Page 101 - Handbook_for_Teachers

A more desired way to state objectives is in terms of what we expect students to be

able to do at the end of the instruction. After demonstrating how to use the rain gauge,

for example, the teacher might expect students to be able to do the following:

 Identify the parts of the rain gauge

 Read a rain gauge

 Demonstrate the skill in using the rain gauge

Statements such as these direct the attention to the students and to the types of perfor-

mance they are expected to exhibit as a result of the instruction. Thus, the focus shifts
from the teacher to the student and from learning experiences to the learning outcomes.

This shift in focus makes clear the intent of instruction and sets the stage for evaluating
student learning. If teachers are able to comprehend the objectives of instruction, they will

be able to prepare adequate tests for judging the extent of attainment of these objectives
and relate the two.

Objectives can well be understood if we understand their taxonomy. CHAPTER 6 : PEDAGOGY

6.3.3 Taxonomy of Educational Objectives:

Taxonomy is a classification system that is arranged in a hierarchy. Dr. Benjamin S. Bloom
and his associates have classified instructional objectives into three major domains:
cognitive, affective and psychomotor or conative.

The cognitive domain includes those objectives that deal with recall or recognition

of learned material and the development of intellectual abilities and skills. The largest
proportion of educational or instructional or teaching-learning objectives falls into

cognitive domain.

The affective domain includes objectives that emphasize interests, attitudes and values

and the development of appreciation and adequate adjustment.

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