St.

Louis College of Bulanao

Purok 6, Bulanao, Tabuk City, Kalinga 3800

This module is a requirement of the St. Louis College of Bulanao in response to the
implementation of the Blended Learning way of Instruction.

This Learning Material is a property of the College of Education – St. Louis College of
Bulanao, Tabuk City. It aims to improve students’ performance specifically in the Professional
Education.

Date of Development : October 2020

Resource Location : Bulanao, Tabuk City
Learning Area : Principles of Teaching 1
Learning Resource Type : Module
Instructor : Jess M. Arceo

General Instruction/s:
The module will start with an Introduction which will give a general background on the
Principles of Teaching. Series of activities and discussions will encourage you to explore and
learn about the topic. Through this module, the following instruction/s should be followed.

1. This module is exclusively for SLCB students only.

2. Reproduction and use of this module for any purpose is strictly prohibited, unless with the
written permission from SLCB.
3. You may use this module for any acceptable purposes.

Note:
 Encode your answer in a long bond paper, with a font size of 12, font style Times New
Roman, Margin 1”, Line Spacing 1.5.
 You can write your answer in a Long Bond Paper, but make sure that your penmanship is
understandable and organize.
 If you have difficulty in accessing into the internet, you can submit the hard at the Faculty
Office, 3rd floor and look for my table. My name was labelled in my table.
 No to pictured activities
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DEVELOPED BY: JESS M. ARCEO 1

 St. Louis College of Bulanao
Purok 6, Bulanao, Tabuk City, Kalinga 3800

MANAGEMENT OF INSTRUCTION
(OBJECTIVE-RELATED PRINCIPLES OF TEACHING)

I. INTRODUCTION
The material as well as the non-material resources in the teaching-learning process must be
well-managed in order to reap optimum learning. To ensure results, the management of these
resources must be grounded on time-tested principles.
An objective is an intent communicated by a statement describing a proposed change in a
learner. Good teachers provide clear objectives for each lesson and works to meet those specific
objectives during each class. Clearly defined learning objectives guide the learner of what he is to be
like when he has successfully completed a learning experience. Communicating your objectives to
your students, helps them focus their thinking and motivates them to participate in class.
Teachers are responsible for delivering lessons that are planned, organized, and implemented
based on the objectives that are specific, measurable, attainable, relevant and time-bound. But these
should be flexible enough to provide room for the learners to make their own personal and
independent connections from the classroom to real-life situations.

II. LEARNING OUTCOMES

1. Explain the objective-related principles and their implications to teaching.

2. Write SMART lesson objectives in the three domains.

III. COURSE CONTENT

MODULE 4
OBJECTIVE-RELATED PRINCIPLES OF TEACHING

IV. LEARNING EXPERIENCE/S

Guiding Principles in Determining and Formulating Learning Objectives

1. "Begin with the end in mind," says Covey, the author of "Seven Habits of Effective People". In
the context of teaching, this means that 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. With a
definite lesson objective in mind, we do not lose sight of what we intend to teach. No amount of
far-fetched question or comment from our students, no amount of unnecessary interruption or
disruption can derail our intended lesson for the day. With a specific objective, our lesson
becomes more focused. We do not waste nor kill time for we are sure of what to teach, how to
teach, what materials to use.
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 lesson objective. Make known
to our students our instructional objective and encourage them to make the lesson objective their
own. This lesson objective when shared and possessed by our students will become their personal
target. It is against this personal target that they will evaluate themselves at the end of the lesson.
When our students set their own personal targets, we are certain that they will become more self-
motivated.
3. Lesson objectives must be in the two or three domains - knowledge (cognitive) skill,
(psychomotor) and values (affective). Our lesson maybe dominantly cognitive, psychomotor or
affective. Dominantly cognitive if it is meant primarily for knowledge acquisition and dominantly

DEVELOPED BY: JESS M. ARCEO 2

 psychomotor if it is intended for the acquisition and honing of skills. Lesson objectives in the
affective domain are mainly focused on attitude and value formation. A cognitive or a skill lesson
must always include the affective dimension for wholistic learning. A lesson objective that dwells
on trivia is hardly a motivating force. What if a student is able to identify the parts of a plant?
What has that to do with him/her and his/her life? In other words, a lesson is worthwhile if it gets
connected to everyday life, how the student is and ought to be concerned with it, what difference
it makes for a fuller existence. We will find it very difficult sometimes to determine whether a
lesson objective is in the cognitive or psychomotor domain. When you face the difficulty, don't let
it bother you. If we come to think of it even a dominantly cognitive lesson includes teaching of
skills, say for instance intellectual skills like reasoning and inferring. Likewise an intended lesson
objective in the psychomotor domain such as 'to focus the microscope under low and high - power
objectives in 30 seconds" includes the cognitive element of knowing the parts and functions of
each part of the microscope and understanding the "do's" and the "don’ts" in focusing a
microscope. Furthermore, a lesson objective geared towards the formation of desirable attitudes
and habits has definitely a cognitive base. We may not succeed in effecting change in attitude and
behavior in people (affective) without explaining what the desired attitudinal behavioral change is
all about and why such change is desired (cognitive)
Anyway, what is most important according to this principle is that our lesson is wholistic and
complete because it dwells on knowledge and values or on skills and values or on knowledge,
skills values. If we teach only knowledge, this is incomplete for this may in any way touch and
bring about change in the learner. We may end up with more head knowledge that is measured in
test then completely forgotten after the test. If we teach only skill unaccompanied by values, we
may contribute to the formation of people who will have all the skills to oppress, to abuse and to
take advantage of the unskilled and the unlearned. So it is necessary that our lesson gets direction
from objectives in the two or three domains with the affective domain always present.
4. Work on significant and relevant lesson objectives.
With our lesson objective becoming our students' lesson objective, too, our students will be self-
propelled as we teach. The level of their self-motivation all the more increases when our lesson
objective is relevant to their daily life, hence, significant.
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.
The aims of education as enshrined in our fundamental law of the land, in the Education Act
of 1982, the Ten-year Medium-Term Development Plan must be reflected in the vision-mission
statements of educational institutions. In turn, the vision-mission statements of educational
institutions must filter down to the course objectives stated in course syllabi and in lesson
objectives laid down in lesson plans.
This means that the aims and goals of education as provided for in our laws filter down to
our lesson objectives. We have something to do with the attainment of our broad aims of
education. We can contribute very much to the realization of our school's vision and mission
statements because our lesson objectives are based on our school's vision and mission statements.
Imagine what happens when our lesson objectives are not in any way related to the goals of
education and to the vision-mission statements of the educational institutions where we work.
6. Aim at the development of critical and creative thinking. This is said more than done. We need
not go into a laborious research to be convinced that the development of critical and creative
thinking is wanting in classrooms. Most questions asked whether oral or written are
convergent, low-level questions. With teachers quite used to awarding and praising
pupils/students giving the right answers and sometimes branding the pupil or student who asks
questions "pilosopo", the classroom atmosphere that prevails is not ripe for the
development of critical and creative thinking. If we want to contribute to the development of
citizens who are critical and creative thinkers, the type of citizens needed to make democracy,

DEVELOPED BY: JESS M. ARCEO 3

 then we should include in our scope of questions high-level, divergent, or open-ended questions. It
must be good likewise not to frown on students who question a lot - all 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) and creative thinking skills.

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.

7. For accountability of learning, lesson objectives must be SMART, i.e. Specific, Measurable,
Attainable, Result-Oriented/Relevant, Time-bound and Terminal.
When our lesson objective is SMART it is quite easy to find out at the end of our lesson if we
attained our objective or not. It will also be easier on our part to formulate a test that is valid to
measure the attainment of our lesson objective. Moreover, our lesson becomes more focused for
we have a concrete picture of the behavior that our students should be able to demonstrate if we
realized our lesson objective.
In short, SMART objectives increase our accountability for the learning of our students. With
SMART objectives, we depart from the unsound practice of teaching that is so spread
out that in the end we find ourselves unclear on what test we are going to give to assess -learning.
With SMART lesson objectives, there is greater match between instruction and assessment. There
is curriculum alignment.

INSTRUCTIONAL LEARNING PROCESS

 As you prepare yourself in the teaching profession in the near future, you will be
conscious of starting from the perspective of what the learners are expected to manifest
after a certain period of study. In so doing, you will be vigilant enough in integrating the
very fundamental legal basis of education in the Philippines that are emphasized in Article
XIV of the 1987 Philippine Constitution. Some of the following points stipulated in our
constitution are indicated herein so it can steer you in aligning them to the lesson
objectives you may be formulating.
o The right of all citizens to quality education at all levels
o Provision for complete, adequate and integrated system of education
o Inclusion of the study of Constitution in the curriculum
o Education to put emphasis on the inculcation of nationalism and patriotism as well
as other values deemed important in developing better person and responsible
citizen
o Enjoyment of academic freedom (teachers, students, institutions) in all institutions
of higher learning
o Filipino as the national language; Filipino and English as official languages for use
in communication and instruction
o Promotion of Science and Technology
o Preservation and enrichment of Filipino culture
o Promotion of physical education and other related programs

GOALS AND OBJECTIVES

Learning outcomes were previously called goals and objectives. They are made up of
particular knowledge, skill or behavior that every learner is expected to demonstrate after
completion of the instruction provided by the teacher.
The table below illustrates the differences between goals, and objectives.
GOALS Institutional Intended Learning Outcomes (IILO)
Goals are general statements
about what schools are expected Program Intended Learning Outcomes (PILO)

DEVELOPED BY: JESS M. ARCEO 4

 to accomplish (Ornstein, 1996)

OBJECTIVES Course Intended Learning Outcomes (CILO)

Objective is an intent
communicated by a statement Intended Learning Outcomes (ILO)
describing a proposed change in
a learner.
There should be a seamless flow of connection between and among the constitutional aims,
goals and objectives, to strengthen and support the fundamental ideals and aspiration of the
nation.

AIMS Constitutional Aims

Aims are broad statements AIMS Section 2, Article XIV of the
about the intent of 1987 Constitution (The
education as a whole Fundamental legal basis of
(Ornstein) education in the Philippines)

GOALS Institutional/Program
Goals are general statements Goals
about what schools are Derived from the
expected to accomplish GOALS Vision/Mission statements of
(Ornstein) the educational institution of
which you are a part.

LEARNING OBJECTIVES Classroom Objectives

These are intents Designed by the teachers
communicated by statements which are based on the
describing proposed changes OBJECTIVES
Learning Standards provided
in a learner. by DepEd,
TESDA, and CHEÄ
(Philippine practice)

Graduate Attributes of 21st Century Learner

On Objective Specifications
Teachers usually categorize learning into three main groups or domains. They may be often
considered in seclusion but in practice, learning may occur together in all three. These are the
cognitive, psychomotor, and affective domains. It means that when we teach, we should not only
focus on the enrichment of knowledge (cognitive) but also to teach the learner to act on what he
knows (psychomotor) and use it properly to benefit self and his neighbor (affective).

Domains The Nature of the Learner The Goal of Life

Cognitive is for the HEAD to nurture the Mind in order to Know
Affective is for the HEART to nurture the Spirit in order to Love
Limbs in order
Psychomotor is for the BODY to move the Serve
to

This is the trilogy of our human endowments. The teacher should dedicate himself/ herself to
unlock the mental (cognitive), physical (psychomotor), and spiritual (affective) capabilities of every
learner to achieve his/her true human potential.

DEVELOPED BY: JESS M. ARCEO 5

 Meet the three types of learners:

It is not enough that a school produces

graduates with excellent academic
standing, who later assumes prominent
positions in the government and uses his
intelligence for corruption to get rich or
worse, purports the idea of "conflict" or
The Big Head Tiny Heart Learner '"war," etc.

It is also not good to pass/promote a

learner because he is kind, nice, or behaves
well in your class. He should also learn the
fundamental knowledge necessary for daily
The Big Heart Tiny Mind Learner living activities, e.g. reading, writing,
arithmetic, manipulative and thinking
skills, etc. so that he can perform well in
the world of work.

As teachers, it is our mission to mold each

learner to become balanced individual
capable of using his knowledge for a noble
The Holistic Learner cause. Hence, the cognitive, affective, and
psychomotor domains are essential for
holistic teaching to produce holistic
learners, a "thinking and feeling being."
Sequence Objectives
Having a taxonomy as a conceptual framework for identifying the multiple ways in which
learning can be significant, can help teachers decide which of the various levels of learning they want
to support and promote in a given course or learning experience (Fink 2012). The most popular is
Bloom's Taxonomy (1956) revised more recently by Anderson and others (2001).
Sequencing of objectives are categorized according to different levels of learning that you want
the learners to achieve. That is, whether you want the students to remember factual information,
distinguish among the concepts, apply rules/principles, or do problem solving these expectations
should be expressed as different types of objectives (Dwyer, 1991).

Figure 4.1: Dwyer's Hierarchy of Learning

Dwyer's figure tells us that in order for the students to learn concepts, they should
have a basic supporting knowledge, e.g.: facts. In order to problem-solve, students need
to understand concepts and rules, etc. This clearly tells us that the Lower Order Thinking
Skills (LOTS) will serve as a baseline foundation in order for the learners to perform the
Higher Order Thinking Skills (HOTS).

DEVELOPED BY: JESS M. ARCEO 6

 BLOOM'S REVISED TAXONOMY
Lorin Anderson, a former student of Bloom, and David Krathwohl revisited the cognitive
domain in the mid-nineties and made some changes, with the three most prominent ones being:
• changing the names in the six categories from noun to verb forms
• rearranging them
• creating a matrix of processes and levels of knowledge (Anderson, Krathwohl)
Within each domain, there are several levels you may wish to specify in your objective
writing. This will depend upon the extent of detail that Is required in the curriculum and what you
know about the learning style and readiness of the students (Bannister, 2002).

A. Cognitive Domain
Table 4.1 The Descriptors and Illustrative Verbs for the Instructional
Objectives in the Cognitive Domain
The levels are arranged from the least complex levels of thinking to the most complex levels of thinking.
Helpful Descriptors of the Major Key Words
Mnemonic Categories in the Cognitive (Illustrative Verbs)
s For Domain
Beginners
defines lists recalls
R REMEMBERING
describes
identifies
matches
names
reproduces
selects
L Recall or retrieve previous
learned information.
labels outlines states
UNDERSTANDING
Comprehending the meaning, converts paraphrases
translation, interpolation, and defends extends predicts
O
UN
interpretation of instructions and distinguish generalizes rewrites
problems. State a problem in estimates infers summarizes
one's own words. explains interprets translates
APPLYING

T Use a concept in a new

situation or unprompted use of an
applies discovers prepares
abstraction. Applies what was
AP learned in the classroom into changes
novel situations in the work place. computes
manipulates
modifies
produces
relates

S constructs operates
demonstrates predicts
shows
solves uses
ANALYZING illustrates
Separates material or analyzes deconstructs infers
concepts into component breaks down differentiate outlines
H parts so that its organizational
AN
compares discriminate relates
structure may be understood. contrasts distinguish selects separates
Distinguishes between facts and diagrams identifies
inferences. appraises explains

O E
EVALUATING
Make judgments about the value
compares
concludes
critiques
defends
interprets
justifies
of ideas or materials. contrasts describes relates
criticizes discriminate summarizes
evaluates supports
T CREATING categorizes
Builds a structure or pattern from combines
explains
generates
relates
reorganizes
diverse elements. Put parts compiles modifies revises
together to form a whole, with composes organizes rewrites

S C emphasis on creating a new

meaning or structure.
creates
devises
plans
rearranges
summarizes
tells
designs reconstructs writes

DEVELOPED BY: JESS M. ARCEO 7

 Source; http://www.nwlink.com/'vdonclark/hrd/bloom.html#revise

Helpful Mnemonics: RUn ApAn EC-tings: Read as: Run Upon Easy Things!
LOTS (Lower Order Thinking Skills): RUn Ap (Run Up!)
HOTS (Higher Order Thinking Skills): An EC ting (Uneasy Thing!)
When the cognitive and knowledge dimensions are arranged in a matrix, as shown below, it
makes a nice performance aid for creating performance objectives.

Cognitive Processes and Levels of Knowledge Matrix

Factual
The basic elements students must know to be acquainted with a discipline or solve
problems.

Conceptual
The interrelationships among the basic elements within a larger structure that enable
them to function together.

Procedural
How to do something, methods of inquiry, and criteria for using skills; algorithms,
techniques, and methods.

Metacognitive
Knowledge of cognition in general, as well as awareness and knowledge* of one's own
cognition.

Source: http://www.nwlink.com/ædonclark/hrd/bloom.html#revised

B. Affective Domain
Table 4.2 The Descriptors and Illustrative Verbs for Affective
Domain Instructional Objectives
Hierarchy Descriptors of the Major Key Words
Categories in the Affective (Illustrative Verbs)
Domain

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 INTERNALIZING VALUES
(CHARACTERIZATION)
Most Has a value system that controls
Complex their behavior. The behavior is
pervasive, consistent, predictable,
and most importantly, characteristic
of the learner. Instructional acts modifies questions
objectives are concerned with the discriminates performs revises
student's general patterns of displays practices serves
adjustment (personal, social, influences proposes solves
emotional). listens qualifies verifies
ORGANIZATION
Organizes values into priorities by
contrasting different values,
resolving defends modifies
conflicts between them, and explains orders
creating formulates organizes
a unique value system. The adheres generalizes prepares
emphasis alters identifies relates
is on comparing, relating, and arranges integrates synthesizes
synthesizing values. combines
compares
completes
VALUING
The worth or value a person
attaches
to a particular object, phenomenon, completes initiates reports
or behavior. This ranges from demonstrates invites selects
simple differentiates joins shares
acceptance to the more complex explains justifies studies
state follows proposes works
of commitment. Valuing is based forms reads
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.

RESPONDING TO
PHENOMENA
Active participation on the part of answers greets reads
the learners. Attends and reacts t? assists helps recites
a particular phenomenon. Learning aids labels reports
outcomes may emphasize complies performs selects
SIMPLES compliance conforms practices tells
T in responding, willingness to discusses presents writes
respond, or satisfaction in
responding (motivation).

asks holds selects

chooses identifies sits
RECEIVING PHENOMENA describes locates erects
Awareness, willingness to hear, follows names replies
selected attention. gives points to uses
Source: http://www.nwlink.com/ædonclark/hrd/bloom.html#revise

DEVELOPED BY: JESS M. ARCEO 9

 C. Psychomotor Domain
Table 4.3 The Descriptors and Illustrative Verbs for Psychomotor Domain
Instructional Objectives
Descriptors of the Major Categories in the Key Words
Psychomotor Domain (Illustrative Verbs)
PERCEPTION (AWARENESS)
chooses differentiates isolates
The ability to use sensory cues to guide motor
describes distinguishes relates
activity. This ranges from sensory stimulation.
detects identifies selects
through cue selection, to translation.
SET
Readiness to act. It includes mental, physical,
begins moves shows
and emotional sets. These three sets are
displays proceeds states
dispositions that predetermine a person's
explains reacts volunteers
response to different situations (sometimes
called mindsets).
GUIDED RESPONSE copies follows Reproduces
The early stages in learning a complex skill that traces reacts responds
includes imitation and trial and error. Adequacy
of performance is achieved by practicing.
MECHANISM (BASIC PROFICIENCY)
This is the Intermediate stage in learning a fixes manipulates Mixes
complex skill. Learned responses have become grinds measures Organizes
habitual and the movements can be performed heats mends sketches
with some confidence and proficiency.
COMPLEX OVERT RESPONSE (EXPERT)
The skillful performance of motor acts that assembles constructs displays
involve complex movement patterns. calibrates dismantles fastens
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.
ADAPTATION NOTE: The Key Words are the same as
Skills are well-developed and the individual can Mechanism, but will have adverbs or adjectives
modify movement patterns to fit special that the performance is quicker, better, more
requirements. accurate, etc.
ORIGINATION
arranges composes designs
Creating new movement patterns to fit a par-
builds constructs initiates
ocular situation or specific problem. Learning
combines creates makes
outcomes emphasize creativity based upon
originates
highly developed skills.
Source: http://www.nwlink.com/-danclark/hdr/bloom.html#revised

Effective instruction develops the learners holistically. By considering the above

mentioned three domains, cognitive, affective and psychomotor, a learner is not wanting
under your instruction.
Knowledge of what the objectives are and its mechanics will not suffice. Principles
must govern the particular knowledge (cognitive), skills or behavior (psychomotor and
affective) behavior being formulated. Thus the different principles in designing learning
objectives are provided here for you.

DEVELOPED BY: JESS M. ARCEO 10

 Principles in Designing Learning Objectives
Objectives must be congruent with the nation's educational policies and
PRINCIPLE 1 standards.
Objectives should unlock the mental (cognitive), physical (psychomotor),
PRINCIPLE 2 and spiritual (affective) reserves of every learner to liberate his true human
potential.
PRINCIPLE 3 Objectives must be sequenced according to the different levels of learning
that you want the learners to achieve.
PRINCIPLE 4 Learning objectives must be S.M.A.R.T: i.e. Specific, Measurable,
Attainable, Relevant/Realistic, and Time Bound
PRINCIPLE 5
Learners should know the objectives of the lesson to help them focus their
thinking and motivate participation.

STEP-BY-STEP PROCEDURE IN WRITING LEARNING OBJECTIVES

There is a preferred order when writing objectives. The condition or STEM is usually
placed first, followed by the behavior or VERB, and the criteria or actual product, process,
or outcome. Objectives are written in the future tense.
STEP 1: Write the STEM.
Stem Examples:
Institutional Objective A (name of school) graduate is expected to be

Program Objectives When you successfully complete BSEd/BEEd, you will be able to…
Course Objectives
At the end of the term, you will be able to....

When you successfully finish the subject/course you will be able to

Classroom Objectives
For Grade School
At the end of 45 minutes, Grade I-A pupils should be able to
For High School
At the end of 1.5 hours, Grade 7-A students should be able to

For conditions describing relevant factors associated with the desired

performance:

1. After attending a lecture, student teachers should be able to…

2. Following review of a demonstration, student teachers should be able

to…

3. Given a case study, intern therapists should be able to…

4. After completing the assignment, pupils/students should be able to…

5. Given a specific instrument, third year BSEd major in science students

should be able to…

Notice that the stem includes the:

DEVELOPED BY: JESS M. ARCEO 11

  Time Frame
 Grade Level of the Learners
Time Frame - Teachers should make good use of allotted academic instructional time. This is
necessary to determine the scope of the lesson to be covered within a given period and is vital for
the observance of good time management.
Grade Level of the Learners will help the teacher formulate objectives with respect to the level
of knowledge of a particular group of students. This will ensure that the students/pupils will learn
topics and skills appropriate to their developmental/cognitive stages.

STEP 2: After you construct the stem, affix a VERB: (Be Specific - use only one action
verb)
Nonfunctional Verbs. These key words should be avoided when writing specific
objectives:

appreciate become aware comprehend develop familiarize

know perceive realize recognize understand

These are vague infinitives/verbs. To prove that somebody knows something, or has
understood, realized, perceived or become aware, he needs to show a behavior (i.e. explain, cite,
describe, enumerate...etc.). Objective statements using these verbs are called "General
Objectives" like the Institutional Goals and Program Goals.

STEP 3: Once you have a STEM and a VERB, determine

•a learning statement that specifies what learning will be demonstrated in the
performance;
• a broad statement of the criterion or standard for acceptable performance.
For example:
Criterion
Action Word LEARNING STATEMENT
(the conditions of the
(performance) (the learning)
performance demonstration)
Label the external parts of the human body using the human torso model.

Write critically about literature, using textual with proper citation.

evidence
Describe the rules for numeric patterns and
use them to solve problems.

Compose a writing response to the prompt-How is

by making predictions,
human migration affected by geography
inferences, and drawing
conclusions.
Give the importance of vegetable
suitable for vegetable
classification
processing.
Nasasabi ang kahulugan ng mahihirap o bagong sa tulong ng mga larawan at
saljta konteksto.

APPLICATION

DEVELOPED BY: JESS M. ARCEO 12

 A. Explain the objective-related principles and their implications to teaching.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

V. ASSESSMENT

My Own Taxonomy of Thinking Words

Achieving cognitive, psychomotor, and affective learning outcomes is not too difficult if
you are particular of what you want your learners to achieve. In this activity, you are
challenged to create your own taxonomy of learning.
You are now familiar with the cognitive, psychomotor and affective learning outcomes. In
particular, you have gone over in this text what capacities, skills and values you have to
develop in the learners. From all of these, develop your own taxonomy of thinking and
learning. Choose a particular subject that is relevant to your specialization. You can take off
from this as you consider what is the most essential for your students to learn in the particular
subject that you choose (1 Cognitive, 1 Affective, and 1 Psychomotor Objective).

VI. REFERENCES
Book/s
Principles of Teaching 1: Brenda B. Corpuz, Ph.D., Gloria G. Salandanan, Ph.D.
Principles of Teaching 1: Erlinda D. Serrano, MA. Ed., Ana Ruby M. Paez, M.S.
Internet
Blooms Taxonomy Chart
https://tips.uark.edu/blooms-taxonomy-verb-chart/
Objective-related Principles of Teaching
https://www.slideshare.net/jukerznet/principles-of-teaching-1-objectiverelated-principles-of-
teaching

DEVELOPED BY: JESS M. ARCEO 13