ELEMENTS OF THE CURRICULUM

A. Curriculum Objectives/ School Purpose

SPECIFIC OBJECTIVES
Upon completion of the lesson, the learner is expected to:
discuss the sources, screening and
levels of educational objectives
differentiate between the domains
of objectives
formulate behavioral objectives on
the three domains using the principles
learned
appreciate the importance of
educational objectives

Sources of Objectives
A. Data on the learner
Learner himself
is a prime source of inputs for setting school
goals.
is the subject of the schooling process.

Sources of Objectives
Data on the learner maybe selected from different theories in
developmental psychology, on needs and interests of learners.

Needs

is a psychological construct indicating a certain

lack of deficiency which creates a tension in the individual.

Sources of Objectives
B. Data on contemporary society
The school needs to bring into accord contemporary
development in society in order to be able to put on its efforts
to the critical aspects of living in contemporary society.

Dogmatic trends, changes in family and community

living and scientific and technological
changes are some of the sensitive areas
that need to be studied and reflected in
the curriculum.

Sources of Objectives
C. Fund of knowledge
The most common and readily available source of school
goals.
There must be careful selection to include only the
relevant or the necessary at the level of maturity of the
learner.

Sources of Objectives
D. Nature of the teaching-learner process.
Teaching is specialized application of knowledge, skills and
attributes designed to provide unique service to meet the
educational needs of the individual and of society.
The choice of learning activities whereby the goals of
education are realized in the school is the responsibility of the
teaching profession.

Sources of Objectives
e. Philosophy of the school.
f. Professional goals and trends.

g. Theoretical construct of nursing discipline.

Development of School Goals

Source

Source

Source

Society

Learner

Fund of knowledge

Tentative Goals

Philosophy

Psychology

Final Goals

Screening of Goals
a. Philosophical screen
Schools operate on a
number of philosophical assumptions and
values.
It is against these beliefs and
values that school goals be validated. The
question to be asked here is, Is this goal
desirable?

Screening of Goals
b. Psychological screen
After a goal statement has finished the first
screen, it passes thru this screen.
Assuming that the goal is acceptable, the
question has to be answered.
Is the goal feasible?
Can it be attained realistically in the school
program?

Screening of Goals
The psychological screen enables the curriculum planners
to do the following:
1. Distinguish between changes in behavior
which can result from the learning process
and those that cannot.
2. Distinguish what can be done from what
cannot be done because they will take much
time at the age level in question.
3. Determine prerequisite conditions for
certain types of learning.

Screening of Goals
The psychological screen enables the curriculum planners
to do the following:
4. Suggest length of time over which goals
should be pursued and emphasized.
5. Determine goals that are consistent with
time tested principles and practices of
teaching and learning.

Level Of School Goal

1.
2.
3.
4.
5.

Institutional Goal
School Level or Department Goal
Program or curricular goals
Course or Year level goal
Classroom or Instructional Level

Instructional Objectives
an initial step in planning of instruction.
is an intent communicated by a statement
describing a proposed changed in a learner of
what the learner is to be like when he has
successfully completed a learning experience

Purposes of instructional objectives in

curriculum planning
Define the direction in which desired growth
and development should take place.
Provide a basis for the selection of learning
experiences.
Provide a basis for evaluating learning
outcomes

Limitations and some considerations of

instructional objectives in planning
curriculum and instruction
The difficulty of defining exactly what
instructional objective really means.
The difficulty of specifying the instructional
objectives in the fullness of details.
The problem of specifying the appropriate
level of habitual change in behavior.

Taxonomy of Objectives
Categories of Learning Objective by Bloom
1. Cognitive Domain (knowing/Head)
2. Affective Domain (Feeling/ Heart)
3. Psychomotor Domain (doing/ Hands)

Cognitive Domain

Structure of Observed Learning

Outcome Taxonomy

Psychomotor Domain
The information is based on the theories of
Harrow (1972 ),Dave (1975) and Simpson
(1972)Taxonomy of Psychomotor Domain

Harrow Taxonomy (1972)

Dave and Harrow Taxonomy (1975)

Simpson (1972)

Checklist for Evaluation of

Instructional Objectives
1. Is the objective clearly related to the goal from which it is
derived?
2. Does the objective include only one learning outcome?
3. Is the objective stated in terms of student behavior not
teachers performance?
4. Is the objective stated as a learning product, not process
or activity?
5. Is the minimum level of performance indicative of
acceptable achievement clearly specified?
6. Does the objective state the circumstances or conditions
under which the student will exhibit the desired learning
outcome?

References
Online

http://www.teachers.ab.ca/About%20the%20ATA/Governance/PolicyandPositionPapers/Position%20Papers/Pages/Nature%20of%20T
eaching%20and%20Teaching%20as%20a%20Profession.aspx

Bloom's Taxonomy of Learning Domains

http://www.nwlink.com/~donclark/hrd/bloom.html

Harrow Taxonomy Psychomotor Domain

http://cehdclass.gmu.edu/ndabbagh/Resources/IDKB/harrowstax.htm

Learning Taxonomy - Simpson Psychomotor Domain

http://assessment.uconn.edu/docs/LearningTaxonomy_Psychomotor.pdf

https://giftedmmiller.wikispaces.com/file/view/Affective_Taxonomy.gif/54918972/Affective_Taxonomy.gif

Print/ Book

Palma, J. C. (1992). Curriculum Development System a handbook for school Practitioners in Basic Education (pp. 26-57). Manila,
Philippines: National Bookstore, Inc. & Jesus C. Palma.

Ornstein, A. C., & Hunkins, F. P. (1988). CURRICULAR Foundation, Principle, and Issue (pp. 150-162). N.p.: Prentice Hall International.

Gutierrez, D. S. (2008). Assessment of Learning Outcome (Affective and Psychomotor Domain) (Book 2 ed., pp. 13-19). Valenzuela,
Philippines: Kerusso Publishing House.

Tanner, D., & Tanner, L. (1988). CURRICUlUM DEVELOPMENT Theory and Practice (third ed., pp. 200-208). Saddle River, NJ: Prentice
Hall International.w