Write the
Objectives
Teach based on the
Objectives
Test Over the
Objectives
 A learning objective is a statement of the

measurable learning that is intended to
take place as a result of instructio...
 Without notes or references, the students

should be able to list in order the steps in
troubleshooting a BASIC computer...
 Without notes or references, the

students should be able to list in order
the steps in troubleshooting a BASIC
computer...
 Without notes or references, the

students should be able to list in order
the steps in troubleshooting a BASIC
computer...
 Without notes or references, the

students should be able to list in order
the steps in troubleshooting a BASIC
computer...
 Given the values of two of the three

variables in Ohm’s law, the students
should be able to calculate the value of
the ...
 Cognitive objectives
 Describe the knowledge that

learners are to acquire
 Psychomotor objectives
 Relate to the man...
 The Cognitive Domain (Bloom, 1956)

Intellectual skills
 Knowledge – Remembering the information
 Comprehension – Unde...
 The Psychomotor Domain

 Muscular, motor skills, “hands-on”
 Objectives in the psychomotor domain should be of

intere...



The Affective Domain (Bloom, 1964)
 Emotions, feelings & values

These objectives run from least to most committed (...
(Anderson & Krathwohl, 2001)

Taxonomy =
classification
 6 Cognitive Processes
 4 Kinds of Knowledge
Is the content a:
...





Factual

CONCRETE

 Discrete bits of information

Conceptual

 More complex, organized knowledge
 Classificati...
COMPLEX

SIMPLE

THE COGNITIVE PROCESS DIMENSION
THE
KNOWLEDGE
DIMENSION

Factual
Conceptual
Procedural
MetaCognitive

Rem...
 Allows examination of

objectives from various
perspectives
 Confirms what we teach is
aligned with objectives
and asse...
Map out:
 Objectives
 Instructional activities
 Assessments
 Activities and tests should
align in order to meet
object...
To help categorize objectives, focus on verbs and nouns:
 Verbs



▪ Usually refer to cognitive process
▪ Often help for...
http://www.stedwards.edu/cte/files/BloomPolygon.pdf
•Objectives describe ends
•Activities and media describe means
Motivation to
learn
 Monitoring
learning
 Reflection
 Selfassessment
 Study strategies








Bloom's learning domains :
http://coe.sdsu.edu/eet/Articles/BloomsLD/index.htm
Applying Bloom’s Taxonomy (sampl...
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Designing a Creative and Flexible Learning Plan

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This is a presentation about designing a learning plan using taxonomies (cognitive, psychomotor, and affective domains)

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  • Metacognitive: http://education.calumet.purdue.edu/vockell/edPsybook/Edpsy7/edpsy7_meta.htm
    “Metacognition refers to learners' automatic awareness of their own knowledge and their ability to understand, control, and manipulate their own cognitive processes.2 Metacognitive skills are important not only in school, but throughout life. For example, Mumford (1986) says that it is essential that an effective manager be a person who has learned to learn. He describes this person as one who knows the stages in the process of learning and understands his or her own preferred approaches to it - a person who can identify and overcome blocks to learning and can bring learning from off-the-job learning to on-the-job situations.”
  • Continuum
  • Big Ideas: What do we want students to know and understand? Answer: “We want them to understand that ….”
    Essential Questions:
    Have no simple right or wrong answer – they are arguable and can lead to further discussion
    Raise other questions that bleed into other areas of the curriculum
    Are often addressed philosophically
    Can provoke student inquiry while focusing on learning and final performance
  • Bloom’s polygon
  • Incredibly helpful polygon wheel from St. Edwards University Center for Teaching Excellence
    Note that the categories use the headings from the original taxonomy and not the current one. Content is still relevant and useful.
  • A learner's attitudes, interest, attention, awareness, and values are demonstrated by affective behaviors.
  • Designing a Creative and Flexible Learning Plan

    1. 1. Write the Objectives Teach based on the Objectives Test Over the Objectives
    2. 2.  A learning objective is a statement of the measurable learning that is intended to take place as a result of instruction.  Complete objectives …  State what the student will be able to do (observable behavior)  With the conditions under which they should be able to demonstrate (condition)  Under the expected degree of proficiency (criterion)
    3. 3.  Without notes or references, the students should be able to list in order the steps in troubleshooting a BASIC computer program with no mistakes. ehavior rvable B Obse
    4. 4.  Without notes or references, the students should be able to list in order the steps in troubleshooting a BASIC computer program with no mistakes. ondition C
    5. 5.  Without notes or references, the students should be able to list in order the steps in troubleshooting a BASIC computer program with no mistakes. riterion C
    6. 6.  Without notes or references, the students should be able to list in order the steps in troubleshooting a BASIC computer program with no mistakes.  Given the values of two of the three variables in Ohm’s law, the students should be able to calculate the value of the remaining variable 90% of the time.
    7. 7.  Given the values of two of the three variables in Ohm’s law, the students should be able to calculate the value of the remaining variable 90% of the time.
    8. 8.  Cognitive objectives  Describe the knowledge that learners are to acquire  Psychomotor objectives  Relate to the manipulative and motor skills that learners are to master  Affective objectives  Describe the attitudes, feelings, and dispositions that learners are expected to develop
    9. 9.  The Cognitive Domain (Bloom, 1956) Intellectual skills  Knowledge – Remembering the information  Comprehension – Understanding the meaning  Application – Using the information  Analysis – Breaking down into parts  Synthesis – Producing a new whole  Evaluation – Judging the value 
    10. 10.  The Psychomotor Domain  Muscular, motor skills, “hands-on”  Objectives in the psychomotor domain should be of interest to a wide range of educators, including those in fine arts, vocational-technical education, and special education.  Many other subjects, such as Chemistry, Physics, and Biology also require specialized movements and welldeveloped hand-eye coordination.  Using lab equipment, the mouse on a computer, or art materials means learning new physical skills.
    11. 11.   The Affective Domain (Bloom, 1964)  Emotions, feelings & values These objectives run from least to most committed (Krathwohl, Bloom, & Masia, 1964).  There are 5 basic objectives in the affective domain:  Receiving – Being aware of or attending to something in the     environment Responding – Showing some new behavior as a result of experience Valuing – Showing some definite involvement or commitment Organization – Integrating a new value into one’s general set of values, giving it some ranking among one’s general priorities. Characterization by value – Acting consistently with the new value
    12. 12. (Anderson & Krathwohl, 2001) Taxonomy = classification  6 Cognitive Processes  4 Kinds of Knowledge Is the content a:      Factual Knowledge Conceptual Knowledge Procedural Knowledge Metacognitive Knowledge
    13. 13.     Factual CONCRETE  Discrete bits of information Conceptual  More complex, organized knowledge  Classifications, categories, principles Procedural  Steps to take, how to do something  Determining when to do what Metacognitive  Personalize understanding for the user  Strategic and contextual ABSTRACT
    14. 14. COMPLEX SIMPLE THE COGNITIVE PROCESS DIMENSION THE KNOWLEDGE DIMENSION Factual Conceptual Procedural MetaCognitive Remember Understand Apply Analyze Evaluate Create (Knowledge) (Comprehension) (Application) (Analysis) (Synthesis) (Evaluation)
    15. 15.  Allows examination of objectives from various perspectives  Confirms what we teach is aligned with objectives and assessment  Can lead to questions that direct student learning to meet objectives ▪ Big Ideas ▪ Essential Questions
    16. 16. Map out:  Objectives  Instructional activities  Assessments  Activities and tests should align in order to meet objectives  Media & Technology can also be chosen based on objectives & classification! 
    17. 17. To help categorize objectives, focus on verbs and nouns:  Verbs  ▪ Usually refer to cognitive process ▪ Often help formulate critical thinking questions  Nouns ▪ Describe knowledge students are to acquire or construct Goal verbs include: Understand, learn, know, increase (knowledge), acquire, distinguish, engage, critique
    18. 18. http://www.stedwards.edu/cte/files/BloomPolygon.pdf
    19. 19. •Objectives describe ends •Activities and media describe means
    20. 20. Motivation to learn  Monitoring learning  Reflection  Selfassessment  Study strategies 
    21. 21.     Bloom's learning domains : http://coe.sdsu.edu/eet/Articles/BloomsLD/index.htm Applying Bloom’s Taxonomy (sample verbs, questions stems, potential activities and products) http://www.teachers.ash.org.au/researchskills/dalton.htm Advice on Bloom’s, verb selection, effective questioning techniques from St. Edward’s University Center for Teaching Excellence http://www.stedwards.edu/cte/files/BloomPolygon.pdf Question cues for test items based on Bloom’s Taxonomy from University of Victoria http://www.coun.uvic.ca/learning/exams/blooms-taxonomy.html

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