TEACHING PROCESS
THE INSTRUCTIONAL DESIGN
TEACHING PROCESS: THE
INSTRUCTIONAL DESIGN
GOAL OBJECTIVE
SETTING
GOAL SETTING
1. Make sure they KNOW WHAT A GOAL is by
asking students to volunteer goals they or their
friends have set for themselves in the past.
2. LIST THEIR IDEAS on the board and discuss
the difference between LONG-TERM AND
SHORT-TERM GOALS.
SECRETS
OF GOAL SETTING
1. WRITE clear and measurable goals
2. CREATE a specific action plan for each goal
3. READ your goals daily and visualize yourself accomplishing them.
4. REFLECT on your progress to see if you are on target
5. REVISE your actions plans if needed
6. CELEBRATE your accomplishment
GUIDING PRINCIPLES IN
DETERMINING AND FORMULATING
LEARNING OBJECTIVES
1. “Begin with end in mind” – Stephen Covey
Examples:
- Beginning a lesson with a clearly defined lesson objective
- Gives direction
- Not losing sight of what we intend to teach
- No amount of far-fetched question form students, no amount of unnecessary interruption or
disruption can derail the intended lesson for the day.
- More focused lesson
- Not wasting nor killing the time for, it is sure what to teach, how to teach, what materials to
use
GUIDING PRINCIPLES IN
DETERMINING AND FORMULATING
LEARNING OBJECTIVES
2. Lesson objective must always be in two or
three learning domains: COGNTIVE
(knowledge), PSYCHOMOTOR (skill), and
AFFECTIVE (values)
GUIDING PRINCIPLES IN
DETERMINING AND FORMULATING
LEARNING OBJECTIVES
3. Work on significant and relevant lesson
objectives
GUIDING PRINCIPLES IN
DETERMINING AND FORMULATING
LEARNING OBJECTIVES
4. Lesson objectives 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 you are part.
GUIDING PRINCIPLES IN
DETERMINING AND FORMULATING
LEARNING OBJECTIVES
5. Aim at the development of critical and
creative thinking
Examples:
- Contribute the development of citizens who are critical and creative thinkers.
- Include scope of question that have high-level, divergent, or open-ended questions.
GUIDING PRINCIPLES IN
DETERMINING AND FORMULATING
LEARNING OBJECTIVES
6. Lesson objective must be S.M.A.R.T.
S – pecific
M – easurable
A – ttainable or achievable
R – elevant
T – time bounded and terminal
LEARNING Cognitive Domain
Psychomotor
OBJECTIVES Domain
Affective Domain
COGNITIVE PSYCHOMOTOR AFFECTIVE
DOMAIN DOMAIN DOMAIN
COGNITIVE
DOMAIN
Contains learning skills
predominantly related
to mental (thinking)
processes.
PSYCHOMOTOR AFFECTIVE
DOMAIN DOMAIN
PSYCHOMOTOR
DOMAIN
Includes physical movement,
coordination, and use of the
motor-skills area. It is an
execution of practiced skills
and measured by assessments.
COGNITIVE AFFECTIVE
DOMAIN DOMAIN
AFFECTIVE
DOMAIN
It deals with feelings, attitudes,
and emotions. It includes the
ways in which people deal with
external and internal
phenomenon emotionally.
COGNITIVE PSYCHOMOTOR
DOMAIN DOMAIN
AFFECTIVE
DOMAIN
Terminologies:
• Values: are individual beliefs that motivate people to act one way of another. Serves
as a guide for human behavior
• Attitude: are the responses that is a result of their values.
• Affective/Affect: refers to the emotional content of the attitude.
• Internalization: refers to the process whereby you affect toward something that
goes from a general awareness level to a point where the affect consistently guides or
control your behavior.
1. Expression of purposes and aims
2. Aspirations
3. Attitudes
VALUES 4. Interests
INDICAT 5. Feelings
OR 6. Beliefs and convictions
7. Activities
8. Worries, problems, obstacles
2
VALUES 1
CLARIFICATION CHOOSING
PROCESS 3
Are assigned to prompt
students’ reflection 4
regarding their beliefs, PRIZING
activities, and interests in 5
an effort to advance
values development
ACTING ON
6 ONE’S 7
BELIEFS
★☆
PLAN B
CHOOSING
FROM
ALTERNATIVES
CHOOSIN
G CHOOSING
AFTER
CHOOSING THOUGHTFUL
FREELY CONSIDERATIO
N OF
CONSEQUENCES
OWN WILL CONSEQUENCE
S FROM
CHOICES
PRIZING
PRIZING
PUBLICLY
AND
AFFRIMING
CHERISING
PRIORITIZING IMPORTANT CHOICES HOLDING ON THE VALUES
“WALK THE TALK”
ACTING ON
ONE’S REPEATING,
ACTING
UPON BELIEFS ACTING
WITH SOME
CHOICES
PATTERN
MANIFESTED BEHAVIOR PERSITENT VALUES.
RECURS IN DIFFERENT
SITUATIONS & TIMES
INDEPENDENT DEPENDENT VARIABLE
VARIABLE
MODE OF TYPE OF
MANIFESTATION
RESPONSE
- Sympathetic
ATTITU AFFECT
nervous responses
- Verbal statements
DE of affect
SCHEM
A
T
ATIC STIMULI
T
I COGNITIO
- Perceptual responses
- Verbal statements of
DIAGRA - Events
T
U
N beliefs
M -
-
Individuals
Situations
D
E
- Social events
- Overt actions
BEHAVIO - Verbal statements
R/ACTION concerning
behavioral
responses
TAXONOMY OF AFFECTIVE
DOMAIN
Characterization
Organization
Valuing
Responding
Receiving
RECEIVING
- Aka Attending
- Lowest level in the taxonomy
- Refers to the students’ willingness to attend to a particular phenomena or
stimuli
- Refers to the students’ ways of indicating awareness and willingness to
attend, focus, and/or comply
- Everything begins with the students’ readiness to learn &
willingness to attend subject matters
- * INTERESTS, FAD, OPINIONS
Receiving
RESPONDING
- Demonstration of the desired attitude.
- Refers to the active participation on the part of the student.
- Reaction to a particular phenomena in some ways.
Responding
Receiving
VALUING
- Behaved as expected to their attitude
- Publicly affirm their stands or positions
- Is concerned with the worth or value of a student attaches to a particular
thing
Valuing
Responding
Receiving
ORGANIZATION
- Strength of their conviction to these attitudes
- Bringing together different values, resolving conflict with them, ang
beginning the building of an internally consistent value system
Organization
Valuing
Responding
Receiving
CHARACTERIZATION
- Internalizing the values, acting consistently in accordance with the set of
values you have
- Highest form in the taxonomy
Characterization
Organization
Valuing
Responding
Receiving
COGNITIVE DOMAIN
EMPLOYED BY 2 CATEGORIES OF LEARNING
KNOWLEDGE DOMAIN COGNITIVE PROCESS DOMAIN
Knowledge that learners are An order of increasing cognitive
expected to acquire or construct complexity
TEACHING AFFECTIVE
DOMAIN
1. INDOCTRINATION
2. ROLE MODELING Degree of
- Attention teacher
authority
- Retention
- Reproduction/Motor
Reproduction
- Motivation
Indoctrination Role Modeling Values Clarification
3. VALUES Degree of student autonomy
CLARIFICATION
KNOWLEDGE DOMAIN
CONRETE KNOWLEDGE ABSTRACT KNOWLEDGE
FACTUAL CONCEPTUAL PROCEDURAL METACOGNITIVE
• Details, • Classifications, • Techniques, • Self-
terms, categories, criteria knowledge
elements principles
CONRETE KNOWLEDGE: generalized
concepts
ABSTRACT KNOWLEDGE: specific
concepts
COGNITIVE PROCESS
DOMAIN
1956 Evaluation Create
2001
“noun form” Synthesis Evaluate “verb form”
Analysis Analyze
Application Apply
Comprehension Understand
Knowledge Remember
KNOWLEDGE REMEMBER
Remembering/retrieving Recognize or recalling knowledge
previously learned material from memory
Knowledge Remember
COMPREHENSIO UNDERSTAND
Construct meaning from different
N types of information
The ability to grasp or construct
meaning from material
Comprehension Understand
Knowledge Remember
APPLICATION APPLY
The ability to use learned Learned material are used in the
material/implement in new situations situation
Application Apply
Comprehension Understand
Knowledge Remember
ANALYSIS ANALYZE
Correlation of concepts from parts
The ability to breakdown or
of information
distinguish materials in an organized
manner
Analysis Analyze
Application Apply
Comprehension Understand
Knowledge Remember
SYNTHESIS EVALUATE
Making judgements based in
The ability to put together to form a
criteria & standard
new information
Synthesis Evaluate
Analysis Analyze
Application Apply
Comprehension Understand
Knowledge Remember
EVALUATION CREATE
The ability to judge, check, or critique Putting elements together to form
the material for a given purpose a new idea
Evaluation Create
Synthesis Evaluate
Analysis Analyze
Application Apply
Comprehension Understand
Knowledge Remember
TEACHING THE
KNOWLEDGE DOMAIN
◾ In FACTUAL K N O W L E D G E
◾ Defining lectures or handouts, reporting
◾ In P R O C E D U R A L K N O W L E D G E
◾ Giving guidance to facts a student already knew and help them correlate with the
ideas they have.
◾ In METACOGNITIVE
◾ Giving tips on how to gain an information faster and be encouraged to have some
reflection on how well they perform.
TEACHING THE COGNITIVE
PROCESS DOMAIN
ARCS: attention, relevance, confidence,
satisfaction
Expectations in the lesson
To level up current knowledge
Handouts, pictures, models,
presentation Guide questions,
mnemonics
Activities for memory retentions (paper
exercises)
Discussion of responses, feedback from
answer Assessment after a lesson
PSYCHOMOTOR
DOMAIN
• These types of objectives are concerned with the
physical encoding of information, movement and/or with
activities where the gross and the fine muscles are used
for expressing or interpreting information or concepts.
• Refers to natural, autonomic responses or reflexes
TAXONOMY OF PSYCHOMOTOR
DOMAIN
Origination
Adaptation
Complex Overt
Response
Mechanism
Guided responses
Set
Perception
PERCEPTION
• The ability to use sensory cues to guide motor activity. This ranges from stimulation
through cue selection, to translation.
Examples
Color Observation
Description Find
Listening Measure
Note-taking Record
Perception
SET
• Readiness to act. It includes mental, physical, and emotional sets.
• These 3 sets are disposition that predetermine a person’s response to different
situations (mindsets)
Examples
Assembly Handle
Construction Imitation
Copy Manipulation
Demonstration Performance
Execution Set
Perception
GUIDED RESPONSE
• The early stages in learning a complex skill that includes imitation and trial and
error. Adequacy of performance is achieved by practicing.
Examples:
Assembly Handle
Connection Manipulation
Conversion Measurement
Experiment Relation Guided responses
Usage
Set
Perception
MECHANISM
• This is the intermediate stage in learning a complex skill. Learned responses have
become habitual and the movement can be performed with some confidence and
proficiency.
Examples:
Devise Operation Mechanism
Execute Performance
Installation Spell out Guided responses
Manipulation Use
Set
Perception
COMPLEX OVERT
RESPONSE
•The skillful performance of motor acts that involve complex
movement patterns.
• Proficiency is indicated by a quick, accurate, and highly Complex Overt
coordinated performance, requiring minimum of energy Response
• Includes performing without hesitation, and automatic performance. Mechanism
Examples:
Assembly Label
Guided responses
Conduct Match
Connection Measure
Conversion Use Set
Perception
ADAPTATION
• Skills were developed and the individual can modify movement
Adaptation
patterns to fit special requirement.
Examples: Complex Overt
Response
Alter Revision
Change Shift Mechanism
Modification Shove
Move Sift Guided responses
Refine
Set
Perception
ORIGINATION
Origination
• Creating new movement patterns to fit a particular situation or
Adaptation
specific problem. Learning outcomes emphasize creativity based
upon highly developed skills.
Complex Overt
Examples: Response
Creation Select and discard Mechanism
Discard and substitute Remember and apply
Recycle and use Repair and use Guided responses
Recite and count Recalpitulate
Recall and use Set
Perception
TEACHING THE
PSYCHOMOTOR SKILLS
1. Theory on skill acquisition
2. Events of Instruction by Brigss in 1981
3. Instruction events and the stages of the Psychomotor domain
4. Threshold procedure number (TPN)
COGNITIVE
DOMAIN
CRITICAL DISCIPLIN
THINKIN
E
G
NEW
IDEA
AFFECTIVE PSYCHOMOTO
DOMAIN GRIT R DOMAIN
