LYNDON R.

VALE EDUC 2A EXAM

SET B FOCUS QUESTION

What are the principles of learning? What are the implications of these principles of
learning to teaching?
1. Principle of Association: Learning is a growth like and continuous. The kind of
learning that takes place is the results of the kind of experiences we have.
Experiences that occur together tend to recur together. Previous learning always
sets the stage for subsequent learning.
Implications For Teaching
 Begin at the level of the learner.
 New must be related to the old.
 Adjust the pace to the learner’s capacity, one idea at a time.
 Bring the idea to the attention of the learner repeatedly (in a variety of ways) and
over a period of time.

2. Principle of Clarity: Learning is purposeful. Learning varies directly with the

meaningfulness of the material presented. Learning is increased when the
learner sees the end sought by the practice.
Implications For Teaching

 Learning must make sense to the learner.

 Progress must be constantly appraised and redirected.
 Purpose must be kept in sharp focus; (objectives must be clear to the learner and
teacher).

3. Principle of Self-activity: Learning results through self-activity. It is an active

process on the part of the learner. Teachers can only set up the learning situation
and stimulate a person to learn. The door to learning is “locked on the inside” and
unless the learner opens the door himself, learning cannot take self.
Learning involves appropriate activities that engage a maximum number of senses.

Implications For Teaching

 Activities appropriate to the specific learning situation must be used.

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 Learning activities should engage a maximum number of senses, by using audio-

visual aids. Senses are the gate-ways to learning.

4. Principle of Readiness (Motivation) and Principle of Rewards (Satisfaction):

Learning must be challenging and satisfying. Readiness does not connote mere
desire to learn; it includes social and intellectual maturity as well. The more fully
a person is in readiness to act in a certain way, the more satisfying it will be for
him, and the more annoying if he is prevented from it. When not ready to act, he
is annoyed if made to act. A favorable attitude accelerates learning; a bad
attitude retards learning.
Without drive or interest a person does not learn. Consequently, learning depends
primarily upon satisfaction of wants or needs, in other words, upon success. Rewards
maintain and strengthen the learning process.

Implications For Teaching

 Teacher motivation of the student is essential in making learning more

challenging.
 Standards demanded of the learners should be suitable to their ability or
capacity.
 Appropriate and timely recognition should be given to the student achievement.

5. Principle of Practice (or Law of Exercise): Learning must result in functional

understanding. Memorization alone is temporary unless reviewed or put to use in
a practical situation. The oftener a situation evokes or leads to a certain
response, the stronger becomes the tendency for it to do so in future. Practice
leads to perfection; (not mere countless repetitions).
Implications For Teaching

 Course content should be organized into meaningful units.

 Theory should be related to practice.
 Provide activities that stimulate actual use situations.

6. Principle of Disassociation: Learning is affected by emotions. The intensity of

emotional feeling affects learning differently in different individuals. The most

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effective way of eliminating an undesirable response is to set up a desirable

substitute, which must he made more satisfying than the original (undesirable)
reaction.
Implications For Teaching

 Strive to increase pleasant emotions and decrease unpleasant emotions of

students in connection with the learning process.
 Train the expression of emotions in the right direction.
7. Principle of Timing: Learning takes place more readily when the facts or skills are
given at the time or just before the time they are to be used in a serviceable way.
Implication For Teaching

 Select the appropriate time, depending on the learning activity: (neither too early,
nor too late).

8. Principle of Environment: Learning is affected by the physical and social

environment.
Implications For Teaching

 The general physical environment includes physical facilities should be suitable

to the kind of learning taking place.
 Specific physical factors of the meeting place should be suitable to the activities
selected for use in the learning situation.
 The teacher should recognize and utilize the effects of the social environment on
learning.
Summarizing the major points,
Optimum learning takes place:

 When the learner is in a state of physiological and psychological readiness.

 When he repeats at intervals, the learning series which is to be mastered and
 When that series is accompanied by an emotionally satisfying experience. The
major task of the teacher is to arrange the learning situation so that these
conditions prevail.

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9. Principle of transfer: Application of perceived relationship to another situation in

which it is applicable. Unless knowledge or learning can be applied in a new
situation, it remains very much restricted.

10. Principle of set or attitude: An unfavorable attitude or set retards learning and a
favorable attitude accelerates it. Unless attitude becomes favorable, adoption will
not take place.

11. Principle of clarity of objectives: The objective of learning should be clear. The
ease of learning seems to vary directly with the meaningfulness of the material
presented. Meaningful learning is interesting and easier than senseless learning.
In addition to understanding the principles underlying how adults learn, training
must also plan experiences and activities that maximize the learning of trainees.
Edgar Dale’s ‘Cone of Experience’, as modified by Sheal (1989), provides a
linkage between learning, activity and participant involvement.

What are some guiding principles on: the identification and formulation of goals and
objectives; selection and organization of content; identification of appropriate teaching
approaches, methodologies, techniques and activities; and assessment of learning?
A. 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”. – We must begin our lesson with a clearly defined lesson objective.
2. Share lesson objective with students – Make known to our students our instructional
objective and encourage them to make the lesson objective their own.
3. Lesson objective must be in the 2 or 3 domains- knowledge (cognitive), skill
(Psychomotor), and values (affective)- Lesson objective must integrate objectives in the
cognitive, psychomotor and affective domains for a wholistic lesson
4. Work on the significant and relevant lesson objective – Our lesson objective must be
connected to our students’ life experiences.
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
6. Aim at 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
7. SMART Specific, Measurable, Attainable, Relevant, Time bound

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B. Guiding Principles in the Selection and Organization of Content

1. One guiding principle related to subject matter is to observe the following qualities in
the selection and organization of the content:
a.) Validity - teaching the content that content in order to realize the goals and
objectives of the course as laid down in the basic education curriculum.
b.) Significance – what we teach should respond to the needs and interests of the
learners, hence and significant
c.) Balance – Content includes not only facts but also concepts and values. A balanced
content something that is no too easy to bore the above average student, not too
difficult to turn off the average.
d.) Self-sufficiency – Content fully covers the essentials. Learning content is not “mile-
wide and-inch-deep". The essentials sufficiently covered and are treated in depth.
e.) Interest – Teacher considers the interest of the learners, their developmental stages
and cultural and ethnic background.
f.) Utility – It is not meant only to be memorized for test and grade purposes. What is
learned has a function even after examinations are over.
g.) Feasibility – The content is feasible in the sense that the essential content can be
covered in the amount of time available for the instruction.
2. At the base of the structure of cognitive subject matter content is facts. We can’t do
away with facts but be sure to go beyond facts by constructing an increasingly richer
and more sophisticated knowledge base and by working out a process of conceptual
understanding.
Here are few ways cited by cognitive psychologist by which you can help your
students:
a.) Providing opportunities for experimentation- Experiments in science class are more
of this.
b.) Presenting the ideas of others - present the ideas of others who worked hard over
the years to explain phenomena.
c.) Emphasizing conceptual understanding - if we emphasize understanding, the
emphasis goes beyond facts. We integrate and correlate facts, concepts and values in a
meaningful manner. - The many facts become integrated into a smaller number of
concepts, yet more meaningful and consequently to recall.

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 Some strategies that can help you develop conceptual understanding in your
students:
 Organize units around a few core ideas and themes.
 Explore each topic in depths.
 Explain how new ideas relate to student’s own experiences and to things they
have previously learned.
 Show students; through the things we say, the assignments we give, and the
criteria we use to evaluate learning that conceptual understanding of subject
matter is far more important than knowledge of isolated facts.
 Ask students to teach to others what they have learned. A task that encourages
them to focus on main ideas and pull them together in a way that make sense.
 Promote dialogue. When we encourage our students to talk about what they
learn, they are given the opportunity to reflect, elaborate on, clarify further and
master what they have learned.
 Use authentic activities. Incorporate your lessons into “real world” activities.

C. Guiding Principles in the identification of appropriate teaching approaches, ,

methodologies, techniques and activities; and assessment of learning

TEACHER-CENTERED APPROACH The teacher is perceived to be the only reliable

source of information in contrast to the learner-centered approach. • LEARNER-
CENTERED APPROACH In which it is premised on the belief that the learner is also an
important resource because he/she too knows something and is therefore capable of
sharing something.
• SUBJECT MATTER-CENTERED APPROACH Subject matter gains primacy over that
of the learner. • TEACHER DOMINATED APPROACH In this approach, only the
teacher’s voice is heard. He/she is the sole dispenser of information.
• INTERACTIVE APPROACH In this approach, an interactive classroom will have more
student talk and less teacher talk. Students are given the opportunity to interact with
teacher and with other students. • CONSTRUCTIVIST APPROACH The students are
expected to construct knowledge and meaning out for what they are taught by
connecting them to prior experience.
• BANKING APPROACH The teacher deposits knowledge into the “empty” minds of
students for students to commit to memory. • INTEGRATED APPROACH It makes the
teacher connects what he/she teaches to other lessons of the same subject
(intradisciplinary) or connects his/her lessons with other subjects thus making his/her
approach interdisciplinary and multidisciplinary.

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• DISCIPLINAL APPROACH It limits the teacher to discussing his/her lessons within the
boundary of his/her subject. • COLLABORATIVE APPROACH It will welcome group
work, teamwork, partnerships, and group discussion.
• INDIVIDUALISTIC APPROACH It wants the individual students to work by
themselves. • DIRECT TEACHING APPROACH The teacher directly tells or shows or
demonstrates what is to be taught.
• INDIRECT, GUIDED APPROACH The teacher guides the learner to discover things
for himself/herself. The teacher facilitates the learning process by allowing the learner to
be engaged in the learning process with his/her guidance.
Other teaching approaches cited in education literature are: • RESEARCH-BASED
APPROACH As the name implies, teaching and learning are anchored on research
findings. • WHOLE CHILD APPROACH The learning process itself takes into account
not only the academic needs of the learners, but also their emotional, creative,
psychological, spiritual, and developmental needs.
• METACOGNITIVE APPROACH The teaching process brings the learner to the
process of thinking about thinking. The learner reflects on what he learned and on
his/her ways of learning. • PROBLEM-BASED APPROACH As the name implies, the
teaching- learning process is focused on problems. Time is spent on analyzing and
solving problems.
In summary, approaches vary in the degree of teacher and learner engagement, focus,
number of learners involved in the teaching-learning process as shown in the diagram
below: Engagement Teacher Learner Focus Subject Matter Learner Number Individual
Group

DIRECT INSTRUCTION/ LECTURE METHOD Direct instruction is aimed at helping

students acquire procedural knowledge exercised in the performance of some task.
Procedural knowledge refers to skills needed in the performance of a task.
16. Steps of the Direct or Lecture Method To employ the methodology in teaching
skill/s, follow these steps: a) Provide the rationale, b) Demonstrate the skill, c) Provide
guided practice until mastery, d) Check for understanding and provide feedback, e)
Provide extended practice and transfer, and f) Assess learning at the end.
DEMONSTRATION METHOD As the name implies, in the demonstration method the
teacher or an assigned student or group shows how a process is done while the
students become observers. The demonstrator is knowledgeable in preparing the
apparatus needed according to the steps to be followed. The rest of the class becomes
focused on the activity and concentration on the subject is assured.
INQUIRY METHOD We will never be able to help children learn if we tell them
everything they need to know. Rather, we must provide them with opportunities to

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explore, inquire and discover new learning. The core of inquiry is a spontaneous and a
self-directed exploration.
PROBLEM SOLVING METHOD Problem solving is a teaching strategy that employs the
scientific method in searching for information. The five basic steps of scientific method
or investigatory process are: 1. Sensing and defining the problem 2. Formulating
hypothesis 3. Testing the likely hypothesis 4. Analysis, interpretation and evaluation of
evidence 5. Formulating conclusion

1) Summative Assessment
Summative comes from the word summary. The summative assessment arrives at the
very end of the learning sequence and is used to record the student’s overall
achievement at the end of learning. The primary objective summative assessment is to
measure a student’s achievement post instructions or learnings.
2) Formative Assessment
Formative assessment includes a variety of formal and informal assessment procedures
which are used by teachers in the classroom so that they can modify the teaching an
improve the student’s attention retention and his learning activity.
3) Evaluative assessment
This is concerned only with evaluating assessment. The overall idea is to evaluate the
assessment in the school or in the system or in the department. Evaluation of
candidates helps in assessing and judging whether the candidates are capable enough
for the learning program. Evaluative assessment is done only with the aim of evaluating
and grading the candidates.
4) Diagnostic Assessment
When the objective is to identify individual strengths and areas of improvement
diagnostic assessment is the one that is used. It helps to inform next steps in the
assessment bike including the strengths and weaknesses areas of improvement and
other characteristics. Unlike Evaluative assessment, diagnostic assessment does not
aim to grade the candidates but rather it helps in diagnosing the issue after which the
teacher can take steps to address it.
5) Norm-referenced tests (NRT)
Robert Glaser coined the term Norm-Referenced Test.

Norm-referenced tests commonly known as NRT tests is used to assess or evaluate

with the aim of determining the position of the tested individual against a predefined

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group on the traits being measured. The term normative assessment means the
process of comparing one test taker to his seniors or peers.
6) Performance-based assessments
This is also known as education assessment in which the skills, attitudes, knowledge,
and beliefs of the student are checked to improve the standard of learning. The
assessment year used at times done with the test but not only confirm to tests and it
can extend to class or workshop or real-world applications of knowledge used by the
student.
7) Selective response assessment
This refers to the objective assessments including multiple choice true or false and
matching questions. It is a very selective effective and efficient method to measure the
knowledge of students and is also the most common method of assessment for
students in the classroom.
8) Authentic assessment
Intellectual assessments that are worthwhile significant and substantial are measured
by authentic assessment. In contrast, to standardize tests authentic assessment
provides deep insights about the student.
9) Criterion-referenced tests
This kind of assessment determines the performance of student against a fixed set of
pre-determined and agreed upon criteria or the learning of students. Unlike norm-
referenced test here without reference is made against a particular criterion other than a
benchmark or a human being or another student.
10) Written and Oral Assessment
These include projects, term papers, exam papers, essays etc. The primary objective
behind the written assessment is to determine the knowledge and understanding of the
student. Written assessments are performed under the supervision of the teacher and
the questions are given on the assessment day with limited time to answer the
questions.

What are the implications of these principles to classroom instruction?

In a classroom both the teacher and the student are engaged in the learning process.
To teach a subject better, teachers need to involve the students in the process so that
instructional goals can be better met. Every course has some key concepts that are
important for achieving the final goals of the course. Determining instructional
implication goals allows teachers to productively alter curriculum and instruction
strategies to effectively teach these concepts.

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 Use the polling method

Use the polling method to assess instructional implications. Polling can be used to
receive immediate feedback about a narrow area of topic or of the ongoing instructional
session. Ask the students to show by raising their hand if they have understood the
topic of discussion. Polling can help determine the degree to which students understand
the course content and their opinion on your delivery of that content.

 Use diagnostic questioning

Use diagnostic questioning to understand students' thinking about concepts and ideas
in the particular subject. Examples of diagnostic questions are "What are your thoughts
about chemistry?" "Do you find mathematics relevant to study?" By understanding the
students' perceptions and attitudes towards a subject, for example biology or social
science, an instructor can frame a subject’s content in ways that lead to better
understanding of the subject. Consider that student attitudes are influenced by their
personal reactions about their individual progress and how comfortable they are with a
subject.

 Carry out a formal evaluation

Carry out a formal evaluation. After a class session, divide the students into small
groups. In these groups they will engage in discussion with a consultant who attended
the session. Students will identify factors that are aiding and also interfering with their
learning of a particular subject. The consultant and the group agree on key issues of
concern that are then shared with the instructor.

 Experiment
Experiment with different instructional approaches and monitor the results. To monitor
the instructional implications, use conventional tests and listen carefully to students'
feedback about the effects of instructional approaches on their learning. Students may
say that an instructional approach is boring, when what they mean is that it is difficult to
understand. Ask specific probing questions to identify what they actually mean and use
this feedback to simplify your approach or make it more exciting. This classroom
experience will help you to continually analyze and enhance your theories of how
students learn your subject.

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In the Educational Taxonomy, learning is classified into three domains, differentiate the
three domains from each other:
A. Bloom's Cognitive domain
Bloom identified six levels within the cognitive domain, from the simple recall or
recognition of facts, as the lowest level, through increasingly more complex and abstract
mental levels, to the highest order which is classified as evaluation. A description of the
six levels as well as verb examples that represent intellectual activity are listed here.
 Knowledge is defined as remembering of previously learned material. This may
involve the recall of a wide range of material, from specific facts to complete theories,
but all that is required is the bringing to mind of the appropriate information. Knowledge
represents the lowest level of learning outcomes in the cognitive domain. Verbs:
arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall,
repeat, reproduce state.
 Comprehension is defined as the ability to grasp the meaning of material. This
may be shown by translating material from one form to another (words to numbers), by
interpreting material (explaining or summarizing), and by estimating future trends
(predicting consequences or effects). These learning outcomes go one step beyond the
simple remembering of material, and represent the lowest level of understanding.
Verbs: classify, describe, discuss, explain, express, identify, indicate, locate, recognize,
report, restate, review, select, translate.
 Application refers to the ability to use learned material in new and concrete
situations. This may include the application of such things as rules, methods, concepts,
principles, laws, and theories. Learning outcomes in this area require a higher level of
understanding than those under comprehension. Verbs: apply, choose, demonstrate,
dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use,
write.
 Analysis refers to the ability to break down material into its component parts so
that its organizational structure may be understood. This may include the identification
of the parts, analysis of the relationships between parts, and recognition of the
organizational principles involved. Learning outcomes here represent a higher
intellectual level than comprehension and application because they require an
understanding of both the content and the structural form of the material. Verbs:
analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate,
discriminate, distinguish, examine, experiment, question, test.
 Synthesis refers to the ability to put parts together to form a new whole. This may
involve the production of a unique communication (theme or speech), a plan of
operations (research proposal), or a set of abstract relations (scheme for classifying
information). Learning outcomes in this area stress creative behaviors, with major
emphasis on the formulation of new patterns or structures. Verbs: arrange, assemble,
collect, compose, construct, create, design, develop, formulate, manage, organize, plan,
prepare, propose, set up, write.

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 Evaluation is concerned with the ability to judge the value of material (statement,
novel, poem, research report) for a given purpose. The judgements are to be based on
definite criteria. These may be internal criteria (organization) or external criteria
(relevance to the purpose) and the student may determine the criteria or be given them.
Learning outcomes in this area are highest in the cognitive hierarchy because they
contain elements of all the other categories, plus conscious value judgements based on
clearly defined criteria. Verbs: appraise, argue, assess, attach, choose compare, defend
estimate, judge, predict, rate, core, select, support, value, evaluate.

B. Krathwohl's Affective domain

Demonstrated by behaviors indicating attitudes of awareness, interest, attention,
concern, and responsibility, ability to listen and respond in interactions with others, and
ability to demonstrate those attitudinal characteristics or values which are appropriate to
the test situation and the field of study.
 Receiving
It refers to the student's willingness to attend to particular phenomena of stimuli
(classroom activities, textbook, music, etc.). Learning outcomes in this area range from
the simple awareness that a thing exists to selective attention on the part of the learner.
Receiving represents the lowest level of learning outcomes in the affective domain.
Examples:  Listening to discussions of controversial issues with an open
mind.
 Respecting the rights of others.
 Listen for and remember the name of newly introduced people.
 Responding
Refers to active participation on the part of the student. At this level he or she not only
attends to a particular phenomenon but also reacts to it in some way. Learning
outcomes in this area may emphasize acquiescence in responding (reads assigned
material), willingness to respond (voluntarily reads beyond assignment), or satisfaction
in responding (reads for pleasure or enjoyment). The higher levels of this category
include those instructional objectives that are commonly classified under “interest”; that
is, those that stress the seeking out and enjoyment of particular activities
Examples:  Completing homework assignments.
 Participating in team problem solving activities.
 Questions new ideals, concepts, models, etc. in order to fully

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 understand them.
 Valuing
It is concerned with the worth or value a student attaches to a particular object,
phenomenon, or behavior. This ranges in degree from the simpler acceptance of a
value (desires to improve group skills) to the more complex level of commitment
(assumes responsibility for the effective functioning of the group). Valuing is based on
the internalization of a set of specified values, but clues to these values are expressed
in the student's overt behavior. Learning outcomes in this area are concerned with
behavior that is consistent and stable enough to make the value clearly identifiable.
Instructional objectives that are commonly classified under “attitudes” and “appreciation”
would fall into this category.
Examples:  Accepting the idea that integrated curricula is a good way to learn.
 Participating in a campus blood drive.
 Demonstrates belief in the democratic process.
 Shows the ability to solve problems.
 Informs management on matters that one feels strongly about.
 Organization
It is concerned with bringing together different values, resolving conflicts between them,
and beginning the building of an internally consistent value system. Thus, the emphasis
is on comparing, relating, and synthesizing values. Learning outcomes may be
concerned with the conceptualization of a value (recognizes the responsibility of each
individual for improving human relations) or with the organization of a value system
(develops a vocational plan that satisfies his or her need for both economic security and
social service). Instructional objectives relating to the development of a philosophy of
life would fall into this category.
Examples: Recognizing own abilities, limitations, and values and developing
realistic aspirations.
Accepts responsibility for one’s behavior.
Explains the role of systematic planning in solving problems.
Accepts professional ethical standards.
Prioritizes time effectively to meet the needs of the organization,
family, and self.
 Characterization by a value or value set

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The individual has a value system that has controlled his or her behavior for a
sufficiently long time for him or her to develop a characteristic “life-style.” Thus, the
behavior is pervasive, consistent, and predictable. Learning outcomes at this level cover
a broad range of activities, but the major emphasis is on the fact that the behavior is
typical or characteristic of the student. Instructional objectives that are concerned with
the student's general patterns of adjustment (personal, social, emotional) would be
appropriate here.
Examples: A person's lifestyle influences reactions to many different kinds of
situations.
Shows self-reliance when working independently.
Uses an objective approach in problem solving.
Displays a professional commitment to ethical practice on a daily basis.
Revise’s judgments and changes behavior in light of new evidence.

C. Harlow's Psychomotor domain

Anita Harrow's taxonomy for the psychomotor domain is organized according to the
degree of coordination including involuntary responses as well as learned capabilities.
Simple reflexes begin at the lowest level of the taxonomy, while complex neuromuscular
coordination make up the highest levels
 Reflex movements are actions
elicited without learning in response to some stimuli. Examples include: flexion,
extension, stretch, postural adjustments.

 Basic fundamental movement

are inherent movement patterns which are formed by combining of reflex movements
and are the basis for complex skilled movements. Examples are: walking, running,
pushing, twisting, gripping, grasping, manipulating.

 Perceptual
refers to interpretation of various stimuli that enable one to make adjustments to the
environment. Visual, auditory, kinesthetic, or tactile discrimination. Suggests cognitive
as well as psychomotor behavior. Examples include: coordinated movements such as
jumping rope, punting, or catching.

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 Physical activities
require endurance, strength, vigor, and agility which produces a sound, efficiently
functioning body. Examples are: all activities which require a) strenuous effort for long
periods of time; b) muscular exertion; c) a quick, wide range of motion at the hip joints;
and d) quick, precise movements.

 Skilled movements
are the result of the acquisition of a degree of efficiency when performing a complex
task. Examples are: all skilled activities obvious in sports, recreation, and dance.

 Non-discursive communication
is communication through bodily movements ranging from facial expressions through
sophisticated choreographics. Examples include: body postures, gestures, and facial
expressions efficiently executed in skilled dance movement and choreographics.

Describe each level in the cognitive, affective and psychomotor.

Cognitive Domain
According to various researchers there are six levels of cognitive complexity:
knowledge, comprehension, application, analysis, synthesis, evaluation. In the chart
below, note the hierarchical arrangement, which means that higher levels subsume
ability in lower levels. The higher the level, the presumably more complex mental
operation is required. Higher levels are not necessarily more desirable than lower
levels, because one cannot achieve the higher levels without an ability to use the lower
levels. As one moves up into higher levels, however, the more applicable the skills are
to those needed in daily life.
Level Description Action Verbs
Evaluation Requires the formation of judgments and Appraise
decisions about the value of methods, Judge
ideas, people, products. Must be able to Compare
state the bases for judgments (e.g., Justify
external criteria or principles used to reach Contrast
conclusions.) Support
Criticize
Sample question: Evaluate the quality or Validate
worth of a value as applied to pharmacy. Defend
Synthesis Requires production of something unique Categorize
or original. At this level, one is expected to Devise

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solve unfamiliar problems in unique way, or Compile

combine parts to form a unique or novel Formulate
solution. Compose
Predict
Sample question: Integrate data from Create
several sources (e.g., various readings and Produce
observations at the service site) Design
Analysis Identification of logical errors (e.g., point Break down Infer
out contradictions, erroneous inference) or Deduce
differentiate among facts, opinions, Outline
assumptions, hypotheses, conclusions. Diagram
One is expected to draw relations among Point out
ideas and to compare and contrast. Differentiate
Relate
Sample question: Deduce a client’s beliefs Distinguish
regarding preventive health actions. Separate
out
Illustrate
Subdivide
Application Use previously acquired information in a Change
setting other than the one in which it was Organize
learned. Because problems at this level Compute
are presented in a different and applied Prepare
way, one cannot rely on content or context Demonstrate
to solve the problem. Relate
Develop
Solve
Modify
Sample question: Organize your Transfer
observations at a site to demonstrate a Operate Use
particular value
Comprehensio Some degree of understanding is required Convert
n in order to change the form of Extend
communication, translate, restate what has Defend
been read or heard, see connections or Generalize
relationships among parts of a Discriminate Infer
communication (interpretation), draw Distinguish
conclusions, see consequences from Paraphrase
information (inference). Estimate
Predict
Sample Question: Explain pharmaceutical Explain
care. Summarize
Knowledge Remember or recall information such as Define
facts, terminology, problem-solving Name
strategies, rules Describe
Outline

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Sample question: Define pharmaceutical Identify

care Recall
Label
Recite
List
Select
Match State

Affective Domain
Like the cognitive domain, the affective domain is hierarchical with higher levels being
more complex and depending upon mastery of the lower levels. With movement to
more complexity, one becomes more involved, committed, and self-reliant. Note the
parallel between external and internal motivation. As one moves from being externally
to internally motivated, one moves to higher levels.
Level Description Action Verb
Characterizatio All behavior displayed is consistent with Avoid
n one’s value system. Values are integrated Display
into a pervasive philosophy that never Exhibit
allows expressions that are out of Internalize
character with those values. Evaluation at Manage
this level involves the extent to which one Require
has developed a consistent philosophy of Resist
life (e.g., exhibits respect for the worth and Resolve
dignity of human beings in all situations). Revise
Organization Commitment to a set of values. This level Abstract
involves 1) forming a reason why one Formulate
values certain things and not others, and Balance
2) making appropriate choices between Select
things that are and are not valued. One is Compare
expected to organize likes and Systemize
preferences into a value system and then Decide
to decide which ones will be dominant. Theorize
Define
Valuing Display behavior consistent with a single Act
belief or attitude in situations where one is Express
neither forced or asked to comply. One is Argue Help
expected to demonstrate a preference or Convince
display a high degree of certainty and Organize
conviction. Debate Prefer
Display
Responding One is required to comply with given Applaud
expectations by attending or reacting to Participate
certain stimuli. One is expected to obey, Comply Play
participate, or respond willingly when Discuss

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asked or directed to do something. Practice

Follow
Volunteer
Obey
Receiving One is expected to be aware of or to Attend Listen
passively attend to certain stimuli or Be aware Look
phenomena. Simply listening and being Control
attentive are the expectations. Notice
Discern Share
Hear

Psychomotor Domain
This domain is given primarily for information. Other courses within the curriculum
stress these various levels of psychomotor performance (e.g., Clinical Skills Laboratory,
Pharmacy Practice I). Psychomotor behaviors are performed actions that are
neuromuscular in nature and demand certain levels of physical dexterity.
Level Description Examples
Reflex movements elicited without learning in response Examples include:
are actions to some stimuli. flexion, extension,
stretch, postural
adjustments.
Basic fundamental are inherent movement patterns Examples are: walking,
movement which are formed by combining of running, pushing,
reflex movements and are the basis twisting, gripping,
for complex skilled movements. grasping, manipulating.
Perceptual refers to interpretation of various Examples include:
stimuli that enable one to make coordinated movements
adjustments to the environment. such as jumping rope,
Visual, auditory, kinesthetic, or punting, or catching.
tactile discrimination. Suggests
cognitive as well as psychomotor
behavior.
Physical activities require endurance, strength, vigor, Examples are: all
and agility which produces a sound, activities which require
efficiently functioning body. a) strenuous effort for
long periods of time; b)
muscular exertion; c) a
quick, wide range of
motion at the hip joints;
and d) quick, precise
movements.
Skilled movements are the result of the acquisition of a Examples are: all skilled
degree of efficiency when activities obvious in
performing a complex task sports, recreation, and

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dance.
Non-discursive is communication through bodily Examples include: body
communication movements ranging from facial postures, gestures, and
expressions through sophisticated facial expressions
choreographics. efficiently executed in
skilled dance movement
and choreographics.

Formulate one objective for every level in the cognitive domain.

Level Action verbs Objectives
Knowledge: Define, identify, label, Define a logbook entry.
remembering information state, list, match, select
Comprehension: Describe, generalize, Describe why a log entry is
explaining the meaning of paraphrase, summarize, required by the FAA
information estimate, discuss
Application: Determine, chart,
using abstractions in implement, prepare, solve, Determine when a logbook
concrete situation use, develop, explain, entry is required.
apply, relate, instruct,
show, teaches
Analyses: Points out, differentiate, Compare what the different
breaking down a whole distinguish, examine, temperatures would be at
into component parts discriminate, compare, certain pressure altitudes
outline, prioritize, based on the standard
recognize, subdivide lapse rate.
Synthesis: create, design, plan, Write a logbook entry for
putting parts together to organize, generate, write, an oil change.
form a new and integrated adapt, compare, formulate,
whole devise, model, revise,
incorporate
Evaluation: Appraise, critique, judge, Evaluate the necessity of
making judgments about weigh, evaluate, select, keeping logbook entries.
the merits of ideas, compare, and contrast,
materials, or phenomena defend, interpret, support

Choose a topic on a particular subject. Formulate cognitive, affective and psychomotor

instructional objective for the topic you had chosen. Ensure that you are guided with the
principles in formulating instructional objective.

Subject area: English Grade: 9

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Guiding Principles in Determining and Observance of the Guiding Principle

Formulating Learning Objectives
1. Begin with the end of mind. Sample: 1. The Resource Teacher began
her lesson by starting her objective.
2. Share lesson objective with students. 2. The Resource teacher begins with a
statement and clarification of the lesson
objective. The teacher also encourages
the students to make lesson objectives on
their own.
3. Lesson objectives must be in the 2 or 3 3. The Resource teacher not only show or
domains – cognitive, skill and affective or state the definition of paraphrasing
cognitive and affective or skill and (cognitive) but also she encourage the
affective. students to share their feelings by
choosing a line of the song that they just
sung (affective).
4. Work on significant and relevant lesson 4. The Resource teacher’s objectives is
objectives. kind of relevant to the students’ daily life.
She gives examples that the students can
relate with.
5. Lesson objectives must lead to the 5. The Resource teacher not just gave
development of critical and creative them written task but she also asked
thinking. orally to the student. Through this,
students can develop critical thinking and
creative thinking.

2. After observing your Resource Teacher teaches, write down what you think was/were
her lesson objective.
 After observing the class, I think her lesson objectives are:
 The students will know what is paraphrasing
 The students will construct their own sentences by paraphrasing
 Appreciate the importance of paraphrasing.
3. Ask permission from your Resource Teacher for you to copy her lesson objective for
the day’s lesson. Copy it here then compare it with your answer in # 2. Are they the
same? Different?
 At the end of the lesson, students are expected to:
 Define paraphrasing
 Restate the ideas covered by the text
 Analyze the meaning of the original and paraphrased texts

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Why should subject matter content be an integration of cognitive, skill and affective
domain?

Subject matter content be an integration of cognitive, skill and affective domain.

Because when our point of emphasis is the cognitive aspect, it does not mean that we
exclude skills. In the first place, our teaching of facts, concepts, principles, theories and
laws necessitate the skill of seeing the relationships among these in order to see
meaning. Likewise, when. Our subject matter is focused on the thinking and
manipulative skills, our lesson content also has cognitive content. More so with the
teaching of values, for values have definitely a cognitive basis. If the values taught are
imbibed by the students, these are expressed in their daily behavior (skill). The
cognitive lesson may be used as a vehicle in the teaching of skills and values. At the
base of the structure of cognitive subject matter content is facts. We can’t do away with
facts but be sure to go beyond facts by constructing an increasingly richer and more
sophisticated knowledge base and by working out a process of conceptual
understanding. Subject matter content is an integration of cognitive, skill, and affective
elements. In short, subject matter content is an integration of facts, concepts, principles,
hypothesis, theories, and laws, thinking skills, manipulative skills, values and attitudes.

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