School of Education
ED154
Unit 2 – Educational Objectives
Dr. Amton Mwaraksurmes
Lecture 2
Content:
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Learning/Instructional Objectives
Blooms Taxonomy
Categories of Learning Objectives
Revised Bloom Taxonomy
• last School External Review –
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Introduction
 Good lesson plan requires good instructional
objectives or learning outcomes;
 Instructional objectives are designed by
teachers using the Bloom’s Taxonomy;
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Instructional Objectives
 IO or LO are designed by teachers and these
express what teachers intend for students to learn;
 Aim of the IO or LO is to communicate clearly to
students a teachers’ intend and to help in students’
growth;
 Important to express the IO or LO in clear and
measurable terms;
 Example: ‘Students would be able to identify and
create patterns using object and numbers’
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Bloom’s Taxonomy
Benjamin Bloom in 1950’s recognized
that there is more than one learning
and that different skills are achieved
at different levels;
Different levels of thinking or
knowledge from the lowest to the
highest;
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Original Bloom Taxonomy
 Bloom’s taxonomy;
 Lowest level – Highest:
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Lowest
Knowledge – recall information.
Comprehension – interpret info in own words.
Application – apply knowledge or generalize to new
situation.
Analysis – Breakdown knowledge into parts and show
relationship among parts.
Synthesis – Bring together parts of knowledge to form a
whole and build relationships for new situations.
Evaluation – Make judgment on the basis of established
Highest
criteria.
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Discussion
Practice giving some learning
objectives at six levels using
the terms and info from page
2.10
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Original Taxonomy focused
on three major domains:
1.Cognitive
2.Affective
3.Psychomotor
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Cognitive Domain
Covers thinking skills;
Recognition of knowledge;
Intellectual abilities and skills
Example: Students to classify
animals into vertebrates and
invertebrates
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Affective Domain
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Interests;
Feelings;
Attitudes;
Values
Development of appreciation;
Example: Students to appreciate
the value of group work.
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Psychomotor Domain
Demonstration of learning using
hands, legs or body parts;
Example: Students to kick a soccer
ball accurately towards the goal post.
Under each domain you find the
existence of the taxonomy levels.
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Discussion
Give some examples of the
cognitive, affective and
psychomotor domains.
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Categories of Learning
Objectives
Aims – long term hope, intent or aspiration
for learning. Expressed at general level such
district, province or national;
Goals – Medium term. Specific derived from
aims
Learning objectives – Short term. Tools use to
reach your goals.
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Types of Learning Objectives
1. Generic – Covers a learning area or unit of work
Example: In Year 7 maths, one of objective is for
students to work out the formula for finding sum of
interior angles of polygon
1. Specific – relate to actual teaching or lesson. The
specific LO for the general objective above is:
‘Students should be able to work out the formula for sum
of interior angles of polygon using basic concept of sum of
triangles correctly’
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Writing Learning Objectives
Every teachers must know how to write good learning
objectives;
Clear learning objectives should clearly shows the most
important criteria for assessing if students have learned a
particular objective;
Learning objectives should be clear, observable, and precise;
Learning objectives show:
What students would have learned;
How they have learned;
How well they have learned.
Example: At the end of the lesson students should be able to work
out the formula for sum of interior angles of polygon using basic
concept of sum of triangles correctly.
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Discussion
Write down some examples of learning
objectives on any topic.
Discuss these with your colleagues.
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Revised Bloom Taxonomy
• Bloom taxonomy is used to express qualitatively
different kinds of thinking;
• Also adapted for classroom use as a planning tool
• Continues to be one of the most universally applied
models
• Provides a way to organise thinking skills into six
levels, from the most basic to the higher order levels
of thinking
• 1990s- Lorin Anderson (former student of Bloom)
revisited the taxonomy
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Original
Revised
• Evaluation
•Creating
• Synthesis
•Evaluating
• Analysis
•Analysing
• Application
•Applying
• Comprehension
• Knowledge
•Understanding
•Remembering
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Change in Terms
• The names of six major categories were changed from noun to verb
forms.
• As the taxonomy reflects different forms of thinking and thinking is
an active process verbs were more accurate.
• The subcategories of the six major categories were also replaced by
verbs
• Some subcategories were reorganised.
• The knowledge category was renamed. Knowledge is a product of
thinking and was inappropriate to describe a category of thinking
and was replaced with the word remembering instead.
• Comprehension became understanding and synthesis was renamed
creating in order to better reflect the nature of the thinking described
by each category.
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Change in Emphasis
• More authentic tool for curriculum
planning, instructional delivery and
assessment.
• Aimed at a broader audience.
• Easily applied to all levels of schooling.
• The revision emphasises explanation and
description of subcategories.
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BLOOM’S REVISED TAXONOMY
Creating
Generating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing.
Evaluating
Justifying a decision or course of action
Checking, hypothesising, critiquing, experimenting, judging
Analysing
Breaking information into parts to explore understandings and relationships
Comparing, organising, deconstructing, interrogating, finding
Applying
Using information in another familiar situation
Implementing, carrying out, using, executing
Understanding
Explaining ideas or concepts
Interpreting, summarising, paraphrasing, classifying, explaining
Remembering
Recalling information
Recognising, listing, describing, retrieving, naming, finding
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Remembering
The learner is able to recall, restate and remember learned
information.
Recognising
Listing
Describing
Identifying
Retrieving
Naming
Locating
Finding
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Understanding
The learner grasps the meaning of information by
interpreting and translating what has been learned.
Interpreting
Exemplifying
Summarising
Inferring
Paraphrasing
Classifying
Comparing
Explaining
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Applying
The learner makes use of information in a
context different from the one in which it was
learned.
–Implementing
–Carrying out
–Using
–Executing
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Analysing
The learner breaks learned information into its parts
to best understand that information.
Comparing
Organising
Deconstructing
Attributing
Outlining
Finding
Structuring
Integrating
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Evaluating
The learner makes decisions based on in-depth reflection,
criticism and assessment.
Checking
Hypothesising
Critiquing
Experimenting
Judging
Testing
Detecting
Monitoring
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Creating
The learner creates new ideas and information using
what has been previously learned.
Designing
Constructing
Planning
Producing
Inventing
Devising
Making
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A good teacher makes
you think even when
you don’t want to.
(Fisher, 1998, Teaching Thinking
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Write down a question for
each of the levels in the
revised Bloom taxonomy
Share this with the person
next to you
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End of Class
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