identifies that the purpose of teachers plan to pursue. It
is termed Educational or instructional objectives. It's
provides guidance in suitable learning situations and in
choosing appropriate assessment method to find out if
said objectives have been attained.
A. IMPORTANCE
Objectives are important because they help
facilitate the following:
1. Identification of what the students
are expected to know
( knowledge, facts, information), develop skills ( science
processes) and inculcate values( attitudes, habits).
2. Basis for planning and organizing learning activities
(methods and strategies to employ, step by step
procedure).
3. Choice of appropriate instructional
materials, equipment and simple tools.
4. Decision on appropriate
assessment techniques.
B. RULES IN FORMULATING
The five essential rules in formulating
behavioral objectives are the following:
1. Describe the expected behavior
of a student.
Example: predict the weather for the next 24 hours, identify
the flower hearing plants.
2. Describe the observable behavior
in terms of an outcome verb
which the students perform .
Examples: arrange, weigh, measure, classify
3. Describe the criterion for evaluating an acceptable performance
of the behavior.
Example: name atleast 4 officials who participated in EDSA 1 walk in
a kilometer in 20 minutes; identify atleast 5 novels about the war.
4. Specify important conditions
under which the students will
perform the behavior.
Examples: run a mile during a sports contest, arrange the
books in the shelf according to titles.
5. Measure only one outcome verb for each
objective.
C. STATING OBJECTIVE
Formulating objectives is hereby being reprinted from the taxonomy
of Educational Objectives prepared by Benjamin Bloom ( 1982). The
taxonomy is divided into three large domains- cognitive, affective
and Psychomotor
1 . T H E C O G N I T I V E D O M A I N
Expected cognitive processes of the learners.
They are divided into six levels ranging from simple to complex.
A. Knowledge- student can recall , define, recognize, identify
specific information presented during instructions.
B . Comprehension- students can demonstrate understanding of the
information by translating it into different form or by recognizing it in
translated form. Through giving her own words, summarizing, giving a
original example, recognizing an example.
C. Application- student can apply information in performing
concrete actions. This action may involve figuring, writing, reading
and handling equipment etc.
d. Application- students can recognize the organization and structure of
a body of information, break this information down into its constituents
parts, and specify the relationship between these parts.
e. Synthesis- student can bring to hear information from various sources to
create a product uniquely his or her own. The product can take away of forms
written, oral, practical etc.
f. Evaluation- student can apply a standard in making a
judgement on the words of something an essay, an
action, or a design etc.
KNOWLEDGE
COMPREHENSION
APPLICATION
( Recall of facts) ( Gain meaning) ( Use a new situation)
Terms Compare Demonstrate
Name Classify Solve
Identify Describe Apply a rule
State Give examples Show
Select Order Measure
List Estimate Compute
Match Distinguish Operate
Label Predict Use
Reproduce Convert Illustrate
Extend Manipulate
Reorder Modify
ANALYSIS
SYNTHESIS
EVALUATION
( Breaks into parts) ( Organize) ( Make judgement)
Differentiate Summarize Interpret
Distinguish Design Explain
Select Combine Criticize
Separate Reconstruct Justify
Prove Draw Recommend Measures
Infer Relate Suggest
Breakdown Organize Data Appraise
Define Devise Contrast
Analayze Discriminate
Prepare
Point out Reduce
Recognize
Categorize Conclude
Produce
Detect Support
Create
Revise
2. THE AFFECTIVE DOMAIN
- deals with
how students affected with their learning.
Blooms taxonomy divides affective objectives into five
categories:
a.) Receiving - student show willingness to attend to particular
classroom stimuli or phenomena in the environment.
b.) Responding - students are required active participation
based on the stimuli.
c.) Valuing- students displays difinite involvement or
commitment toward some experience.
d.) Organization -student has integrated a new value into his
general set of values and can give it it's proper place in a
priority systems
e.) Characterization of value -student acts consistently according
to the value and is firmly commited to the experience.
L E V E L
1
SIMPLE BEHAVIORAL OBJECTIVES
Find
Gather data Recognize
Investigate Examine
Make Identify
Do Classify
Compute Illustrate
Measure Recall
Prepare Duplicate
Manipulate apparatus Repeat
Use
LEVEL 2
BEHAVIOR REQUIRING APPLICATION OF
MORE COMPLEX MENTAL OPERATION
Prove Compare
Organize Data Specify limitations
Analyze Suggests
Apply Differentiate
Distinguish between Relate
Construct Discriminate
Device a method Reformulate
Plot a graph Estimate
State a problem Interpret
Identify variable State
Contrast
LEVEL 3
BEHAVIOR SHOWING THAT A STUDENT HAS FIRM GRASP OF
MAJOR CONCEPT OR SHOWS ORIGINAL THOUGHTS
Generalize from data Manipulate ideas
Synthesis Recommend Measures
Infer Correct
Discuss critically List reasons for
Predict Explain
Deduce Initiate
Integrate Justify
Propose Reasons
Formulate hypothesis
Recognize
Discover
3. THE PSYCHOMOTOR DOMAIN
Skills in the Psychomotor domain are eye coordination for viewing visual
arts, intricate use of complex equipment in laboratory tasks in
communicating situation with facial and hand gestures.
S I X C A T E G O R I E S O F
O B J E C T I V E S I N T H E
PSYCHOMOTOR DOMAIN ARE:
A.) REFLEX MOVEMENTS
- students
action can occur involuntarily in response
to same stimuli.
B.) BASIC FUNDAMENTAL MOVEMENTS
- student has
innate movement pattern formed from a
combination of reflex movement
C.) PERCEPTUAL ABILITIES
- student can translate stimulus received through the
senses into appropriate desired movements.
D . ) P H Y S I C A L A B I L I T I E S
- students has developed basic movements that are essential to
the essential to the development of more highly skilled
movements.
E.) SKILLED MOVEMENTS
- students has developed more complex movements requiring a
certain degree of efficiency.
F.) NONDISCURSIVE COMMUNICATIONS
- student has the ability to communicate
through body movement.
IN ROBERT MAGER BOOK, PREPARING INSTRUCTIONAL MATERIALS OBJECTIVES
RECOMMENDED A FORMAT IN THREE PARTS AS FOLLOW:
A.) STUDENT BEHAVIOR
- states
what the students should be able to do or
the change in behavior that the teacher would
recognize as evidence that the objective has been
achieved.
B.) TESTING SITUATION
- it indicates the condition
under which the behavior will be
observed or will be expected to occur.
C.) PERFORMANCE CRITERIA
- It state the standard of performance level that aimed
at.
Examples:
G I V E N A L I S T O F U
N I V E R S I T I E S I N T H E C I T Y
(TESTING SITUATION), IDENTIFY (VERB OR
BEHAVIOR) AT LEAST 3 (PERFORMANCE CRITERIA)
WHICH ARE GOVERNMENT- SUPPORTED.
He recommended action words that could specify
behavior objectives from simple to more complex to
show that the student has a firm grasp of the
concept being thought.
FOR
THANK YOU FOR
LISTENING
❤️😊
LET'S HAVE A QUIZ!
Identification:
1 - 3. What
are the parts of objectives ?
4. Who reprinted and prepared
the Educational
Objectives ?
5 - 7. Give atleast 3 levels
in cognitive
domain.
8-11.) Give atleast 4 categories in cognitive
domain.
12. He prepared the Instructional objectives?
M O D I F I E D T R U E O R F A L
S E :
13. Psychomotor domain deals with how students affected
by learning.
14. Objectives is use to be able specify the
expected behavior change of a learner.
15. Evaluation is how student can apply and
making judgement on the words of
something- an essay, an action, or design
etc.
THAT'S ALL
THANK YOU
