Ed 103 format3

1,831 views

Published on

0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
1,831
On SlideShare
0
From Embeds
0
Number of Embeds
13
Actions
Shares
0
Downloads
304
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide

Ed 103 format3

  1. 1. REPUBLIC OF THE PHILIPPINES MINDANAO STATE UNIVERSITY GENERAL SANTOS CITYPresented by: Rocelyn F. Magbanua ED107 - TFR- (2:30-4:00)Presented to: Dr. Ava Claire Marie O. Robles June 25, 2011 MODULE 5: MANAGEMENT OF INSTRUCTIONS, Lesson 3: Sequencing objectives (COGNITIVE DOMAIN)Sequencing Objectives Complex subjects have an underlying structure that, when recognized, can simplify learning. Sequencing ofobjectives establishes the order in which instruction will be organized and presented. This may be the same as thesequence of performance of the job, but sequencing of objectives is often based on some other logical relationship.Some objectives may have a common factor in that they may be related because they refer to similar performancesor share some basic knowledge. Such objectives should be grouped together to improve learning effectiveness.Other learning objectives may have a dependent relationship. It may be necessary to master one objective before itis possible to master another. When sequencing objectives of this type, it is important to present the objective that isdependent on some prior learning later in training. Beginning in 1948, a group of educators undertook the task of classifying education goals andobjectives. The intent was to develop a classification system for three domains: the cognitive, the affective, and thepsychomotor. Work on the cognitive domain was completed in the 1950s and is commonly referred to as BloomsTaxonomy of the Cognitive Domain. The major idea of the taxonomy is that what educators want students to knowcan be arranged in a hierarchy from less to more complex. The levels are understood to be successive, so that onelevel must be mastered before the next level can be reached. Skills in the cognitive domain revolve around knowledge, comprehension, and critical thinking of aparticular topic. Traditional education tends to emphasize the skills in this domain, particularly the lower-orderobjectives. There are six levels in the taxonomy, moving through the lowest order processes to the highest: SAMPLE SAMPLE LEVEL DEFINITION VERBS BEHAVIORS Student recalls or  Write The student will recognizes  List  Label define information, the 6 levels of KNOWLEDGE ideas, and principles  Name Blooms in the approximate  State  Define taxonomy of the form in which they cognitive domain. were learned. Student translates,  Explain The student will COMPREHENSION comprehends, or  Summarize explain interprets information  Paraphrase the purpose of based on prior  Describe Blooms
  2. 2. learning.  illustrate taxonomy of the cognitive domain. Student selects,  Use transfers, and uses  Compute The student will data  Solve write an instructional APPLICATION and principles to  Demonstrate objective for each complete a problem  Apply level of Blooms or task with a mini-  Construct taxonomy. mum of direction. Student distinguishes,  Analyze classifies, and relates The student will  Categorize the assumptions, compare and  Compare ANALYSIS hypotheses, contrast  Contrast evidence, the cognitive and  Separate or structure of a affective domains. statement or question. The student will design a Student originates,  Create classification integrates, and  Design scheme for writing combines ideas into  Hypothesize educational SYNTHESIS a  Invent objectives product, plan or  Develop that combines the proposal that is new cognitive, affective, to him or her. and psychomotor domains. The student will Student appraises,  Judge judge the assesses, or critiques  Recommend effectiveness of EVALUATION on a basis of specific  Critique  Justify writing standards and objectives using criteria. Blooms taxonomy.References: Zulueta, Francisco M. Principles of Teaching. Quad Alpha Centrum Bldg. 125, Pioneer Street Mandaluyong City 1550. National Bookstore, 2006. Anderson, L.W., & Krathwohl (Eds.). (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Blooms Taxonomy of Educational Objectives. New York: Longman. http://www.celt.iastate.edu/teaching/RevisedBlooms1.html

×