Guidelines for Effective Lesson
Planning
Writing
SMARTER
Objectives and
Domains of
Learning
Tell Me:
How would you define
the word SMART?
How can a school
produce a well-
balanced learner in
terms of learning?
Tell Me:
What is the difference
between competency,
learning objective and
learning outcome?
COMPETENCIES, OBJECTIVES
and OUTCOMES
These three words are very critical
to the successful implementation of
teaching-learning and evaluation.
The lack of a solid understanding of
the terms distinctions in the
teacher's aspect will be tough to
establish clear learning goals, and
hence ambiguous on what to
accomplish in the end.
COMPETENCIES
-The demonstrated ability or
capacity to perform specific tasks
or activities to a defined
standard.
-Typically encompass a
combination of knowledge, skills,
and attitudes required to
accomplish a particular function,
often broad and enduring
OBJECTIVES
-Concrete and actionable
statements that outline what
needs to be achieved.
-Often used to guide learning
experiences, projects, or
initiatives and serve as
benchmarks for assessing
progress and success.
LEARNING OUTCOMES
-The result or consequence of
actions, processes, or events.
-Unlike objectives, which
focus on what is intended to
be achieved, outcomes
represent the actual result of
those intentions.
Examples:
Competency: Proficiency in using
spreadsheet software to organize
and analyze data.
Objective: By the end of the lesson,
students will be able to create a
basic spreadsheet using Microsoft
Excel, including data entry, cell
formatting, and basic calculations,
with 90% accuracy.
Examples:
Learning Outcome: Students
successfully create a functional
spreadsheet that includes
accurate data entries, correct
formatting (e.g., bold headings,
aligned text), and simple
calculations (e.g., summing a
column of numbers).
In a Nutshell:
Competency: The state or
quality of being competent.
Suitably or well qualified, can
do.
Objective: Worked toward or
striven for, a goal.
Outcome: A natural result,
consequence.
Writing Instructional
Objectives
Each objective will
contain four parts.
It’s as easy as
ABCD!
Audience
Behavior
Condition
Degree
Audience
The audience is always the
individual(s) for whom you
are writing the objective.
This should be explicitly
stated in your objective.
Only include one audience
in each objective.
Examples:
The pupil will…
The student will…
Audience
Grade 7 students will be
able to identify the basic
components of a computer
and describe their
functions, given a labeled
diagram of a computer
system, with 90%
Behavior
The behavior is always a
verb/action that you can
measure or observe
objectively.
Only include one behavior
in each objective.
Bloom’s Taxonomy should
be used to make sure you
are choosing behaviors
that promote different
levels of learning.
Behavior
Grade 8 students will be
able to create a basic
spreadsheet with correct
data entry and formatting
using Microsoft Excel
software, with no more than
two formatting errors.
Condition
The condition identifies
actions, materials
and/or tools that will be
accessible to the learner
while his/her
performance is
evaluated.
This should be explicitly
stated in your objective.
The condition should be
the assessment used to
evaluate learners.
Condition
High school students will be
able to demonstrate knowledge
of online privacy settings and
security measures after
completing a lesson on digital
safety, by selecting appropriate
privacy settings on at least 3
major social media platforms.
Degree
The degree is the level of
proficiency required to indicate
successful completion of the
objective.
This should be explicitly stated
in your objective.
Typically, you should not require
your learners to be perfect to
complete an objective, as this
sets them up for failure.
Examples:
3 out of 4 (75%)
9 out of 10 times (90%)
Degree
Grade 10 students will be
able to design a basic
webpage using HTML and
CSS, given access to a text
editor and web browser, with
proper structure and layout
following W3C standards.
SMARTER Objectives
Lesson objectives are
statements that describe
what students should know or
be able to do by the end of a
lesson. When creating lesson
objectives, it is important to
make them SMARTER:
SPECIFIC
Lesson objectives should be
clear and specific. This
means that they should
clearly define what students
will learn or be able to do,
and should not be vague or
general.
MEASURABLE
Lesson objectives should be
measurable. This means
that it should be possible to
assess whether or not
students have achieved the
objective.
ATTAINABLE
Lesson objectives should be
attainable. This means that they
should be challenging but not
impossible. Objectives that are too
difficult can lead to frustration and
lack of motivation, while objectives
that are too easy can lead to
boredom and lack of engagement.
RELEVANT
Lesson objectives should be
relevant to the real-life
experiences of the learners.
They must see the
connection of what they
learn to their day to day life.
TIME-BOUND
Lesson objectives should
be time-bound. This
means that they should
be achievable within the
timeframe of the lesson
or unit.
EVALUATED
Lesson objectives should be
evaluated. This means that there
should be a mechanism in place
to assess whether or not the
objective has been achieved.
Evaluation can help teachers and
students to monitor progress and
identify areas for improvement.
REVIEWED
Lesson objectives should be
reviewed. This means that
teachers should periodically
review and revise objectives
as needed to ensure that
they remain relevant and
effective.
In a Nutshell:
Overall, SMARTER lesson
objectives can help to ensure
that teachers have a clear
understanding of what they
want their students to achieve,
and can help students to focus
their learning efforts on specific
goals.
DOMAINS OF
LEARNING
The Three Domains
The identified three domains of
educational activities or learning
(Bloom et al. 1956):
Cognitive : intellectual skills
(knowledge)
Affective : development in feelings
or expressive areas (attitude or
self) Psychomotor : manual or
physical skills (competencies)
Cognitive Domain
The cognitive domain
includes the
development of
consciousness and
intellectual capacity
(Bloom, 1956).
Cognitive Taxonomy
Cognitive Taxonomy
Cognitive Taxonomy
The shift from using nouns to using verbs
in Bloom's Taxonomy is significant
because it places an emphasis on the
active process of learning, rather than
just the end result. By using action words,
or verbs, to describe each level of the
hierarchy, the framework encourages
students to engage in active, goal-
directed learning that is focused on
specific cognitive skills.
Cognitive Taxonomy
Exchange of Synthesis
and Evaluation
The reason for this change is that
synthesis is considered to be a more
complex cognitive process than
evaluation. Synthesis involves the ability
to take multiple pieces of information or
ideas and combine them in a new and
creative way to form a new whole. It
requires a high degree of critical
thinking, problem-solving, and creativity.
Affective Domain
-One of the primary reasons for
recognizing and studying the
affective domain is to acknowledge
that learning and human behavior
are not solely rational or cognitive
processes.
-Emotions, attitudes, and beliefs
play significant roles in how
individuals learn, perceive
Affective Domain
Affective Domain
WOMEN EMPOWERMENT
1. Receiving: Attending a workshop on gender
equality and listening attentively to the
presentations and discussions.
2. Responding: Participating in group activities
during the workshop, such as sharing personal
experiences or asking questions.
3. Valuing: Acknowledging the importance of
gender equality and recognizing the need for
women to have equal opportunities and rights.
Affective Domain
WOMEN EMPOWERMENT
4. Organizing: Actively seeking out opportunities
to support women's empowerment initiatives, such
as advocating for policies that benefit women.
5. Characterizing: Consistently advocating for
women's rights in various aspects of life, including
at work, in social circles, and in community
settings, and actively working towards creating a
more inclusive and equitable society for all
genders.
Psychomotor Domain
The psychomotor
domain was created as
a framework to describe
the range of physical
skills that students can
develop through the
Psychomotor Domain
By incorporating the
psychomotor domain into
educational frameworks,
educators can help students
develop the physical skills
and abilities they need to
succeed in fields such as
Psychomotor Domain
Perception: Identifying the
basic elements of the cha-cha
dance, such as the rhythm,
tempo, and the distinctive
"cha-cha-cha" step pattern.
Set: Getting into the starting
position for the cha-cha dance,
with feet together and body
Psychomotor Domain
Guided Response: Following along
with an instructor or video
demonstration of the basic cha-
cha steps.
Mechanism: Mastering the basic
steps of the cha-cha dance,
including the basic forward and
backward steps, the side-to-side
steps, and the cha-cha-cha step,
Psychomotor Domain
Complete Overt Response: The
learner has already a full mastery
of the basic steps of cha-cha
dance
Adaptation: Combining the basic
steps of the cha-cha dance into
more complex sequences and
routines, incorporating turns,
spins, and variations of the basic
Psychomotor Domain
Origination: Applying the
cha-cha dance steps to
different styles of music,
dance floors, partners, or
performance settings,
adjusting movements and
choreography as needed to