K to 12 (also K-12) is an education system under the Department of Education that aims to enhance

learners' basic skills, produce more competent citizens, and prepare graduates for lifelong learning
and employment. "K" stands for Kindergarten and "12" refers to the succeeding 12 years of basic
education (6 years of elementary education, 4 years of junior high school, and 2 years of senior high
school). -At present, the Philippines is the last country in Asia and one of only three countries in the
world with a 10-year pre-university program.
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SLIDE 5: DEFINITION OF ID Instructional design is the systematic development of instructional
specifications using learning and instructional theory to ensure the quality of instruction. It is the
entire process of analysis of learning needs and goals and the development of a delivery system to
meet those needs. It includes development of instructional materials and activities and tryout and
evaluation of all instruction and learner activities.
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Pre-instructional skills... • What content should be taught? • What are the desired learner outcomes?
• What teaching material will be needed? • What is the best way to introduce the subject? • What is
the best instructional strategy for the intended learning?
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ADDIE Model... A systematic instructional design model composed of the following: • Analysis •
Design • Development • Implementation • Evaluation
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Instructional design is the process of creating effective learning experiences. It's like being an
architect for education. Just like an architect plans and designs buildings, an instructional designer
plans and designs learning activities. Here's a simpler breakdown:
1. *Analyze:* First, you figure out what needs to be learned and who your learners are. It's like
understanding what materials you need to build a house and who will live in it.
2. *Design:* Next, you plan how you'll teach. You choose the best methods, materials, and activities
to help learners understand the content. It's like drawing up blueprints for a house, deciding on the
layout, materials, and colors.
3. *Develop:* Then, you create the actual learning materials, whether it's presentations, worksheets,
videos, or online courses. It's like building the house based on the blueprints.
4. *Implement:* You put your plan into action, delivering the lessons to your learners. It's like
opening the doors to the finished house and letting people move in.
5. *Evaluate:* Finally, you assess how well your instruction worked. You see if learners met the
objectives and if there are any improvements needed. It's like checking if the house is sturdy and
comfortable to live in, and if any adjustments are necessary. So, instructional design is all about
carefully planning and creating learning experiences that help people learn effectively and achieve
their goals.
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Teaching skills & Behavior: Tell, Show, Do, Review... A simple method that works: • Tell: Provide
the information • Show: Demonstrate how to do it • Do: Observe them do it • Review: Provide
feedback. Ask them do it again, using feedback. Cycle between DO and REVIEW until they master
it.
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Instructional delivery • Audio • Visual • Tactile • Kinesthetic
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OBJECTIVES OF Educational INSTRUCTIONAL SYSTEM
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Educational Objectives • Cognitive - Knowledge, comprehension, application, analysis, synthesis,
evaluation • Affective - Interests, attitudes, values, etc. • Psychomotor - Movement, physical,
kinesthetic, etc.
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What is instructional objective? • An instructional objective is a collection of words and/or pictures
diagrams intended to let others know what you intended for your students to achieve. (Robert F.
Mager)
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The main objective of instructional system is to help the students in learning and teaching in a better
way. • Internet, computer, multimedia and other things that help student in learning is called ITRT.
Learners set their goals and get help from ITRT. Instructional Technology Resource Teacher
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Instructional technology creates a lazy attitude in the learner to adopt L2.
• It provides the learner readymade material which gets him or her away of natural method of
learning.
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The educational model conceptualizes child development as a process that results from children
learning the skills and behaviors that characterize higher levels of developmental functioning. From:
International Review of Research in Developmental Disabilities, 2011.
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Educational models are the foundation from which all learning takes place. While educational
models vary from country to country , there’s one thing they all have in common. The commonality
is they dictate how teachers teach and students learn. An educational model encompasses all the
different educational theories that are accepted as meaningful and the approved teaching methods
being used within the classroom. Educational models are designed as a guide to determine how
schools operate, the curriculum they focus on, and pedagogy in general

Hands-on learning activities

Students often thrive when given the opportunity to create something on their own. Research shows
the more active a brain is in different areas, the greater chance for retention. Author Judy Dodge
explains in a Scholastic article, “If you’re only listening, you’re only activating one part of the brain.
But if you’re drawing and explaining to a peer, then you’re making connections in the brain.”
Hands-on activities are traditionally used in arts and science courses, but virtually any subject matter
can have hands-on learning. For example, an English class could use the same approach by having
students assemble portfolios of their writing in booklets for presentation or having students create
dioramas depicting scenes in books they’ve read. These types of projects can be more meaningful
and engaging to students than traditional exams, and encourage more creative, independent thinking.

Collaborative projects
With collaborative projects, students get the chance to work with one another toward a common
goal. These exercises are valuable in their capability to teach students about the values of
cooperation and working with others who might be different from themselves. Pairing students with
different skill sets can be a great way that while not everyone shares the same talents, everyone can
contribute to the project meaningfully in their own way.
Collaboration encourages students to engage in productive dialogue and it can provide an
opportunity to foster debate. Deciding between different approaches to satisfy project requirements
can help develop students’ executive decision-making capabilities and their ability to listen to others’
opinions and suggestions.
Well-structured collaborative projects, according a National Survey on Student Engagement, help
students learn the following:
 Break complex tasks into parts and steps
 Plan and manage time
 Refine understanding through discussion and explanation
 Give and receive feedback on performance
 Challenge assumptions
 Develop stronger communication skills
Experiential learning
Giving students the chance to apply the classroom lessons to a practical application can be an
exciting and rewarding experience. By showing them the direct benefits of their new knowledge, the
teacher is helping to cement the notion that students’ studies are tangibly productive and worthy of
their time and effort. Activities like field trips in the local area are a great example of how
experiential learning can be incorporated in your lesson plans for the year.
Additionally, having participative activities within the classroom and direct instruction as the
homework (otherwise known as the flipped classroom) is an excellent way to engage students with
the material.
Direct instruction
While most of us think of direct instruction when we think of the traditional classroom structure, its
effectiveness has not diminished over time. Done properly, direct instruction helps students know the
why behind the activities they’re doing.
When introducing a new lesson, it’s important to emphasize the broader concepts as a whole to
ensure comprehension, rather than individual facts, as these can distract from the overall message.
Direct instruction also helps to establish order in the classroom and minimize distractions and
disruptions.
While these four methods of instruction are by no means the only ways to teach a class, engaging
your students with a rotation of these strategies can help keep the classroom a lively and dynamic
environment for learning.

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Learning objectives are created to provide a measurable outcome that learners can anticipate
achieving or learning from the course. For example, a learning objective might be to master a
specific technique related to a job position or improve a certain skill set.
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 Learning objectives are important for several reasons, including that they can:
Inform learners what they can anticipate learning and/or mastering throughout the course or
class
 Enable trainers or teachers to clearly understand what they should focus on during a class or
course
 Give learners a measurable outcome to gauge their success
 Provide an assessment process that’s easy and clear
 Allow learners to determine if the particular course or class is right for them based on its
learning objectives
How do I write cognitive, affective and psychomotor learning objectives?
Answer
What is a learning objective?
A learning objective states what a student will learn by the end of a lesson or module. It should
include a measurable verb from the designated domain cognitive, affective, or psychomotor) and
focus on the student.
What should I keep in mind when writing a learning objective?
A learning objective is not a list of what will be covered during a lesson. If the lesson is one to two
hours, you will want to write at least three learning objectives. Three or more hours should have at
least three to five objectives.

What do you mean by domain?

Learning can be divided into three domains:
 Cognitive: This is the most commonly used domain. It deals with the intellectual side of
learning.
 Affective: This domain includes objectives relating to interest, attitude, and values relating
to learning the information.
 Psychomotor: This domain focuses on motor skills and actions that require physical
coordination.

What verbs should I use for each domain?

Cognitive Affective Psychomotor
Remembering Receiving (listening and Imitation (learner imitates an
 Define being attentive) action after a visual
 Ask demonstration)
 Duplicate
 Choose  Align
 Draw
 Describe  Balance
 List
 Follow  Follow
 Label
 Give  Grasp
 Memorize
 Hold  Hold
 Name
 Identify  Place
 Recall
 Locate  Repeat
 Recite
 Name  Rest
 Repeat
 Point to  Step
 Reproduce
 Select Manipulation (performance of
 State
an action with written/verbal
Understanding  Sit
instructions)
 Classify  Erect
 Align
 Describe  Reply
 Balance
 Discuss  Use
 Follow
 Explain Responding (active
 Grasp
participation)
 Identify  Hold
 Answer
 Locate  Place
 Assist
 Recognize  Repeat
 Comply
 Report Precision
 Conform
 Select  Accurately
 Discuss
 Translate  Errorlessly
 Greet
 Paraphrase  Independently
 Help
 Visualize  Proficiently
 Label
Applying  With balance
 Perform
 Apply  With control
 Practice
 Change Articulation (display of
 Present
 Choose coordination of a series of
 Read related acts)
 Construct
 Recite  Confidence
 Demonstrate
 Report  Coordination
 Dramatize
 Select  Harmony
 Employ
 Tell  Integration
 Illustrate
 Write  Proportion
 Interpret
  Modify Valuing (value attached to  Smoothness
 Operate a subject)  Speed
 Produce  Complete  Stability
 Schedule  Describe  Timing
 Sketch  Differentiate Naturalization (high level of
 Solve  Explain proficiency)
 Translate  Follow  Automatically
 Use  Forms  Effortlessly
 Write  Initiate  Naturally
Analyzing  Invite  Professionally
 Categorize  Join  Routinely
 Compare  Justify  Spontaneously
 Contrast  Propose  With ease
 Deduce  Read  With perfection
 Discriminate  Select  With poise
 Distinguish  Share
 Examine  Study
 Question  Work
 Separate Organization (beginning
to build consistent value
 Test
system)
Evaluating
 Adhere
 Appraise
 Alter
 Argue
 Arrange
 Decide
 Combine
 Critique
 Compare
 Criticize
 Complete
 Defend
 Defend
 Judge
 Explain
 Prioritize
 Generalize
 Rate
 Identify
 Rant
 Integrate
 Select
 Modify
 Support
 Order
 Value
 Organize
 Evaluate
 Relate
Creating
 Synthesize
 Assemble
Characterization (value
 Construct system controls behavior)
 Create  Act
 Compose  Discriminate
 Develop  Display
 Formulate  Influence
 Invent  Listen
 Originate  Modify
 Write  Performs
 Practices
 Propose
 Qualify
 Question
 Revise
 Serve
  Solve
 Use
 Verify

References
Kretchmar, J. (2019). Affective domain. Salem Press Encyclopedia.
Indiana University Bloomington. (n.d.). Learning taxonomy: Krathwohl's affective domain.
https://global.indiana.edu/documents/Learning-Taxonomy-Affective.pdf
National Association of School Psychologists. (2016). Tips for writing effective learning
objectives. Communique, 44(7), 23.
University of Washington. (n.d.). Cognitive, affective, and psychomotor domains grading.
http://courses.washington.edu/pharm439/Bloomstax.htm

How to write learning objectives

Here are steps to take if you want to write learning objectives:
1. Know your audience
Understanding your audience is a key part of establishing learning objectives. Knowing your
audience and what they already know or don't know can help you establish clear-cut learning
objectives and determine the focus of your course or lesson. It’s important that learners understand
the objective. For example, if you are teaching a course to improve telephone skills, your audience
will likely be people who regularly communicate by phone in their professional lives. They likely
work in sales or a position that requires regular telephone use and may already have a base
knowledge of simple phone etiquette. Related: 3 Domains of Learning: Cognitive, Affective and
Psychomotor
2. Identify what you expect others to learn
The next step is to determine the behavior or outcome that learners can expect from the course. An
effective strategy is to define objectives by the knowledge, skills or attitudes that you anticipate
learners will have once the course is complete. For example, if you expect learners will have a better
understanding and ability to be able to recall particular concepts, this would be a knowledge-based
learning objective.
3. Establish a specific objective
Once you have an idea of the outcome for learners, you can then establish a specific learning
objective. The key is to make each objective as specific and measurable as possible. Effective
learning objectives should be SMART: Specific, Measurable, Attainable, Relevant and Timely. For
example, rather than saying "increase awareness of potential dangers of a hazardous work
environment," you might say "employees will be able to recite at least 15 potential dangers of a
hazardous work environment and 10 ways in which work-related hazards can be
minimized."Related: How To Develop Your Skill Set to Advance Your Career
4. Indicate how the learned skill or knowledge will be used
Another step in writing learning objectives is to identify the condition in which the learning
objective expectation will be demonstrated. For example, a teacher may have students create a
slideshow to demonstrate a particular skill or knowledge learned during the class. In a business
setting, trainees may be expected to use their learned skills or behavior during a meeting with clients
or a cold sales call.Related: 10 Educational Goal Examples
5. Outline how the learned knowledge will be measured
The last step is to outline how the learned skill or behavior will be measured. Letting learners know
how their performance will be measured lets them better prepare and be aware of what to expect
after the course. For example, in an educational setting, students may be tested on their new
knowledge and given a rating out of 10.
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Tips for writing effective learning objectives
Here are tips to help you write effective learning objectives:
 Keep your learning objectives concise. Learning objectives should be short, concise and
easy to understand. This ensures that both you and your learners are on the same page
regarding what they can expect from your training course or class lesson.
  Focus on the learners. When writing learning objectives, the focus should always be on the
learner. They shouldn’t be confused with learning activities. Effective objectives describe
what the student will be doing, not what you will be teaching.
 Use action verbs. Focus on using measurable action verbs that indicate what learners can
expect to gain from the course or lesson. Examples of action verbs include “define, cite,
discuss, build, conduct” and “participate.” “Understand” is too vague to measure
while “identify” is more specific. Your choice of verbs should match the learners’ level of
thought.
 Ensure your learning objectives are realistic. Your learning objectives should be realistic
for learners to achieve by the end of the lesson. If they are not realistic, learners may get
discouraged and not benefit from your teachings.

How to Use Bloom's Taxonomy in a Social Studies Lesson

Applying Bloom's Evaluation Step

* Have students write a journal

reflection about what they think is

most important, or debate 2 sides of

topic.

Ex 1:Aspects of Citizenship and Government

in Canada you could ask students if

to criticize or defend the Charter and

compare it to rights in other countries.

Objective verbs: Criticize, defend,

compare, judge...etc.

Applying Bloom's Synthesis Step

* Have your students create a reproduction

in a diorama, map, or a short group video.

Ex 1: The Local Community, have students

design or make a map of their

ideal local community.

Ex 2: Economic Systems, have students create an art piece based on boom and bust economic cycle.

Objective Verbs: Create, design, invent,

plan, make up, develop...etc.

Applying Bloom's Analysis Step

* Have students construct a timeline or cause and effect chart that connects each event or fact to
another.

Ex 1: First Nations let them do a timeline of before, during and after European colonization.

Ex 2: New France (Quebec) they can make a timeline that connects past events with current issues.

Objective verbs: Categorize, compare,

infer, survey, distinguish...

Applying Bloom's Application Step

Applying Bloom's Comprehension Step

* Have students classify facts surrounding social studies

topics and separate into categories. Have them use their

knowledge in a new situation.

Ex 1: Urban and Rural Communities, have students categorize things into these two categories.

Ex 2: Migration have students think of reasons that

could make a group of people migrate.

Objective verbs: Organize, produce, sketch,

dramatize, paint, choose....etc.

Applying Bloom's Knowledge Step

* Have students summarize events that happen

around a specific event, date.

Ex 1: First Nations and European Explores have students summarize some of the conflicts that have
arisen between them.

Ex 2: Traditions and Celebrations have them summarize what we do at Eid time and why

we celebrate it.

Objective Verbs: Give examples, illustrate

summarize, explain...etc.

* Have students memorize important names, dates

and facts.

Ex 1: Canada's provinces, territories and regions then have students memorize

them.

Ex 2: Early Civilization or Medieval Times have them memorize

important dates and names.

Objective verbs: Identify, name, recite, locate...