Professional Documents
Culture Documents
B. Lesson Proper
1. The students will give their
expectations to the subject.
II. Learning Content 2. The teacher will ask them to write
three things that they will continue to do
A. Materials to succeed and three new things they
will do to succeed.
B. Resources 3. Self-assessment activity-
The teacher will give a checklist to
identify the study habits of the students.
4. Reflection- The teacher will ask the
students to be aware the study habits
which they lack, and encourage them to
include these practices in order to be
successful.
5. The teacher will establish the rules
and regulations for the class.
C. Evaluation
1. The teacher will provide the
worksheet for the students to answer.
2. The student will answer the questions
orally:
What is the importance of telling the
truth?
HOME ECONOMICS AND LIVELIHOOD EDUCATION 4
D. Closure
Assignment: Bring your book,
dictionary, and notebook in English.
HOME ECONOMICS AND LIVELIHOOD EDUCATION 4
MONTESSORI ACADEMY OF VALENZUELA
Weekly Lesson Plan 2018-2019
Prepared by: Mrs. Cherry Mae B. Mallari Grade and Section: 4-Diligence/Perseverance
C. Evaluation C. Evaluation
Instruct the students to make their Answer the given activity in the
own reflection about the topic. textbook.
D. Closure
Conclude the topic discussed. Clarify D. Closure
any misunderstanding students may The teacher will check the exercises
have. given and discuss the common
mistakes of the students in the
seatwork.
.
HOME ECONOMICS AND LIVELIHOOD EDUCATION 4
MONTESSORI ACADEMY OF VALENZUELA
Weekly Lesson Plan 2018-2019
Prepared by: Mrs. Cherry Mae B. Mallari Grade and Section: 4-Diligence/Perseverance
I. Learning Objectives III. Learning Experiences III. Learning Experiences III. Learning Experiences: III. Learning Experiences:
At the end of the lesson, the A. Motivation A. Motivation A. Motivation A. Motivation
students should be able to: Play a video clip that shows Assign some students to 1. Divide the class into three groups. Conduct a review about the topics
proper care of oneself. The video will demonstrate the proper way of Play the famous game “Simon says.” that had been discussed for the
A. Recognize the different habits also show the different practices on taking a bath, brushing the teeth, The teacher will say, “Simon says, if previous days.
in taking care of oneself. how to have a pleasant appearance, washing hands and feet, cleaning you forgot to take care of this body
B. Demonstrate the different ways like eating the right kinds of food and the ears, combing of the hair, and area, it will cause bad breath, tooth B. Lesson Proper
on how to take care of yourself. doing daily exercise. taking care of the other body areas. decay and gum infections.” The teacher will give instructions of
C. Follow the schedule of activities 2. The first group who writes the the quiz.
that promote healthy living. B. Lesson Proper B. Lesson Proper correct answer after the word “go” will
1. The assigned student will get the point. C. Evaluation
1. Introduce the topic to the pupils by demonstrate the things that the The students will answer the quiz
II. Learning Content asking: “What are the things that you teacher will say. B. Lesson Proper provided by the teacher
A. Subject Matter need to do to take care of yourself?”
Practicing Personal Hygiene Let the students give their own insights. 2. Through the demonstration of the 1. Recall the topic that had discussed
students, the teacher will discuss yesterday.
B. Materials 2. Post pictures on the board that the topic for the day. D. Closure
flashcards, whiteboard, visual shows the proper way of taking care of 2. Call several students and give the The teacher will check their answers
aids, textbook oneself. Discuss the topic to the 3. The teacher will ask some different ways on how to take care of and discuss the common mistakes of
students. students about their own habit in our body parts. the students in the quiz.
taking care of herself.
3. After discussing the lesson, have a 3. Explain the topic further for the
brainstorming about the lesson that has 4. Let the students read the ways on mastery of the topic.
C. Resources been discussed. Practice the “give and how to take good care of our body
English Learning Portals 7 and take” process in every discussion. parts in the textbook.
8 C. Evaluation
Answer the activities that follow.
HOME ECONOMICS AND LIVELIHOOD EDUCATION 4
C. Evaluation D. Closure
C. Evaluation Answer the worksheet given Conclude the topic discussed. Clarify
Divide the class into four or five by the teacher. any misunderstanding students may
groups. Ask each group to describe have.
good/proper grooming by making a D. Closure
graphic organizer on a ¼ cartolina. Check the worksheet and
Assign each group to share their work discuss the common mistakes of
afterwards. the students.
D. Closure
Conclude the topic discussed. Clarify
any misunderstanding students may
have.
HOME ECONOMICS AND LIVELIHOOD EDUCATION 4
MONTESSORI ACADEMY OF VALENZUELA
Weekly Lesson Plan 2018-2019
Prepared by: Mrs. Cherry Mae B. Mallari Grade and Section: 4-Diligence/Perseverance
Day 1 Day 2 Day 3 Day 4
I. Learning Objectives III. Learning Experiences III. Learning Experiences III. Learning Experiences III. Learning Experiences:
At the end of the lesson, the A. Motivation A. Motivation A. Motivation A. Motivation
students should be able to: Play a dance video. Let the Each group will present their own Post a word puzzle on the board. Conduct a review about the topics
A. Recognize the different habits students imitate the dance steps. exercise routines as an energizer. Write on the other board the words that had been discussed for the
in taking care of oneself. The other group will follow their that the students need to find. previous days.
B. Demonstrate the different ways B. Lesson Proper routines and vice versa.
on how to take care of yourself. 1. Recall the topics that had discussed B. Lesson Proper B. Lesson Proper
C. Follow the schedule of activities for the previous days and relate the B. Lesson Proper 1. Discuss again the topic by giving The teacher will give instructions of
that promote healthy living. new topic into it. 1. Discuss again the topic by giving the pros and cons of exercising. the quiz.
D. Enumerate the different the pros and cons of exercising.
balance meal. 2. Ask the students: Why do we need 2. Ask the students to share their own C. Evaluation
to exercise? What are the benefits of 2. Ask the students to share their insights about exercising. The students will answer the quiz
doing daily exercises? own insights about exercising. provided by the teacher
D. Closure
Generalization of the lesson.
HOME ECONOMICS AND LIVELIHOOD EDUCATION 4
MONTESSORI ACADEMY OF VALENZUELA
Weekly Lesson Plan 2018-2019
Prepared by: Mrs. Cherry Mae B. Mallari Grade and Section: 4-Diligence/Perseverance
I. Learning Objectives:
At the end of the lesson, the
student should be able to:
a. Recognize the topics discussed
b. Demonstrate the knowledge
learned by answering the exams.
c. Practice eating healthy food
B. Materials:
HOME ECONOMICS AND LIVELIHOOD EDUCATION 4
MONTESSORI ACADEMY OF VALENZUELA
Weekly Lesson Plan 2018-2019
Prepared by: Mrs. Cherry Mae B. Mallari Grade and Section: 4-Diligence/Perseverance
I. Learning Objectives III. Learning Experiences: III. Learning Experiences: III. Learning Experiences: III. Learning Experiences:
Learning Objectives: A. Motivation A. Motivation A. Motivation A. Motivation
At the end of the lesson, the 1. The teacher will bring two set of Prepare the materials needed for Prepare the materials needed for Let the students recall the lessons
student should be able to: clothes. The first set was ironed; and washing of clothes (This activity is good washing of clothes (This activity is that had been discussed..
A. Determine the different ways of the other one is not. for 2 days). good for 2 days).
taking care of clothes 2. Call two students in front. The first
B. Recognize the different sewing student will wear the first set of clothes B. Lesson Proper B. Lesson Proper B. Lesson Proper
tools and their functions and the other student for the other set. 1. Distribute the copies of the quiz.
C. Repair worn out clothes through 1. Before proceeding to the activity, the 1. Before proceeding to the activity,
proper stitching B. Lesson Proper teacher will discuss the proper way of the teacher will discuss the proper 2. Give the instructions of the quiz.
D. Wear clothes properly 1. The teacher will read the paragraph washing of clothes. way of washing of clothes.
about clothes in “Be Informed” and 3. Let the students answer the quiz
explain it using the two set of clothes 2. She will also execute on how to do it. 2. She will also execute on how to within 15-20 minutes.
II. Learning Content worn by the two students. do it.
A. Subject Matter 3. Explain the do’s and dont’s of
Taking Care of One’s Clothes 2. Have the students interact and let washing clothes like separating white 3. Explain the do’s and dont’s of C. Evaluation
(Proper Way of Washing) them give their own insights about the clothes to the colored ones. washing clothes like separating Check the quiz then evaluate how
topic. white clothes to the colored ones. many students have passed or
B. Materials C. Evaluation failed the quiz.
flashcards, board, pictures, C. Evaluation Proceed to the demonstration on how C. Evaluation
PPT to wash clothes properly. Proceed to the demonstration on
Have the students do this task: Design how to wash clothes properly.
C. Resources your own clothes/dress that D. Closure D. Closure
English Learning Portals 7 and reflects/shows your personality. The teacher will give her remarks about D. Closure 1. Assess in which topic they got low
8 the demonstration. 1. The teacher will give her remarks scores. Clarify any
D. Closure about the demonstration. misunderstanding or confusion or
Bring basin, detergent powder and dirty 2. Prepare for a quiz tomorrow. questions students have.
clothes tomorrow. 2. Bring your own sewing kit on
Monday.
HOME ECONOMICS AND LIVELIHOOD EDUCATION 4
MONTESSORI ACADEMY OF VALENZUELA
Weekly Lesson Plan 2018-2019
Prepared by: Mrs. Cherry Mae B. Mallari Grade and Section: 4-Diligence/Perseverance
DAY 1 DAY 2 DAY 3 DAY 4
Quiz
I. Learning Objectives: III. Learning Experiences: III. Learning Experiences: III. Learning Experiences: III. Learning Experiences:
At the end of the lesson, the A. Motivation A. Motivation A. Motivation A. Motivation
student should be able to: The teacher will prepare and show her 1. Instruct the student to prepare their The class will be divided into 2 Let the students recall the lessons
own sewing kit. own sewing kit. groups. Each group will have a that had been discussed..
A. Determine the different ways of 2. Have a short game about the representative who will act the given
taking care of clothes B. Lesson Proper different sewing tools. The teacher will word. The members must be able to
B. Recognize the different sewing tell the function/meaning of a tool and guess the correct word. The words B. Lesson Proper
tools and their functions 1. Using the kit, she will explain the the students will get the tool in their will be used are sewing tools. The 1. Distribute the copies of the quiz.
C. Repair worn out clothes through function of each tool. sewing kit and give it to the teacher. group who will get the most words
proper stitching The first person who can give the will win. 2. Give the instructions of the quiz.
D. Wear clothes properly 2. She will also classify each tool based correct tool will get the point.
on its function. For example: The ruler B. Lesson Proper 3. Let the students answer the quiz
II. Learning Content: and tape measure are under measuring B. Lesson Proper within 15-20 minutes.
A. Subject Matter: tools, the scissors and seam ripper are 1. Discuss again the different sewing 1. The topic will be discussed again
Taking Care of One’s Clothes under cutting tools, and so on and so tools and their function/s. in class.
(Tools in Repairing Worn-Out forth. C. Evaluation
Parts of Clothes) 2. The teacher will demonstrate how to 2. The teacher will explain further Check the quiz then evaluate how
3. Make the students be familiar with use each tool and each student will the topic for the mastery of the topic. many students have passed or
B. Materials: each tool by giving cue word. imitate her. failed the quiz.
Sewing kit C. Evaluation
3. The teacher will also give the Have the students answer the
C. Resources: C. Evaluation precautionary measures that need to prepared activity by the teacher.
English Learning Portals 7 and Make an individual recitation regarding follow to avoid being hurt. D. Closure
8 the topic. D. Closure Assess in which topic they got low
C. Evaluation 1. The teacher will clarify any scores. Clarify any
D. Closure Answer the activity in the textbook. confusion or questions students may misunderstanding or confusion or
Generalize the topic. ask. questions students have.
Bring worn-out clothes tomorrow. D. Closure 2. Prepare for a quiz tomorrow.
The teacher will check the answer and
explain further if students have any
confusion or questions regarding the
topic.
HOME ECONOMICS AND LIVELIHOOD EDUCATION 4
MONTESSORI ACADEMY OF VALENZUELA
Weekly Lesson Plan 2018-2019
Prepared by: Mrs. Cherry Mae B. Mallari Grade and Section: 4-Diligence/Perseverance
D. Closure
Clarify any misunderstanding about the
topic.
HOME ECONOMICS AND LIVELIHOOD EDUCATION 4
I
HOME ECONOMICS AND LIVELIHOOD EDUCATION 4
MONTESSORI ACADEMY OF VALENZUELA
Weekly Lesson Plan 2018-2019
Prepared by: Mrs. Cherry Mae B. Mallari Grade and Section: 4-Diligence/Perseverance
DAY 1 DAY 2 DAY 3 DAY 4
Quiz
I. Learning Objectives: III. Learning Experiences: III. Learning Experiences: III. Learning Experiences: III. Learning Experiences:
At the end of the lesson, the A. Motivation A. Motivation A. Motivation A. Motivation
student should be able to: 1. Show a picture of a grandmother Play a video clip showing care for the Each pair will prepare their Let the students recall the lessons
Cognitive and grandfather. elderly. presentation on how to take care of that had been discussed..
A. Recognize the different activities 2. Ask the students: Do you also the elderly. The first person will act
in taking care of the elderly have a grandmother/grandfather? B. Lesson Proper as an elder and the other one will
B. Demonstrate the acceptable How old is he/she? How do you 1. Recall the topic that was discussed demonstrate one activity on how to B. Lesson Proper
attitude in performing one’s activity. take care of them as their yesterday. take care of the elderly. 1. Distribute the copies of the quiz.
grandchild?
II. Learning Content: 2. Ask the students: Have you B. Lesson Proper 2. Give the instructions of the quiz.
A. Subject Matter: B. Lesson Proper experience to take care of an elder just
Taking Care of the Elderly Member like on the video clip? 1. The teacher will give her 3. Let the students answer the quiz
of the Family 1. Introduce the topic by reading remarks about the presentation. within 15-20 minutes.
the do’s in taking care of the elderly 3. Explain to the students that even at
B. Materials: in the textbook. their age, they can already show their 2. Discuss again the activities on
whiteboard, visual aids, textbook love and care to their grandparents by how to take care of the elderly. C. Evaluation
2. Explain the concept of what is assisting or helping them in their daily Check the quiz then evaluate how
C. Resources: written in the textbook. Instil to the activities such as personal hygiene, 3. End the discussion by many students have passed or
English Learning Portals 7 and 8 mind of the students that each of bathing, dressing, and eating. summarizing the topic that was failed the quiz.
us needs to respect the elderly so discussed.
that we will be also be respected 4. Read in the textbook and explain on
when we get older. how to do the abovementioned C. Evaluation
activities. Answer the activity given by the D. Closure
3. Discuss that we need to love and teacher. Assess in which topic they got low
take care of them because there scores. Clarify any
are things that they cannot do C. Evaluation D. Closure misunderstanding or confusion or
anymore on their own. Answer the activity given by the Conclude the topic discussed. questions students have.
teacher. Clarify any misunderstanding
4. Explain that taking good care of students may have.
the elderly begins with
understanding their characteristics.
Most elders change their behaviour
as they get older so we need more
HOME ECONOMICS AND LIVELIHOOD EDUCATION 4
patience and understanding.
D. Closure
5. Read the common The teacher will check the exercises
characteristics of the elderly that given and discuss the common
we should be aware of, stated in mistakes of the students in the
the textbook. seatwork.
C. Evaluation
Answer this question in a
paragraph form: How you will take
care of your
grandmother/grandfather?
D. Closure
1. The teacher will close the lesson
by summarizing the topic that has
been discussed.
2. Have each student find a
partner. Each pair will demonstrate
one activity showing care for the
elderly. Be ready to present it on
Thursday.
HOME ECONOMICS AND LIVELIHOOD EDUCATION 4
MONTESSORI ACADEMY OF VALENZUELA
Weekly Lesson Plan 2018-2019
Prepared by: Mrs. Cherry Mae B. Mallari Grade and Section: 4-Diligence/Perseverance
DAY 1 DAY 2 DAY 3 DAY 4
Quiz
I. Learning Objectives: III. Learning Experiences: III. Learning Experiences: III. Learning Experiences: III. Learning Experiences:
At the end of the lesson, the A. Motivation A. Motivation A. Motivation A. Motivation
student should be able to: Ask: Do you have a brother or The teacher will present the different Call several students. Make a mini Let the students recall the lessons
A. Recognize the different activities sister? What are your bonding or things to be used when someone is role play on how to accept visitors. that had been discussed..
in taking care of the sick member in activities together? sick.
the family or family members. B. Lesson Proper
B. Demonstrate the acceptable B. Lesson Proper B. Lesson Proper 1. Recall the topics that were B. Lesson Proper
behaviour when doing the activities 1. Ask the students: If one of your discussed for the past 2 days. 1. Distribute the copies of the quiz.
1. Explain that aside from being a family members is sick, what you will 2. Discuss the guidelines to be
involved in taking care of the sick.
playmate to your sibling, it is also do? observed when accepting/dealing 2. Give the instructions of the quiz.
C. Identify the different guidelines
your part to take good care of him with visitors.
to be observed when dealing with or her. 3. Let the students answer the quiz
2. Discuss that all of us are expected to 3. Explain that Filipinos are well-
the visitor. within 15-20 minutes.
be a home nurse, especially when known for being hospitable so each
2. Discuss the basic guidelines to there is a sick in the family. of us have to show it.
help them provide the support and 4. End the topic by summarizing all
II. Learning Content: care to their brothers and sisters. 3. Read the meaning of “Home the guidelines. C. Evaluation
A. Subject Matter: 3. Explain each guideline. Nursing” and explain the Check the quiz then evaluate how
Taking Care of the Family Members responsibilities. C. Evaluation many students have passed or
and Visitors. C. Evaluation Have the students work on the failed the quiz.
Make a letter to your sibling/s 4. Inculcate to their mind that at their worksheet/s provided by the
B. Materials: showing how you love him/her. It age, they have to know the following teacher to drill them on.
whiteboard, visual aids, textbook also contains the things to do on basic home treatments to assist the
how you will take care of him/her sick member in the family. Let the D. Closure D. Closure
C. Resources: student read those home treatments in The teacher will check the Assess in which topic they got low
English Learning Portals 7 and 8 D. Closure the textbook. scores. Clarify any
exercises given and discuss the
The teacher will generalize the misunderstanding or confusion or
common mistakes of the students
lesson. 5. The teacher will explain those home questions students have.
in the seatwork. given and discuss the common
treatments. She will also show the
different things to use when someone is mistakes of the students in the
sick. seatwork.
HOME ECONOMICS AND LIVELIHOOD EDUCATION 4
C. Evaluation
Have the students work on the
worksheet/s provided by the teacher.
D. Closure
The teacher will check the exercises
given and discuss the common
mistakes of the students in the
seatwork.
HOME ECONOMICS AND LIVELIHOOD EDUCATION 4
MONTESSORI ACADEMY OF VALENZUELA
Weekly Lesson Plan 2018-2019
Prepared by: Mrs. Cherry Mae B. Mallari Grade and Section: 4-Diligence/Perseverance
C. Evaluation
Have the students make their own
menu planning for 1 week. This
meal planning will be checked
every Monday.
D. Closure
With the help of your parents, lists
down your food intake for 1 week.
Sort out the different food based on
its group.
HOME ECONOMICS AND LIVELIHOOD EDUCATION 4
MONTESSORI ACADEMY OF VALENZUELA
Weekly Lesson Plan 2018-2019
Prepared by: Mrs. Cherry Mae B. Mallari Grade and Section: 4-Diligence/Perseverance
DAY 1 DAY 2 DAY 3 DAY 4
Quiz
I. Learning Objectives: III. Learning Experiences: III. Learning Experiences: III. Learning Experiences: III. Learning Experiences:
At the end of the lesson, the A. Motivation A. Motivation A. Motivation A. Motivation
student should be able to: Present different dining utensils via The teacher will show a table cloth and Call several students to do the Let the students recall the lessons
PPT. Ask them: What are the other utensils. She will use these in table setting. that had been discussed..
A. Classify the food items according common dining utensils you are setting the cover.
to the three basic food groups using? B. Lesson Proper
B. Explain the food pyramid for B. Lesson Proper 1. Discuss again the lesson. B. Lesson Proper
balanced meals B. Lesson Proper 1. Before she proceeds to the 2. Explain further for the mastery of 1. Distribute the copies of the quiz.
C. Explain the importance of meal 1. Differentiate meal service from demonstration, she will review the the lesson.
planning and its factors table appointments. different table appointments and its 2. Give the instructions of the quiz.
D. Plan healthy and nutritious 2. The discussion will be focusing uses.
meals for the family to meet every more on table appointments. Tell to 2. Let the class make themselves C. Evaluation 3. Let the students answer the quiz
member’s needs. them that table appointments can comfortable before the demonstration. Answer the given activity. within 15-20 minutes.
be classified as linen, dinnerware, 3. Some student will read the
flatware, and beverage ware. chronological guidelines in setting D. Closure
II. Learning Content: 3. Discuss each kind of table individual cover at home. Then, the Conclude the topic discussed. C. Evaluation
A. Subject Matter: appointments (refer to the teacher will show it. (Follow the Check the quiz then evaluate how
Clarify any misunderstanding
Serving Meals for the Family textbook). guidelines in the textbook). many students have passed or
students may have.
4. Make the students be familiar 4. Make the students experience failed the quiz.
B. Materials: with those utensils and how to use setting the cover.
whiteboard, visual aids, textbook it. 5. Wrap-up the lesson.
D. Closure
C. Resources: C. Evaluation C. Evaluation Assess in which topic they got low
English Learning Portals 7 and 8 Draw a table and make an individual scores. Clarify any
Answer this question in paragraph setting cover then putting each utensil misunderstanding or confusion or
form: What kind of food are you correctly. questions students have given and
going to serve to your family? How discuss the common mistakes of the
will you serve it using the table D. Closure students in the seatwork.
appointments? The teacher will generalize the topic by
asking the students what have they
D. Closure learned or What are the things need to
Generalize the lesson. be clarified.
HOME ECONOMICS AND LIVELIHOOD EDUCATION 4
MONTESSORI ACADEMY OF VALENZUELA
Weekly Lesson Plan 2018-2019
Prepared by: Mrs. Cherry Mae B. Mallari Grade and Section: 4-Diligence/Perseverance
D. Closure
Bring your own flowering plant tomorrow
(one flower only)
HOME ECONOMICS AND LIVELIHOOD EDUCATION 4
MONTESSORI ACADEMY OF VALENZUELA
Weekly Lesson Plan 2018-2019
Prepared by: Mrs. Cherry Mae B. Mallari Grade and Section: 4-Diligence/Perseverance
DAY 1 DAY 2 DAY 3 DAY 4
Quiz
I. Learning Objectives: III. Learning Experiences: III. Learning Experiences: III. Learning Experiences:
At the end of the lesson, the A. Motivation A. Motivation A. Motivation
student should be able to: Ask: If you will plant an ornamental The students will read in front their Let the students recall the lessons that
plant, what do you think are the answers in the Guide Questions. had been discussed..
A. Demonstrate the proper way factors to consider before planting
of ornamental planting it? Let each student give a short and B. Lesson Proper B. Lesson Proper
B. Be familiar with the different sensible answer. 1. Distribute the copies of the quiz.
ways of planting 1. Recall previous lesson by
C. Enumerate the safety tips in B. Lesson Proper asking questions. 2. Give the instructions of the quiz.
gardening 1. Instruct the students to get their
D. Identify the common tools for textbook. Together with the teacher, 2. The teacher will explain why we 3. Let the students answer the quiz
growing plants in the garden read the different factors in planting need to take into consideration within 15-20 minutes.
ornamental plants at home. those guide questions.
II. Learning Content:
A. Subject Matter: 2. Give emphasis on how these 3. Wrap-up the lesson. C. Evaluation
Choosing the Appropriate factors can affect the growth of your Check the quiz then evaluate how
Ornamental Plants plant. C. Evaluation many students have passed or failed
Answer the given activity. the quiz.
B. Materials: 3. Let the students think why they
whiteboard, visual aids, textbook need to consider these factors in D. Closure
planting. The teacher will generalize the D. Closure
C. Resources: topic by asking the students what Assess in which topic they got low
English Learning Portals 7 and 8 4. Wrap-up the lesson. have they learned or What are the scores. Clarify any misunderstanding
things need to be clarified. or confusion or questions students
C. Evaluation have given and discuss the common
Choose one factor to consider in mistakes of the students in the
planting ornamental plant, and seatwork.
explain why you think this is the
most important one.
D. Closure
Answer the Guide Questions on p.
90 of your textbook.
HOME ECONOMICS AND LIVELIHOOD EDUCATION 4
MONTESSORI ACADEMY OF VALENZUELA
Weekly Lesson Plan 2018-2019
Prepared by: Mrs. Cherry Mae B. Mallari Grade and Section: 4-Diligence/Perseverance
DAY 1 DAY 2 DAY 3 DAY 4
Quiz
I. Learning Objectives: III. Learning Experiences: III. Learning Experiences: III. Learning Experiences: III. Learning Experiences:
At the end of the lesson, the A. Motivation A. Motivation A. Motivation A. Motivation
student should be able to: The teacher will bring the whole Bring the students in the mini-garden Instruct the students to draw the tool Let the students recall the lessons
class in the mini-garden area of the area of the school. Have them that has been described by the that had been discussed..
A. Demonstrate the proper way of school. She will discuss her lesson experience to plant their own plant. teacher.
ornamental planting there about different tools in B. Lesson Proper
B. Be familiar with the different gardening. B. Lesson Proper B. Lesson Proper 1. Distribute the copies of the quiz.
ways of planting 1. After going to the garden, ask the 1. Call one student at a time. Have
C. Enumerate the safety tips in B. Lesson Proper students about their experiences in him/her choose one tool and explain 2. Give the instructions of the quiz.
gardening 1. The teacher will now discuss the planting their own plant. its function in front of the class.
D. Identify the common tools for different tools for gardening and how 2. Discuss again the tools in 2. The teacher will give her remark 3. Let the students answer the quiz
growing plants in the garden to use it. gardening. and add information if it is needed. within 15-20 minutes.
2. She will also discuss the safety 3. Make sure that they are all familiar 3. Make sure that all students
II. Learning Content: precautions in gardening. about those tools. presented their own task.
A. Subject Matter: 3. Make the students experience 4. Wrap-up the lesson. 4. Wrap-up the lesson. C. Evaluation
Common Tools for Growing Plants how to use each tool. Check the quiz then evaluate how
in the Garden 4. She will continue the discussion C. Evaluation C. Evaluation many students have passed or failed
tomorrow. Answer the given activity. The teacher will give a worksheet to the quiz.
B. Materials: the students.
whiteboard, visual aids, textbook C. Evaluation D. Closure
Have a short recitation about the The teacher will generalize the topic D. Closure D. Closure
C. Resources: topic that was discussed. by asking the students what have Prepare for a quiz tomorrow. Assess in which topic they got low
English Learning Portals 7 and 8 they learned or What are the things scores. Clarify any misunderstanding
D. Closure need to be clarified. or confusion or questions students
Bring your own seedlings tomorrow. have given and discuss the common
mistakes of the students in the
seatwork.
HOME ECONOMICS AND LIVELIHOOD EDUCATION 4
MONTESSORI ACADEMY OF VALENZUELA
Weekly Lesson Plan 2018-2019
Prepared by: Mrs. Cherry Mae B. Mallari Grade and Section: 4-Diligence/Perseverance
HOME ECONOMICS AND LIVELIHOOD EDUCATION 4
MONTESSORI ACADEMY OF VALENZUELA
Weekly Lesson Plan 2018-2019
Prepared by: Mrs. Cherry Mae B. Mallari Grade and Section: 4-Diligence/Perseverance
I. Learning Objectives: III. Learning Experiences: III. Learning Experiences: III. Learning Experiences:
At the end of the lesson, the student A. Motivation A. Motivation A. Motivation
should be able to: Have the students share their house Divide the class into three groups and Call one student at a time. Make
At the end of the lesson, the student activities every day or every conduct a mini-game. The teacher him/her share his/her contribution in
should be able to: weekend. will read the definition of the cleaning maintaining the cleanliness of their
A. Explain the different cleaning tool and one member for each group house.
tools, equipment, and materials B. Lesson Proper will right the correct answer on the
needed in taking care of the house 1. The teacher will present the board. The group who gets 5 points B. Lesson Proper
B. Demonstrate the procedures different cleaning equipment, tools will win the game. 1. Discuss again the different cleaning
involved in housekeeping and materials using PPT. tools.
C. Observe precautionary measures B. Lesson Proper
when doing housekeeping 2. Classify each cleaning tool
2. Explain further for the mastery of
D. Prepare the schedule of activities according to its uses. 1. Continue the discussion about
different cleaning tools. the topic.
E. Show acceptable behaviour when
3. Explain the function of each
doing household chores.
cleaning tool. 2. Discuss also the safety 3. Wrap-up the lesson.
II. Learning Content: precautions to follow in cleaning your
4. Make the students be familiar by
A. Subject Matter: house. C. Evaluation
highlighting the keyword for each Divide the class into three groups.
Taking Care of the House
tool. 3. Call one student at a time to Assign each group to do
B. Materials: identify and give the uses of each housekeeping activities every week.
5. To end the discussion, expound
whiteboard, visual aids, textbook tool.
that keeping the house clean and
D. Closure
orderly makes us comfortable and 4. Wrap-up the lesson.
C. Resources: safe to stay and live. The teacher will generalize the topic
English Learning Portals 7 and 8
C. Evaluation by asking the students what have they
C. Evaluation
Answer the activity given by the learned or What are the things need to
Write a short essay about this topic:
teacher. be clarified.
How you will maintain the
cleanliness of your house.
D. Closure
Conclude the topic discussed. Clarify
D. Closure
any misunderstanding students may
Continuation of the topic tomorrow.
have.
HOME ECONOMICS AND LIVELIHOOD EDUCATION 4
MONTESSORI ACADEMY OF VALENZUELA
Weekly Lesson Plan 2018-2019
Prepared by: Mrs. Cherry Mae B. Mallari Grade and Section: 4-Diligence/Perseverance
DAY 1 Day 2 DAY 3 DAY 4
Quiz
I. Learning Objectives: III. Learning Experiences: III. Learning Experiences: III. Learning Experiences: III. Learning Experiences:
At the end of the lesson, the A. Motivation A. Motivation A. Motivation A. Motivation
student should be able to: The class will be divided into 2 Call one student at a time to act each Call one student at a time to act each Let the students recall the lessons
A. Explain the different cleaning groups. Each group will have a activity that is discussed by the activity that is discussed by the that had been discussed..
tools, equipment, and materials representative who will act the given teacher yesterday. teacher yesterday.
needed in taking care of the house word. The members must be able to
B. Demonstrate the procedures guess the correct word. The words B. Lesson Proper B. Lesson Proper B. Lesson Proper
involved in housekeeping will be used are cleaning tools. The 1. Distribute the copies of the quiz.
C. Observe precautionary group who will get the most words 1. Explain again the uses and 1. Explain again the uses and
measures when doing will win. functions of each cleaning tool. functions of each cleaning tool. 2. Give the instructions of the quiz.
housekeeping
D. Prepare the schedule of B. Lesson Proper 2. Encourage the students to highlight 2. Encourage the students to highlight 3. Let the students answer the quiz
activities the cue word for each tool for them to the cue word for each tool for them to within 15-20 minutes.
1. Recall the topics that were
E. Show acceptable behaviour easily remember. easily remember.
discussed.
when doing household chores.
3. Wrap-up the lesson. 3. Wrap-up the lesson. C. Evaluation
2. Let the students read aloud the Check the quiz then evaluate how
II. Learning Content: definition of HOUSEKEEPING in
A. Subject Matter: many students have passed or failed
their textbook and the teacher will C. Evaluation C. Evaluation the quiz.
Taking Care of the House explain further the definition of it.
Have the students work on the Have the students work on the
B. Materials: 3. Discuss the activities that are worksheet/s provided by the teacher. worksheet/s provided by the teacher.
whiteboard, visual aids, textbook involved in housekeeping. D. Closure
A. Closure B. Closure Assess in which topic they got low
C. Resources: 4. Expound again the safety
English Learning Portals 7 and precautions that we need to follow The teacher will check the exercises The teacher will check the exercises scores. Clarify any misunderstanding
8 given and discuss the common given and discuss the common or confusion or questions students
before cleaning the house. have.
mistakes of the students in the mistakes of the students in the
5. Wrap-up the lesson. seatwork. seatwork.
HOME ECONOMICS AND LIVELIHOOD EDUCATION 4
C. Evaluation
Divide the class into three groups.
Assign each group to do
housekeeping activities every week.
D. Closure
The teacher will generalize the topic
by asking the students what have
they learned or What are the things
need to be clarified.
D. Closure
Continuation of the topic tomorrow.
MONTESSORI ACADEMY OF VALENZUELA
HOME ECONOMICS AND LIVELIHOOD EDUCATION 4
Weekly Lesson Plan 2018-2019
Prepared by: Mrs. Cherry Mae B. Mallari Grade and Section: 4-Diligence/Perseverance
DAY 1 DAY 2 DAY 3 DAY 4
Quiz
I. Learning Objectives: III. Learning Experiences: III. Learning Experiences: III. Learning Experiences: II. Learning Experiences:
At the end of the lesson, the student A. Motivation A. Motivation A. Motivation A. Motivation
should be able to: Instruct the students to get their art Have the students get their drawing Solve the crossword puzzle by giving Let the students recall the lessons
A. Illustrate the methods of lettering materials. paper. the correct name of the tool as that had been discussed..
B. Distinguish the different tools in Instruct them to lettering the name of described in parentheses.
lettering B. Lesson Proper their favourite group or artist.
C. Observe the proper procedures in 1. Instruct the students to place B. Lesson Proper B. Lesson Proper
lettering their art materials on the top of their B. Lesson Proper 1. Distribute the copies of the quiz.
D. Be mindful about the chair. 1. Review the tools for lettering.
measurement of each letter. 2. As the teacher introduces each 1. Discuss again the different tools for 2. Give the instructions of the quiz.
E. Comply positively with the topic tool, the students will hold and use lettering. 2. Each student need to make their own
discussed. it. greeting card for their parents using 3. Let the students answer the quiz
3. Discuss the lettering tools as 2. Highlight the cue words for each tool their drawing paper. within 15-20 minutes.
II. Learning Content: classify in the textbook and explain to easily remember the meaning of
A. Subject Matter: its uses. each. C. Evaluation
Using Tools for Lettering 4. Demonstrate the proper use of C. Evaluation
3. Wrap-up the lesson. The teacher will check the activity and Check the quiz then evaluate how
Using Measurements in Lettering each tool.
ask each student to present their work many students have passed or failed
4. Remind the students to bring again in front. the quiz.
B. Materials: C. Evaluation
their drawing book tomorrow for an
whiteboard, visual aids, textbook Answer the activity given by the
activity.
teacher.
D. Closure
C. Resources: C. Evaluation Generalize the lesson. D. Closure
English Learning Portals 7 and 8 D. Closure Answer the activity in your textbook.
Bring a drawing paper tomorrow. Assess in which topic they got low
scores. Clarify any misunderstanding
D. Closure or confusion or questions students
The teacher will check the exercises have.
given and discuss the common
mistakes of the students in the
seatwork.
HOME ECONOMICS AND LIVELIHOOD EDUCATION 4
C. Evaluation
Have the students work on the
worksheet/s provided by the
teacher to drill them on giving and
using perfect tense.
D. Closure
The teacher will check the
exercises given and discuss the
common mistakes of the students in
the seatwork.
HOME ECONOMICS AND LIVELIHOOD EDUCATION 4
2. Introduce subordinating
conjunctions
C. Evaluation
Additional exercises to enhance
them on giving and using
prepositions.
D. Closure
The teacher will check the
exercises given and discuss the
common mistakes of the students
in the seatwork.
D. Closure
Students will exchange books
then check the answers with the
HOME ECONOMICS AND LIVELIHOOD EDUCATION 4
teacher.
Prepare for a quiz tomorrow.
Notes:
1. Kindly specify under the heading (Day #) if the lesson is an Introduction, Continuation, or Review.
2. For Reading, always include a list of Vocabulary and Spelling words for the week.
3. Please do cite your sources (books, textbooks, websites, etc.) under Part II (Learning Content).
4. If your subject is not held daily, put N/A on the other days.
5. Deadline of Submission:
HOME ECONOMICS AND LIVELIHOOD EDUCATION 4
8 October 19-23, 2015 September 16, 2015
9 October 26–October 30 September 16, 2015
Day 1
Day 2 Day 3 Day 4 Day 5
(Story and Vocabulary
(Introduction: Antonyms) (Continuation: Antonyms) (Quiz) (Seatwork)
Building)
DAY
correctly.
Psychomotor:
1. Follow the given
directions for each exam.
Affective:
Test Test Test
1. Obey the rules to follow
during their exams.
II. Learning Content
A. Subject Matter
Topic: Second Long Test
B. Materials
Test papers
C. Resources
1. Identify homophones.
2. Select the correct
what the things they do
together.
B. Lesson Proper
Explain the meaning of two
Continue the lessons
about homonyms. Give many
Explain the content of
the quiz and how they will be
A
homophones to be used in
each sentence.
B. Lesson Proper
Before reading the poem,
pictures. Discuss homophones
and the correct usage of it.
examples for the mastery of
the lesson.
going to answer it.
C. Evaluation
C
Psychomotor:
1. Write the correct answer
unlock some unfamiliar words.
Read the poem “Friends are C. Evaluation
C. Evaluation
Answer the given
Give the quiz.
D. Closure H
in each given worksheet.
Affective:
like
That.”
Call pair of students. Show
two words and they will
activity on their book.
D. Closure
Checking of quizzes.
E
1. Comply positively on the
topic discussed.
C. Evaluation
Let the students answer the
explain the meaning of it. Give assignment.
R’
II. Learning Content
given
questions after reading the
D. Closure
Generalization of the lesson S
A. Subject Matter poem.
Topic: Homophones D
D. Closure
B. Materials Generalization of the lesson. A
Homophones word lists
Y
C. Resources
Read to Lead 2, Learning and
Intensifying English Today
B. Materials
homograph word lists
C. Resources
Read to Lead 2, Learning and
Intensifying English Today
C. Resources
Read to Lead 2, Learning and
Intensifying English Today
C. Resources
Read to Lead 2, Learning and
Intensifying English Today
Day 4 Day 5
Day 1 Day 2 Day 3
(Quiz and Intro. of the (Continuation of
(Introduction) (Continuation) (Seatwork)
Performance Task) Performance Task)
B. Materials
sets of examples,
pictures
C. Resources
Read to Lead 2, New
Dynamics Series in English,
google.com
D. Closure
Generalization of
the lesson.
HOME ECONOMICS AND LIVELIHOOD EDUCATION 4
B. Materials
chalk and board
C. Resources
Read to Lead 2, New
Dynamics Series in
English, google.com
Day 1
Day 2 Day 3 Day 4 Day 5
(Story and Vocabulary
(Introduction) (Continuation) (Seatwork) (Quiz)
Building)
C. Resources
Read to Lead 2, New
Dynamics Series in English,
HOME ECONOMICS AND LIVELIHOOD EDUCATION 4
google.com
HOME ECONOMICS AND LIVELIHOOD EDUCATION 4
MONTESSORI ACADEMY OF VALENZUELA
Weekly Lesson Plan for February 29 – March 4, 2016
Prepared by: Joanna Marie R. Mendoza Grade/Level and Section: 2-ABC
Day 1
Day 2 Day 3 Day 4 Day 5
(Story and Vocabulary
(Introduction) (Continuation) (Seatwork) (Quiz)
Building)
I. Learning Objectives III. Learning Experiences III. Learning Experiences III. Learning III. Learning Experiences III. Learning Experiences
At the end of the lesson, A. Motivation A. Motivation Experiences A. Motivation A. Motivation
the students should be able Ask: What will you do The teacher will show a A. Motivation Have a short review Are you ready for the
to: if there’s a stranger/person rubber band to the students. She Group the class into before giving seatwork. quiz today?
Cognitive: asking for your help? will let them touch it, expand it two. Each student in each
1. Identify the different form etc. group will receive a strip of
of contractions. B. Lesson Proper paper. They will try to find
2. Reconstruct the The teacher will read their partner as fast as they B. Lesson Proper B. Lesson Proper
sentence using the the story “Who is my B. Lesson Proper can, e.g., I am-I’m, she is- Ask if they have any Explain the content of
contraction form of the Neighbor?” She will tell that Using the rubber band, the she’s questions about contractions the quiz and how they will
verb. this story came from the teacher will demonstrate the and expansions. answer it.
Bible. She will also explain concept of expanding and
Psychomotor: what “Samaritan” means. contracting. Say: When you B. Lesson Proper
1. Write the correct stretch the rubber band, it The teacher will C. Evaluation C. Evaluation
contractions and long C. Evaluation expands; when you let it go, it continue to discuss the Give the seatwork. Give the quiz.
form. The teacher will ask contracts. That’s how we will topic. Demonstrate again
the students orally. contract and expand words. the concept by writing he is D. Closure D. Closure
Affective: on the board. Cross out the Checking of their Checking of quizzes.
1. Comply positively on the D. Closure iand replace it with an seatwork. Correcting of their
topic discussed. Generalization of the C. Evaluation apostrophe. Read the new mistakes.
story. Do a board activity. word to the students to
II. Learning Content show how the pronunciation
A. Subject Matter D. Closure changes from he is to he’s.
Topic: Contractions Generalization of the
lesson. Giving of homework. C. Evaluation
B. Materials Answer the activity in
rubber band, chalk and their book.
board
D. Closure
C. Resources Checking of activity.
Read to Lead 2, New
Dynamics Series in English,
HOME ECONOMICS AND LIVELIHOOD EDUCATION 4
google.com
HOME ECONOMICS AND LIVELIHOOD EDUCATION 4
C. Resources:
Language Module 5 and 6
C. Resources:
Language Module 5 and 6
HOME ECONOMICS AND LIVELIHOOD EDUCATION 4
HOME ECONOMICS AND LIVELIHOOD EDUCATION 4
There are three main domains of learning and all teachers should know about them and use them to construct lessons. These domains are cognitive
(thinking), affective (emotion/feeling), and psychomotor (physical/kinesthetic). Each domain on this page has a taxonomy associated with it. Taxonomy is simply
a word for a classification. All of the taxonomies below are arranged so that they proceed from the simplest to more complex levels. The ones discussed here
are usually attributed to their primary author, even though the actual development may have had many authors in its formal, complete citation.
It is interesting to note that even though the taxonomy associated with cognition is commonly referred to as Bloom’s Taxonomy, David Krathwohl was also one
of the original authors in creating this work. This will become important when you look at the 2001 revisions to this taxonomy.
Many veteran teachers are unaware that the cognitive/thinking domain, again commonly known as Bloom’s Taxonomy and originally published in 1956, had
major revisions in 2000/01. While I have included the original cognitive one, I have also attached it to the newly revised version so that users can see the
HOME ECONOMICS AND LIVELIHOOD EDUCATION 4
differences. The newer version of Bloom’s Taxonomy of Learning has a number of added features that are very useful to educators in constructing optimal
learning experiences.
Additionally, when possible, teachers should attempt to construct more holistic lessons by using all 3 domains in learning tasks. This diversity helps to create
more well-rounded learning experiences and meets a number of learning styles and learning modalities, plus it creates more neural networks and pathways
aiding recall.
The Original Cognitive or Thinking Domain –
Based on the 1956 work, The Handbook I-Cognitive Domain, behavioral objectives are divided into subsets. These subsets were arranged into a taxonomy and
listed according to the cognitive difficulty, simpler to more complex forms. As stated earlier it has been commonly known as Bloom’s Taxonomy since 1956. In
2000-01 revisions to this taxonomy were spearheaded by one of Bloom’s former students, Lorin Anderson, and one of his original partners in defining the
cognitive domain, David Krathwohl. Please see my page entitled Anderson and Krathwohl – Bloom’s Taxonomy Revised for further details.
Remember while it is good to understand the history of the older version of the domain, the newer version has a number of strong advantages that make it a
better choice for planning instruction today. One of the major changes that has occurred between the old and newer updated version is that the two highest
Additional Resources: A wonderfully succinct and comprehensive overview of both taxonomies is provided by Mary Forehand at the University of Georgia in a
Wikipedia type format, see Bloom’s taxonomy. Plus, there are many different types of graphics cleverly depicting the new versions that can be printed and
readily used as everyday references during instructional planning. In a search engine like Google enter “revised Bloom’s taxonomy” and view the “images”
portion of the search to find many different types of colorful and useful graphics on this topic.
Taxonomies of the Cognitive Domain
Bloom’s Taxonomy 1956 Anderson and Krathwohl’s Taxonomy 2001
2. Comprehension: The ability to grasp or construct meaning 2. Understanding: Constructing meaning from different
from material. Examples of verbs that relate to this function types of functions be they written or graphic messages
are: activities like interpreting, exemplifying, classifying,
summarizing, inferring, comparing, and explaining.
restate locate identify discuss illustrate
report recognize describe discuss interpret draw
explain express review infer represent
differentiate
conclude
3. Application: The ability to use learned material, or to 3. Applying: Carrying out or using a procedure through
implement material in new and concrete situations. Examples executing, or implementing. Applying related and refers
of verbs that relate to this function are: to situations where learned material is used through
products like models, presentations, interviews or
apply relate organize employ practice simulations.
develop restructure calculate show
translate use interpret exhibit
operate demonstrate dramatize
illustrate
4. Analysis: The ability to break down or distinguish the 4. Analyzing: Breaking material or concepts into parts,
parts of material into its components so that its organizational determining how the parts relate or interrelate to one
structure may be better understood.Examples of verbs that another or to an overall structure or purpose. Mental
relate to this function are: actions included in this function are differentiating,
organizing, and attributing, as well as being able to
analyze compare differentiate experiment distinguish between the components or parts. When one is
probe inquire contrast scrutinize analyzing he/she can illustrate this mental function by
examine contrast investigate detect discover inspect creating spreadsheets, surveys, charts, or diagrams, or
categorize survey classify dissect graphic representations.
deduce discriminate
HOME ECONOMICS AND LIVELIHOOD EDUCATION 4
separate
5. Synthesis: The ability to put parts together to form a 5. Evaluating: Making judgments based on criteria and
coherent or unique new whole. Examples of verbs that relate standards through checking and critiquing. Critiques,
to this function are: recommendations, and reports are some of the products
that can be created to demonstrate the processes of
compose produce plan invent propose develop evaluation. In the newer taxonomy evaluation comes
design assemble formulate collect arrange construct before creating as it is often a necessary part of the
create prepare set up generalize organize precursory behavior before creating something.
predict modify document originate derive
tell combine relate write propose
6. Evaluation: The ability to judge, check, and even critique 6. Creating: Putting elements together to form a
the value of material for a given purpose. Examples of verbs coherent or functional whole; reorganizing elements into
that relate to this function are: a new pattern or structure through generating, planning,
or producing. Creating requires users to put parts together
judge assess argue decide validate consider in a new way or synthesize parts into something new and
compare evaluate choose rate select appraise value different a new form or product. This process is the most
conclude estimate criticize infer difficult mental function in the new taxonomy.
measure deduce
Like cognitive objectives, affective objectives can also be divided into a hierarchy (according to Krathwohl). This area is concerned with feelings or emotions.
Again, the taxonomy is arranged from simpler feelings to those that are more complex.
1. Receiving
This refers to the learner’s sensitivity to the existence of stimuli – awareness, willingness to receive, or selected attention.
HOME ECONOMICS AND LIVELIHOOD EDUCATION 4
feel sense capture experience pursue attend perceive
2. Responding
This refers to the learners’ active attention to stimuli and his/her motivation to learn – acquiescence, willing responses, or feelings of satisfaction.
3. Valuing
This refers to the learner’s beliefs and attitudes of worth – acceptance, preference, or commitment. An acceptance, preference, or commitment to a value.
4. Organization
This refers to the learner’s internalization of values and beliefs involving (1) the conceptualization of values; and (2) the organization of a value system. As
values or beliefs become internalized, the leaner organizes them according to priority.
This refers to the learner’s highest of internalization and relates to behavior that reflects (1) a generalized set of values; and (2) a characterization or a
philosophy about life. At this level the learner is capable of practicing and acting on their values or beliefs.
Based on:
HOME ECONOMICS AND LIVELIHOOD EDUCATION 4
Krathwohl, D.R., Bloom,B.S. and Masia, B. B. (1964).Taxonomy of educational objectives, Book II. Affective domain. New York, NY. David McKay Company,
Inc.
Note: As with all of the taxonomies, in labeling objectives using this domain there has to be a very clear instructional intention for growth in this area
specified in the learning objective(s). Folks in the sciences and in math often avoid including affective objectives stating that their areas are not emotional.
However, any group work or cooperative exercise where deportment, or collaborative or cooperative skills are discussed, used, and emphasized qualifies as
having the potential for affective growth. Additionally, if students are asked to challenge themselves with independently taking risks to develop and present a
hypothesis and/or persuade others on drawn conclusions, or actively take an intellectual risk whereby they increase in self-confidence, these types of exercises
also have the potential to be affective as well as a cognitive. Also, in areas of potential debate, where data allows students to draw conclusions about
controversial topics or express opinions and feelings on those topics, this too can be tweaked so there is intentional affective growth. Since emotion draws
both attention and channels strong residual memory, it behoves all dedicated and artful educators to include affective objectives, no matter what their
Psychomotor objectives are those specific to discreet physical functions, reflex actions and interpretive movements. Traditionally, these types of objectives are
concerned with the physically encoding of information, with movement and/or with activities where the gross and fine muscles are used for expressing or
interpreting information or concepts. This area also refers to natural, autonomic responses or reflexes.
As stated earlier, to avoid confusion, if the activity is simply something that is physical which supports another area — affective or cognitive — term the objective
physical rather than psychomotor. Again, this goes to instructional intent. A primary example of something physical which supports specific cognitive
development and skills might be looking through a microscope and identifying and drawing cells. Here the instructional intent of this common scientific activity is
not to develop specific skilled proficiency in microscope viewing or in reproducing cells through drawing. Usually the key intent in this activity is that a physical
HOME ECONOMICS AND LIVELIHOOD EDUCATION 4
action supports or is a vehicle for cognitive growth and furthering recognition skills. The learner is using the physical action to achieve the cognitive objectives —
If you are using a physical activity to support a cognitive or affective function, simply label it as something physical (labeling the objective as kinesthetic, haptic,
or tactile is also acceptable) and avoid the term psychomotor. Labeling something psychomotor means there is a very clear educational intention for growth to
Certainly more complex learning objectives can be written so that they that meld 2 or 3 domains. For instance, students can gain appreciation (an affective
objective) for the culture or country of origin through conducting investigations or listening to stories while learning the dances from other countries. Learning
dance steps would fall under “skilled movements” in the psychomotor domain.
Reflex movements
Objectives at this level include reflexes that involve one segmental or reflexes of the spine and movements that may involve more than one segmented portion
of the spine as intersegmental reflexes (e.g., involuntary muscle contraction). These movements are involuntary being either present at birth or emerging
through maturation.
Fundamental movements
Objectives in this area refer to skills or movements or behaviors related to walking, running, jumping, pushing, pulling and manipulating. They are often
Perceptual abilities
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Objectives in this area should address skills related to kinesthetic (bodily movements), visual, auditory, tactile (touch), or coordination abilities as they are
related to the ability to take in information from the environment and react.
Physical abilities
Objectives in this area should be related to endurance, flexibility, agility, strength, reaction-response time or dexterity.
Skilled movements
Objectives in this area refer to skills and movements that must be learned for games, sports, dances, performances, or for the arts.
Nondiscursive communication
Objectives in this area refer to expressive movements through posture, gestures, facial expressions, and/or creative movements like those in mime or
ballet. These movements refer to interpretative movements that communicate meaning without the aid of verbal commands or help.
Remember that the trick in effectively planning lessons — there has to be the intention for growth specifically in the selected domain area! Learning takes place
in ALL 3 domains and wise teachers combine domains so that lessons and learning are more holistic and multidimensional.
Additional Links
Offline References
HOME ECONOMICS AND LIVELIHOOD EDUCATION 4
Anderson, L.W., &Krathwohl (Eds.). (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives.
New York: Longman.
Bloom, B.S. and Krathwohl, D. R. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals, by a committee of college and
university examiners. Handbook I: Cognitive Domain. NY, NY: Longmans, Green.
Affective Objectives
Affective objectives are designed to change an individual's attitude, choices, and relationships.
Example:
Given the opportunity to work in a team with several people of different races, the student will demonstrate a positive increase in attitude towards non-
discrimination of race, as measured by a checklist utilized/completed by non-team members.
Krathwohl and Bloom created a taxonomy for the affective domain that lists levels of commitment (indicating affect) from lowest to highest.
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Here are key verbs for each level you can use when writing affective objectives:
Additional Links
Krathwohl's Taxonomy
References
Krathwohl, D.R., Bloom,B.S. and Masia, B. B. (1964).Taxonomy of educational objectives, Book II. Affective domain. New York, NY. David McKay Company,
Inc.
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Psychomotor Objectives
Simpson (1972) built this taxonomy on the work of Bloom and others:
Harrow (1972) developed this taxonomy. It is organized according to the degree of coordination including involuntary responses and learned capabilities:
Here are key verbs for each level you can use when writing psychomotor objectives:
Additional Links
Offline References
Dave, R.H., in R. J. Armstrong et al., Developing and Writing Behavioral Objectives (Tucson, AZ: Educational Innovators Press, 1970).
Harrow, A.J. (1972). A taxonomy of the psychomotor domain. New York: David McKay Co.
Simpson, E. (1972). The classification of educational objectives in the psychomotor domain: The psychomotor domain. Vol. 3. Washington, DC: Gryphon
House.
Tip: Never use the word understand in an objective. It is too vague, and does not specify a measurable behavior.
Be SMART
Measurable - Write the objective so that anyone can observe the learner perform desired action and objectively assess the performance.
Achievable - Make sure the learner can do what is required. Don't, for example, ask the learner to perform complex actions if they are a beginner in an area.
Relevant - Demonstrate value to the learner. Don't teach material that won't be used or on which you will not assess.
Timely and Time Bound - Ensure the performance will be used soon, not a year from now. Also, include any necessary time constraints, such as completing
a task in "10 minutes or less."
Below are some example objectives which include Audience (A), Behavior (B), Condition (C), and Degree of Mastery (D). Note that many objectives actually put
the condition first.
Audience - Green
Behavior - Red
HOME ECONOMICS AND LIVELIHOOD EDUCATION 4
Condition - Blue
Degree - Pink
Psychomotor - "Given a standard balance beam raised to a standard height, the student (attired in standard balance beam usage attire) will be able to walk the
entire length of the balance beam (from one end to the other) steadily, without falling off, and within a six second time span."
Cognitive (comprehension level) - "Given examples and non-examples of constructivist activities in a college classroom, the student will be able to accurately
identify the constructivist examples and explain why each example is or isn't a constructivist activity in 20 words or less."
Cognitive (application level) - "Given a sentence written in the past or present tense, the student will be able to re-write the sentence in future tense with no
errors in tense or tense contradiction (i.e., I will see her yesterday.)."
Cognitive (creation/synthesis level) - "Given two cartoon characters of the student's choice, the student will be able to list five major personality traits of each
of the two characters, combine these traits (either by melding traits together, multiplying together complimentary traits, or negating opposing traits) into a
composite character, and develop a short (no more than 20 frames) storyboard for a cartoon that illustrates three to five of the major personality traits of the
composite character."
Affective - "Given the opportunity to work in a team with several people of different races, the student will demonstrate a positive increase in attitude towards
non-discrimination of race, as measured by a checklist utilized/completed by non-team members."
When reviewing example objectives above, you may notice a few things.
As you move up the "cognitive ladder," it can be increasingly difficult to precisely specify the degree of mastery required.
Affective objectives are difficult for many instructors to write and assess. They deal almost exclusively with internal feelings and conditions that can be difficult to
observe externally.
It's important to choose the correct key verbs to express the desired behavior you want students to produce. See the pages on cognitive objectives, affective
objectives, and psychomotor objectives to see examples of key words for each level.
Self Check
How well do you understand the basics of writing good instructional objectives? Try this self test and you'll find out!
Additional Links
Assessment and instructional objectives are ideally closely bound. A well-written objective should clearly illustrate the most important criteria for assessing if the
individual has accomplished the objective.
This section illustrates how a well-written objective assists one in developing valid assessment instruments. Psychomotor, affective, and cognitive types of
objective are illustrated here.
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Psychomotor Performance Target
Goal
Given a standard balance beam raised to a standard height, the student (attired in standard balance beam usage attire) will be able to walk the entire length of
the balance beam (from one end to the other) steadily, without falling off, and within a six second time span.
Purpose of Assessment
To partially determine placement on a high school gymnastics team. Other assessments using other gymnastic devices will be used in conjunction with this
assessment to determine the final ranking/placement. The criterion for acceptable performance is thus irrelevant here; higher scoring individuals simply have a
better chance of being selected for the team.
Possible Biases
As males do not use the balance beam in gymnastics, this assessment is for females only. Thus, some may consider this test gender biased; but the rules of
gymnastics dictate this distinction is necessary. Testing male's performance on equipment they will not use is irrelevant.
This test is biased against people who are physically incapable of mounting a balance beam and/or walking. However, these people would be incapable of
performing on a gymnastics team and thus would not attempt the assessment in the first place.
Assessment Procedure
Pretest
Not needed. This is a sorting type of assessment and is designed to rank individuals, not chart their improvement and/or change in behavior.
Sole Test
The student (attired in standard balance beam usage attire) must walk the entire length of a standard balance beam raised to a standard height steadily, without
falling off, and within a six second time span. (Note how this part reflects the objective.) A team of no less than three judges will observe a given individual
HOME ECONOMICS AND LIVELIHOOD EDUCATION 4
perform this task three times, using a given scoring rubric to assign a score for each trial. The trial score for each trial is the average of all the judge's scores.
The overall score for the individual is the average of the three trial scores.
5 - Walks the balance beam flawlessly. Does not need to check balance, does not pause. Completes the walk within six seconds.
4 - Walks the beam, but is somewhat unsteady. Completes the walk within six seconds.
3 - Walks the beam, but is somewhat unsteady. May pause one or more times. Takes more than six seconds to complete the walk.
2 - Walks the beam, but is very unsteady, almost falling off, may pause one or more times, and/or takes more than six seconds.
Conditions of Assessment
Assessment occurs only during the walking phase, not during the mount/dismount phases.
The individual indicates when the assessment should begin.
The assessment ends as soon as the individual reaches the other end of the balance beam.
A team of judges consisting of no less than three people will use the provided rubric to assess a given individual. Additional judges are optional.
Individual judge's scores are averaged to determine a composite trial score for a given performance for a given individual.
Each individual is given three chances to walk the beam. The combined time for these three chances should not exceed three minutes per individual.
The average of these three trials (as determined by the judges using the provided rubric) is used to determine the overall score.
Validity Defense
The same psychomotor task is used to assess the desired psychomotor performance.
This type of assessment is easy to use and provides overt, non-ambiguous results.
Reliability Assessment
Directions: Each individual must walk the balance beam. For each individual, use the following scale to assign a value to the individual's performance on the
balance beam. Each individual will be given three trials or chances to walk the balance beam. Score each trial individually. After scoring each trial, hold up the
numbered card in front of you that corresponds to the score you gave the individual for that trial. Your score will be averaged with the other judge's scores. Note
that you must time the individuals; a maximum time of six seconds to walk the beam from one end to the other is permitted.
Scale
5 - Walks the balance beam flawlessly. Does not need to check balance, does not pause. Completes the walk within six seconds.
4 - Walks the beam, but is somewhat unsteady. Completes the walk within six seconds.
3 - Walks the beam, but is somewhat unsteady. May pause one or more times. Takes more than six seconds to complete the walk.
2 - Walks the beam, but is very unsteady, almost falling off, may pause one or more times, and/or takes more than six seconds.
Conditions of Assessment
Assessment occurs only during the walking phase, not during the mount/dismount phases.
The individual indicates when the assessment should begin.
The assessment ends as soon as the individual reaches the other end of the balance beam.
A team of judges consisting of no less than three people will use the provided scale to assess a given individual. Additional judges are optional.
Individual judge's scores are averaged to determine a composite trial score for a given performance for a given individual.
Each individual is given three chances to walk the beam. The combined time for these three chances should not exceed three minutes per individual.
The average of these three trials (as determined by the judges using the provided scale) is used to determine the overall score.
1. Given the opportunity to work in a team with several people of different races, the student will demonstrate a positive increase in attitude towards non-
discrimination of race, as measured by a checklist utilized/completed by non-team members.
2. Given the opportunity to choose/not choose to do so, the student will demonstrate a positive increase in attitude towards non-discrimination of race, as
demonstrated by choosing to participate (at varying levels of responsibility) in the organization of a racial equality rally.
3. Given the opportunity to rank non-discrimination of race in relationship to other issues, the student will demonstrate a positive increase in attitude towards
non-discrimination of race, as demonstrated by ranking non-discrimination of race as more important than other issues.
Purpose of Assessment
To determine if an individual's attitude towards racial equality has improved. If the student's score increases at all on the posttest, they are considered
successful.
Possible Biases
People from different cultures may use different body language and facial expressions to convey the same meaning. The assessor must take this into
account when assessing an individual.
There may be other intrinsically-based (and thus difficult to quantify) motivations for participating in a rally.
Objective 1 Pretest
HOME ECONOMICS AND LIVELIHOOD EDUCATION 4
The student being assessed would be part of a racially diverse group. The provided rubric would be employed by the instructor or by someone not actually
participating in the group. To have a group member or members employ the rubric as a pretest device would invalidate it, for the individual's actions and
mannerisms would change upon introduction of the rubric. This could interfere with or augment the instruction that would follow.
Objective 1 Posttest
The student being assessed would be part of a racially diverse group. The provided rubric would be employed by the instructor or by someone not actually
participating in the group. Ideally, this assessor should be the same person who administered the pretest. To have a group member or members employ the
rubric as a posttest device would invalidate it, for the individual's actions and mannerisms would change upon introduction of the rubric. Ideally, each student
should be assessed at least two times with different groups.
Comparisons between pretest and posttest scores would be used to determine if a positive increase in attitude towards non-discrimination of race has occurred.
Directions: For each individual, use the following scale to assign a value to the individual's performance on each item listed in the left column. Place an X in the
most appropriate square to the right of each item. Example: If you decide a student only rarely attended individuals with the same amount of interest, place an X
in the box under the 2. Twenty-eight possible points. Observe each student for 10 minutes.
Conditions of Assessment
Validity Defense
Reliability Assessment
The same assessor is used on the pretest and posttest. (Assessor reliability).
Two trials per individual are allowed to improve reliability over time. (Test-retest reliability).
Environmental factors that may affect how a student reacts are neutralized.
Group dynamics, such as size and topic, are made as consistent as possible to neutralize possible external variations that might affect testing.
Pretest
Via a paper handout, students would be asked to volunteer to work on developing a rally for racial equality. Students would return the handout having checked
how they would like to (or not to) participate in the rally. The provided scoresheet would be employed by the instructor to assign a pretest score to each student.
Comparisons between pretest and posttest scores would be used to determine if a positive increase in attitude towards non-discrimination of race has occurred.
Scoresheet
Assign each individual a numeric score based on his/her indicated level of involvement on the completed handout.
Conditions of Assessment
No other external incentive must be provided/available to the student that might influence his/her choice of level of involvement.
Pretest/posttest environmental conditions must be as similar as possible.
Validity Defense
Reliability Assessment
The same assessor is used on the pretest and posttest. (Assessor reliability).
Environmental factors and covert incentives that may affect how a student reacts are neutralized.
Pretest
HOME ECONOMICS AND LIVELIHOOD EDUCATION 4
Via a pencil and paper quiz, students would be asked to rank the relative importance of non-discrimination of race as compared to other social issues.
Via a pencil and paper quiz, students would be asked to rank the relative importance of non-discrimination of race as compared to other social issues.
Comparisons between pretest and posttest rankings would be used to determine if a positive increase in attitude towards non-discrimination of race has
occurred.
Sample Quiz
1. You are the mayor of a large city. You have a budget surplus. Please rank the following programs in order of importance. The higher-ranking items will
receive more money for programs that support them, and thus will be more successful.
__ Additional Policemen
__ Racial Equality Programs
__ Spouse Abuse Shelters
__ Pollution Control Programs
2. You are the new superintendent in an inter-racial school. Several gangs exist, and there is graffiti everywhere. Teachers are afraid of some of the
students. No type of security measures are in place at this time. You have a plan to change things, but you need to decide what to do first, second, etc.
Please rank the following programs in order of importance.
__ Racial Tolerance Programs
__ Gang Control
__ Graffiti Cleanup
__ Security Program
3. You are the social director in a small, rural town in mid-western United States. The population of your town was 100% white until this week. A Mexican
family of 10 just moved into town. Rumor has it that the father of the family has no job at this time. The mother creates and sells crafts out of her house.
The 8 children's ages span between 1 and 15. As social director, what do you think you should do? Please rank the following ideas in order of
importance.
__ Advertise Available Jobs Throughout Town
__ Host an Open House for the Mother's Crafts
__ Mexican Culture Awareness Social
__ Do Nothing Unless Asked By Someone
4. You are in an airplane with your classmates, a group of Indians, and a group of Eskimos. The plane crashes in the water, but fortunately many of you
survive. The plane is sinking. You are one of the least injured people. Each group is huddled near an exit, and will be equally easy (or difficult) to rescue.
Some of the less injured will probably be able to rescue themselves, but you are not sure. You have to decide who to rescue first, second, and so on. You
doubt you have time to rescue everyone before the plane sinks completely. Please rank the following groups in the order you would save them.
__ Your classmates
__ The most injured
HOME ECONOMICS AND LIVELIHOOD EDUCATION 4
__ The Indians
__ The Eskimos
__ The least injured
__ Obviously dead bodies
5. You are in charge of a private golf club. It was open only to white people with low handicaps (10 or less). Recently, the clubhouse burnt down, and many
of the members have left for other clubs. You have to rebuild the physical site, and also build up the number of members. Please rank the following
decisions in order of importance.
__ Raise membership fees to help pay for the new clubhouse.
__ Open the club membership to anyone who can pay the membership fee.
__ Place a handicap limit on perspective members. Those people with a handicap greater than 20 cannot join the club.
__ Build a cheap, temporary clubhouse for use until the new clubhouse can be built.
Scoring
Conditions of Assessment
No other external incentive must be provided/available to the student that might influence his/her rankings.
Pretest/posttest environmental conditions must be as similar as possible.
Validity Defense
Reliability Assessment
The same assessor is used on the pretest and posttest. (Assessor reliability).
Environmental factors and covert incentives that may affect how a student reacts are neutralized.
HOME ECONOMICS AND LIVELIHOOD EDUCATION 4
Goal - Students will be able to create a cast (using cartoon characters, modern entertainers, etc.) which reflect the personalities of the characters in a piece of
literature, and explain why they have chosen the particular cast members. (The cast would be those characters, cartoon figures, entertainers, etc. that they
choose to play the role of each character in an upcoming TV show, movie, play, etc.)
Objective
Given two cartoon characters of the student's choice, the student will be able to list five major personality traits of each of the two characters, combine these
traits (either by melding traits together, multiplying together complimentary traits, or negating opposing traits) into a composite character, and develop a short
(no more than 20 frames) storyboard for a cartoon that illustrates three to five of the major personality traits of the composite character.
Purpose of Assessment
To determine if a student in a high school setting can construct a composite character based on the personality traits of two given characters, can depict the
composite character's personality, and can logically defend the composite character's personality and actions. This is a pass/fail assignment. Student receiving
a score of 26 or more on the provided rubric have passed this test.
Possible Biases
Some students may not be familiar with certain cartoon characters, due to cultural differences, or simply because of lack of exposure to the cartoon genre. In
these cases, the instructor may want to assist the student in choosing two characters (cartoon or otherwise, fictional or non-fictional) the student is familiar with,
so the student can complete the assignment without negative bias.
Assessment Procedure
The student will list five major personality traits of each of the two characters. These are perceived traits, and are not judged by the instructor as to their
correctness. The student must then combine the traits of the two characters in a logical, defensible manner. Each new trait must be defended by the student
either verbally or in writing. The following three examples illustrate this:
1. Melding traits - Garfield loves lasagna. Green Lantern receives his power from a green lantern. His power is focused through a ring he wears. The ring
must be recharged by the lantern every 24 hours. In the composite character, it may be necessary to recharge the Ring of Pasta with the Lasagna of
Power every 24 hours.
2. Multiplying together complimentary traits - If you have two characters that both fight for justice, the composite character would fight for justice as well,
perhaps at a level some would consider fanatical.
HOME ECONOMICS AND LIVELIHOOD EDUCATION 4
3. Negating opposing traits - If one character is good and the other evil, the composite character would be neutral. Thus he/she/it might respond to a bank
robbery not because it is the right thing to do, or to share in the loot, but perhaps to collect a reward.
Then the student would develop short (no more than 20 frames) storyboard for a cartoon that illustrates three to five of the major personality traits of the
composite character. The storyboard could be plain text (one paragraph would comprise a frame), rough sketches (one sketch per frame), colored drawings
(one drawing per frame), or any combination thereof.
The instructor(s) would assess the storyboard by examining the listing of original personality traits and their combinations into a new composite character. The
storyboard must reflect at least three of the composite traits in a story that fits the composite character. If the student offers a verbal defense, the instructor(s)
must listen to this defense. If the defense is in writing, the instructor(s) must consult it at this time. The instructor(s) must use the provided rubric to assign a
score to the student. Students must complete this assessment in two hours.
Conditions of Assessment
Student must be in an environment that supports paper and pencil activities. Optionally, sketching and coloring tools may be available for students
wishing to express themselves with these tools.
Ideally, two or more instructors would assess a given student, as the assessment is partially subjective in nature.
Validity Defense
Reliability Assessment
Assessment Procedure
Read the following to the students. Also, have this available in print form:
A. Choose two cartoon characters. List five major personality traits of each of the two characters. Combine these traits (either by melding traits together,
multiplying together complimentary traits, or negating opposing traits) into a composite character, and develop a short (no more than 20 frames) storyboard for a
HOME ECONOMICS AND LIVELIHOOD EDUCATION 4
cartoon that illustrates three to five of the major personality traits of the composite character. Melding traits together, multiplying together complimentary traits,
and negating opposing traits are defined in this way:
1. Melding traits - Garfield loves lasagna. Green Lantern receives his power from a green lantern. His power is focused through a ring he wears. The ring
must be recharged by the lantern every 24 hours. In the composite character, it may be necessary to recharge the Ring of Pasta with the Lasagna of
Power every 24 hours.
2. Multiplying together complimentary traits - If you have two characters that both fight for justice, the composite character would fight for justice as well,
perhaps at a level some would consider fanatical.
3. Negating opposing traits - If one character is good and the other evil, the composite character would be neutral. Thus he/she/it might respond to a bank
robbery not because it is the right thing to do, or to share in the loot, but perhaps to collect a reward.
B. After you have your combined traits list, develop short (no more than 20 frames) storyboard for a cartoon that illustrates three to five of the major personality
traits of your composite character. The storyboard can be plain text (one paragraph would comprise a frame), rough sketches (one sketch per frame), colored
drawings (one drawing per frame), or any combination thereof. (Show examples). You will be evaluated on how logical your combined traits are, how well you
can explain/defend these traits, and how well your storyboard utilizes and illustrates those combined traits. This is a pass/fail test. You must score at least 26 out
of 36 possible points to pass. (Explain rubric). You have two hours to complete this task.
Directions: For each individual, use the following scale to assign a value to the individual's performance on each item listed in the left column. Place an X in the
most appropriate square to the right of each item. 36 possible points. This is a pass/fail test. Students receiving a score of 26 or better have passed this test.
Name of 3 - Excellent. The 2 - Fair. The combination of traits 1 - Poor. The combination of traits is not logical.
Student: combination of traits is is somewhat logical, but other
logical. interpretations are more so.
Student combo
of Traits 1
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Student combo
of Traits 2
Student combo
of Traits 3
Student combo
of Traits 4
Student combo
of Traits 5
3 - The student’s defense of the 2 - The student’s defense of the 1 - The student’s defense of the combination is
combination is flawless. combination is adequate, but open to weak.
argument.
Student combo
of Traits 1
Student combo
of Traits 2
Student combo
of Traits 3
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Student combo
of Traits 4
Student combo
of Traits 5
3 - Excellent. The student used 2 - Fair. The student used one or two 1 - Poor. The student used at most one of the
at least three of the combined of he combined traits in the combined traits in the storyboard.
traits in the storyboard. storyboard.
Storyboard
construction
3 - The story fits the composite 2 - The story fits the composite 1 - Poor. The student used at most one of the
character - i.e., it is believable character but is somewhat artificial or combined traits in the storyboard. The story does not
for that character. contrived. fit the composite character and is somewhat artificial
or contrived.
Storyboard
coherence
Total Score:
HOME ECONOMICS AND LIVELIHOOD EDUCATION 4
Dwyer, 1991 – "If your final objective is to have learners engage in problem-solving,you inspect the instructional unit to make sure that the content contains the
appropriate facts, concepts, rules/principles, etc. which are a prerequisite for that intended learners to engage in successful problem-solving."
Activities can include writing papers, doing projects, solving problems, discussing issues, etc. Activities should flow naturally from your objectives. Here are
some questions to ask yourself:
What do the students need to do in order to achieve the course goals and objectives? Is it only memorization of concepts? Probably not. Then what
activities are necessary to achieve the level of learning you expect?
What do students need to memorize in order to perform higher-level tasks? What is the most basic? Can other information be looked up as needed or
does the student need to know the information "on demand?"
What is the ideal way to learn course content if money, time, location were not of concern? What of those ways can be incorporated into this course?
What kind of knowledge/skills do you want to the students to apply in later courses or in their internship or jobs? Problem-solving, analysis, or what?
What learning activities will motivate students; that is, what will convey your passion about the content?
What will the students do in class, out of class and in recitation/small group sessions?
What must the students, teaching assistants, and you do to support students as they learn?
What is the nature of the class and how might that impact the range of student activities?
You want to select student activities based on the level of the objectives. Following are some examples of student activities related to different levels of cognitive
learning.
Offline References
Dwyer, F. M.(1991). A paradigm for generating curriculum design oriented research questions in distance education. Second American Symposium Research in
Distance Education, University Park, PA: Pennsylvania State University.
Heinrich, R., Molenda, M., Russell, J.D., Smaldino, S.E. (1996). Instructional Media and Technologies for Learning. Englewood Cliffs, NJ: Merrill.
A well-written objective will assist you in aligning the objective to activities and assessment.
The graphic below (Adapted from Dwyer 1991) shows a mismatch of the objectives, instruction and assessment. In this case:
Because of this students who have not been exposed to problem-solving techniques related to the course will more than likely have low-achievement when
working on problem-solving assignments or problem-solving questions on an exam.
HOME ECONOMICS AND LIVELIHOOD EDUCATION 4
In contrast, the graphic below (Adapted from Dwyer) shows one example of matching your objectives with instruction.
Offline References
HOME ECONOMICS AND LIVELIHOOD EDUCATION 4
Dwyer, F. M.(1991). A paradigm for generating curriculum design oriented research questions in distance education. Second American Symposium Research in
Distance Education, University Park, PA: Pennsylvania State University.
Heinrich, R., Molenda, M., Russell, J.D., Smaldino, S.E. (1996). Instructional Media and Technologies for Learning. Englewood Cliffs, NJ: Merrill.
Assignments are graded at the level indicated on the assignment. Generally, in Pharm 439, higher cognitive levels are expected (e.g., application and higher). Use the following
tables to help you prepare your assignments.
Cognitive Domain
According to various researchers there are six levels of cognitive complexity: knowledge, comprehension, application, analysis, synthesis, evaluation. In the chart below, note
the hierarchical arrangement, which means that higher levels subsume ability in lower levels. The higher the level, the presumably more complex mental operation is
required. Higher levels are not necessarily more desirable than lower levels, because one cannot achieve the higher levels without an ability to use the lower levels. As one
moves up into higher levels, however, the more applicable the skills are to those needed in daily life.
Like the cognitive domain, the affective domain is hierarchical with higher levels being more complex and depending upon mastery of the lower levels. With movement to
more complexity, one becomes more involved, committed, and self-reliant. Note the parallel between external and internal motivation. As one moves from being externally to
internally motivated, one moves to higher levels.
Psychomotor behaviors are performed actions that are neuromuscular in nature and demand certain levels of physical dexterity.
Language.
I used a thesaurus to create the synonym lists below. The first list might be appropriate to use at grades 2-4.
center, middle damp, wet hurry, rush
gaze, stare hear, listen lost, missing
lump, chunk odd, strange stop, halt
paw, foot paste, glue present, gift
quick, fast get, receive funny, silly
sad, unhappy small, little smile, grin
stay, wait stream, creek tow, pull
pick, choose lid, cover neighborhood, community
big, large harm, hurt fire, blaze
fight, battle hate, dislike crash, smash
This list might be appropriate to use at grades 5 and up.
disappear, vanish caution, care petty, unimportant
copy, duplicate danger, hazard distribute, dispense
divide, separate hesitant, indecisive inappropriate, improper
poison, toxin ponder, contemplate prison, penitentiary
substitute, replacement sudden, unexpected tough, rugged
weaken, undermine veer, swerve natural, organic
inspect, examine insult, offend clench, squeeze
unprotected, vulnerable courageous, valiant categorize, classify
mission, assignment liberty, freedom restriction, limitation
traditional, customary exaggerate, magnify alternative, option
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