Teachers' instructional design determines what students want to learn and how to learn in many ways. In teaching, teachers must first decide what will happen to students at the end of their studies.
Teaching often has to set several different goals at the same time. Bloom (1956) divides teaching objectives into three types: cognitive objectives, emotional objectives and motor skills objectives. In real life, these three behaviors happen almost simultaneously. For example, when students are writing (motor skills), they are also memorizing and reasoning (cognition), and at the same time they will have some emotional reactions (emotions) to this task.
Cognitive goal: Bloom defines cognitive goal as six levels: knowledge, understanding, application, analysis, synthesis and evaluation. These six levels of goals are arranged in a pyramid from simple to complex. Higher-level goals include and depend on lower-level cognitive skills.
Emotional goals include five basic goals: acceptance, reaction, formation of values, organization of value system and individualization of value system.
The goal of mental movement is divided into six categories: perception, imitation, operation, accuracy, coherence and habituation.