The document discusses the aims and objectives of teaching computer science. It defines that aims are long-term and broader while objectives are short-term and specific. It also outlines the different types of aims including utilitarian, intellectual development, disciplinary, cultural, moral, aesthetic and social aims. Furthermore, it describes Bloom's taxonomy for classifying educational objectives into cognitive, affective and psychomotor domains.
This document discusses principles and rationale for developing mathematics curriculum. It provides definitions of curriculum and aims such as stimulating pupil interest and developing mathematical concepts. Principles for curriculum development like disciplinary value and utility are outlined. The existing mathematics curriculum is then critically analyzed, noting shortcomings like lack of conformity with aims, emphasis on examinations, and lack of practical work. Suggestions for improvement include considering cognitive/affective domains, practical work, and organizing content logically from simple to complex.
This document outlines a pedagogical analysis of teaching the topic of sets in mathematics for 8th grade students. It begins with defining key terms like pedagogy, analysis, and pedagogical analysis. It then describes the main components of a pedagogical analysis: content analysis, formulating objectives, selecting teaching methods and materials, and evaluating student learning. The document provides a detailed example analyzing the content, objectives, teaching approaches, and assessments for teaching the topic of sets.
1. The document discusses teacher as a reflective practitioner and the importance of reflective practices. It outlines various reflective strategies that teachers can use such as keeping a teaching journal, video recording lessons, and collaborating with peers.
2. Reflective practices have benefits like increased learning, deep learning, and identifying strengths and areas for improvement. However, there are also limitations like taking time and feeling uncomfortable critiquing one's own teaching.
3. Specific reflective strategies discussed include concept mapping, portfolio writing, brainstorming, journaling, and problem solving. These strategies allow teachers to reflect on their lessons and continuously develop their teaching practice.
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
1) The document discusses content analysis and pedagogical analysis. Content analysis is a research technique used to analyze text and determine the presence of words, concepts, themes. Pedagogical analysis involves breaking down the content into smaller units and determining instructional objectives, teaching methods, and evaluation devices.
2) The key steps of pedagogical analysis are dividing content into sub-units, determining previous knowledge required, setting objectives, selecting teaching strategies like methods and aids, providing examples, and creating assessment items.
3) Pedagogical analysis helps ensure effective teaching by comprehensively analyzing tasks, strategies, and goals to improve delivery of information.
It is an important tool in school evaluation and has great significance in measuring instructional progress and progress of the students in the subject area.
The Computer Science teacher plans the entire academic year course in consultation with other science teachers. This includes planning curricular activities like clubs and events, as well as the distribution of lessons, holidays, and extracurricular activities throughout the year. Year planning considers factors like the syllabus units, periods allotted, and aims to maximize the use of resources, time, and facilities while providing guidance to teachers on lesson planning and distribution of time for each lesson.
This document discusses principles and rationale for developing mathematics curriculum. It provides definitions of curriculum and aims such as stimulating pupil interest and developing mathematical concepts. Principles for curriculum development like disciplinary value and utility are outlined. The existing mathematics curriculum is then critically analyzed, noting shortcomings like lack of conformity with aims, emphasis on examinations, and lack of practical work. Suggestions for improvement include considering cognitive/affective domains, practical work, and organizing content logically from simple to complex.
This document outlines a pedagogical analysis of teaching the topic of sets in mathematics for 8th grade students. It begins with defining key terms like pedagogy, analysis, and pedagogical analysis. It then describes the main components of a pedagogical analysis: content analysis, formulating objectives, selecting teaching methods and materials, and evaluating student learning. The document provides a detailed example analyzing the content, objectives, teaching approaches, and assessments for teaching the topic of sets.
1. The document discusses teacher as a reflective practitioner and the importance of reflective practices. It outlines various reflective strategies that teachers can use such as keeping a teaching journal, video recording lessons, and collaborating with peers.
2. Reflective practices have benefits like increased learning, deep learning, and identifying strengths and areas for improvement. However, there are also limitations like taking time and feeling uncomfortable critiquing one's own teaching.
3. Specific reflective strategies discussed include concept mapping, portfolio writing, brainstorming, journaling, and problem solving. These strategies allow teachers to reflect on their lessons and continuously develop their teaching practice.
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
1) The document discusses content analysis and pedagogical analysis. Content analysis is a research technique used to analyze text and determine the presence of words, concepts, themes. Pedagogical analysis involves breaking down the content into smaller units and determining instructional objectives, teaching methods, and evaluation devices.
2) The key steps of pedagogical analysis are dividing content into sub-units, determining previous knowledge required, setting objectives, selecting teaching strategies like methods and aids, providing examples, and creating assessment items.
3) Pedagogical analysis helps ensure effective teaching by comprehensively analyzing tasks, strategies, and goals to improve delivery of information.
It is an important tool in school evaluation and has great significance in measuring instructional progress and progress of the students in the subject area.
The Computer Science teacher plans the entire academic year course in consultation with other science teachers. This includes planning curricular activities like clubs and events, as well as the distribution of lessons, holidays, and extracurricular activities throughout the year. Year planning considers factors like the syllabus units, periods allotted, and aims to maximize the use of resources, time, and facilities while providing guidance to teachers on lesson planning and distribution of time for each lesson.
This document discusses rubrics, which are scoring guides that evaluate student work based on important criteria. Rubrics clarify expectations, support student learning, and provide feedback to help students improve. They should clearly describe observable features of student work focused on demonstration rather than omission. Rubrics benefit teachers by helping align objectives and evaluation, promote consistency, and reduce assessment time. They benefit students by clarifying expectations and supporting self-assessment. Developing effective rubrics involves examining exemplar work to establish criteria and quality descriptions for different performance levels. Rubrics can be used for grading in various weighted and unweighted formats.
This document discusses teacher competencies, which are defined as the set of knowledge, skills, and experience necessary to be an effective teacher. It identifies three main types of teacher competencies: subject competencies which refer to strong knowledge of content areas; pedagogical competencies which involve teaching skills and understanding how students learn; and technological competencies which include the ability to use technology appropriately in the classroom. The document provides details on each type of competency and their importance for quality teaching. It emphasizes that competent teachers have both in-depth content knowledge as well as skills for effectively imparting that knowledge to students.
This document discusses the correlation of mathematics with various domains:
1) Mathematics is correlated with life activities through concepts like percentages, interest rates, and ratios that are useful in everyday life.
2) Different branches of mathematics like arithmetic, algebra, geometry are interrelated through concepts like functions and mathematical structures.
3) Topics within the same branch of mathematics are also correlated, for example concepts in algebra relate to equations, and areas of shapes relate in geometry.
4) Mathematics is also correlated with other subjects like physical sciences through expression of laws as mathematical equations, with biology through use of higher math methods, and with engineering as mathematics forms the basis of engineering courses.
Unit VIII Language Policy in Education Dr.C.ThanavathiThanavathi C
1. The document discusses India's language policy during pre-independence and post-independence periods. During British rule, English became the medium of instruction in educational institutions established by Christian missionaries. Various commissions after independence recommended adopting the mother tongue or regional languages as mediums of instruction up to higher secondary levels, with Hindi and English as additional compulsory languages.
2. The Indian Constitution designates Hindi as the official language of the Union, while allowing the continued use of English for official purposes. It also requires states to provide education in mother tongues for linguistic minority groups.
3. The document outlines the views of Tagore, Gandhi, and Vivekananda on medium of instruction. Tagore emphasized mother
Models of Teaching - Unit IV - Dr.C.ThanavathiThanavathi C
This document discusses different models of teaching, including philosophical, psychological, and modern models. It provides definitions of a teaching model from various experts and outlines the key elements and functions of teaching models. Specifically, it describes Plato's insight model, John Locke's impression model, and Immanuel Kant's rule model as examples of philosophical teaching models. It also discusses Robert Glasser's basic teaching model and Ned Flanders' interaction model as examples of psychological teaching models. The document emphasizes that teaching models help guide instruction, select materials, develop social skills and cognitive abilities in students, and establish effective teaching-learning relationships.
A common language is one of the most important features of a community. Language is a means of communication that conveys culture and traditions. It is a social phenomenon that allows people to interact and cooperate. Language is symbolic, systematic, vocal, non-instinctive, and conventional. It is acquired through social learning rather than innate instincts. A first language is acquired naturally as a child, while additional languages are learned later in life, requiring more effort. Understanding students' language backgrounds is important for effective education.
This document outlines the aims, objectives, and scope of teaching mathematics. It discusses the differences between aims, which are general long-term goals, versus objectives, which are specific and measurable. The document then lists several general aims of teaching mathematics, such as developing logical reasoning and problem solving skills. It also provides examples of objectives at different educational stages, from primary to secondary. Finally, the document discusses the wide scope and career applications of mathematics, such as actuary, teacher, engineer, and more.
The Kothari Commission of 1964-1966, led by Dr. D.S. Kothari, was tasked with advising the Indian government on education reform. The Commission recommended transforming education to relate it to people's lives and needs in order to achieve national goals. It emphasized making education an instrument of social, economic, and cultural progress. The Commission also specified five aims of education in India and recommended reforms to curriculum, teaching methods, educational structure, and teacher training.
This document is an assignment submission for a multiple choice question exam on techno-pedagogic content knowledge. It contains 20 multiple choice questions related to topics like programmed instruction, computer assisted instruction, learning models, and language learning approaches. The answers to the questions are provided in bold. The assignment was submitted by Anoop Abraham to Mr. E.K. Jijan on September 24, 2020.
The document discusses the National Curriculum Framework (NCF) of India from 2005. It provides the framework for developing syllabi, textbooks, and teaching practices in school education. The NCF 2005 draws from previous government reports and focus group discussions. It aims to reform science education to develop scientific temperament, engage scientific processes, and address issues like equity and creativity. It outlines the curriculum framework at different school stages and criticisms of the prevailing approach. The Kerala curriculum framework from 2007 was informed by NCF 2005 and aims for activity-based, process-oriented learning.
MEMORY LEVEL OF TEACHING -HERBARTIAN APPROACHBeulahJayarani
It discuss about memory level of teaching - Herbartian approach in details. It explains the types of level of teaching, JOHANN FRIEDRICH HERBART - SIX STEPS OF HERBARTIANS ARE……1. Focus 2. Syntax - 3. Social system & support system in detail
The document discusses the skill of fluency in questioning, including properly framing questions to be relevant, concise, clear, specific, and grammatically correct, as well as presenting questions in class with a clear voice, proper speed and pausing, and evenly distributing questions. It also covers common student response situations like no response, wrong responses, partially correct responses, and incomplete responses, and how teachers should address each.
Correlation of commerce with other subjectsHarpreet Kaur
Correlation is a technique used to establish relationships between subjects in the curriculum and between school and outside environments. The document discusses relationships between commerce and various other subjects like economics, political science, geography, mathematics, sociology, and psychology. For each relationship, important topics are identified where the subjects intersect, such as how economic principles relate to commerce, how geographical factors influence trade and industry, and how principles of management rely on understanding human psychology.
Mathematics has many educational values including developing knowledge, skills, intellectual habits, and desirable attitudes. It has practical, cultural, and disciplinary value. Mathematically, it trains the mind through reasoning that is simple, accurate, certain, original, and similar to real-life reasoning. Culturally, mathematics reflects and advances civilization. It also has social, moral, aesthetic, intellectual, and international values by organizing society, developing good character, providing beauty and entertainment, training thought processes, and promoting international cooperation. In conclusion, mathematics education cultivates numerous skills and capacities that are personally and socially beneficial.
CONTINUOUS AND COMPREHENSIVE EVALUATION(CCE)Sani Prince
CCE was made mandatory in National Policy on Education,1986 (NPE 1986) to introduce Continuous and Comprehensive Evaluation in schools as an important step of examination reform and for the qualitative improvement in the education system.
This document outlines the key aspects of a teacher's handbook, including that it contains lists of teaching aids, summaries of lessons, and various exercises and assignments. It notes that a handbook aims to help teachers monitor their program by providing a teaching tool suitable for students of varying interests and abilities. Some advantages are that it allows for review work, helps teachers choose appropriate strategies, and provides evidence of student progress. A disadvantage is that teachers must form the habit of referring to the guidebook before class.
curriculum : meaning and concept, principles of curriculum, curriculum construction and curriculum organisation, bases of curriculum, types of curriculum, method of organisation of curriculum ppt
The document discusses the key elements of curriculum - aims/goals/objectives, content, and learning activities. It provides details on:
1) Definitions and examples of aims, goals, and learning objectives, which should be measurable, specific statements of what learners will be able to do.
2) Sources and criteria for selecting curriculum content, which should be relevant to learners' needs and experiences, as well as consistent with social realities.
3) The importance of learning activities in putting curriculum goals and content into action through instructional strategies and methods to produce learning.
This document discusses educational objectives and Bloom's Taxonomy. It begins by defining what objectives are and their purpose in guiding student learning outcomes. It then explains Bloom's Taxonomy, including the cognitive, affective, and psychomotor domains. The cognitive domain is categorized into remembering, understanding, applying, analyzing, evaluating, and creating. Examples of verbs for each level are provided. The document also discusses institutional, intermediate, and instructional objectives and provides examples.
This document discusses rubrics, which are scoring guides that evaluate student work based on important criteria. Rubrics clarify expectations, support student learning, and provide feedback to help students improve. They should clearly describe observable features of student work focused on demonstration rather than omission. Rubrics benefit teachers by helping align objectives and evaluation, promote consistency, and reduce assessment time. They benefit students by clarifying expectations and supporting self-assessment. Developing effective rubrics involves examining exemplar work to establish criteria and quality descriptions for different performance levels. Rubrics can be used for grading in various weighted and unweighted formats.
This document discusses teacher competencies, which are defined as the set of knowledge, skills, and experience necessary to be an effective teacher. It identifies three main types of teacher competencies: subject competencies which refer to strong knowledge of content areas; pedagogical competencies which involve teaching skills and understanding how students learn; and technological competencies which include the ability to use technology appropriately in the classroom. The document provides details on each type of competency and their importance for quality teaching. It emphasizes that competent teachers have both in-depth content knowledge as well as skills for effectively imparting that knowledge to students.
This document discusses the correlation of mathematics with various domains:
1) Mathematics is correlated with life activities through concepts like percentages, interest rates, and ratios that are useful in everyday life.
2) Different branches of mathematics like arithmetic, algebra, geometry are interrelated through concepts like functions and mathematical structures.
3) Topics within the same branch of mathematics are also correlated, for example concepts in algebra relate to equations, and areas of shapes relate in geometry.
4) Mathematics is also correlated with other subjects like physical sciences through expression of laws as mathematical equations, with biology through use of higher math methods, and with engineering as mathematics forms the basis of engineering courses.
Unit VIII Language Policy in Education Dr.C.ThanavathiThanavathi C
1. The document discusses India's language policy during pre-independence and post-independence periods. During British rule, English became the medium of instruction in educational institutions established by Christian missionaries. Various commissions after independence recommended adopting the mother tongue or regional languages as mediums of instruction up to higher secondary levels, with Hindi and English as additional compulsory languages.
2. The Indian Constitution designates Hindi as the official language of the Union, while allowing the continued use of English for official purposes. It also requires states to provide education in mother tongues for linguistic minority groups.
3. The document outlines the views of Tagore, Gandhi, and Vivekananda on medium of instruction. Tagore emphasized mother
Models of Teaching - Unit IV - Dr.C.ThanavathiThanavathi C
This document discusses different models of teaching, including philosophical, psychological, and modern models. It provides definitions of a teaching model from various experts and outlines the key elements and functions of teaching models. Specifically, it describes Plato's insight model, John Locke's impression model, and Immanuel Kant's rule model as examples of philosophical teaching models. It also discusses Robert Glasser's basic teaching model and Ned Flanders' interaction model as examples of psychological teaching models. The document emphasizes that teaching models help guide instruction, select materials, develop social skills and cognitive abilities in students, and establish effective teaching-learning relationships.
A common language is one of the most important features of a community. Language is a means of communication that conveys culture and traditions. It is a social phenomenon that allows people to interact and cooperate. Language is symbolic, systematic, vocal, non-instinctive, and conventional. It is acquired through social learning rather than innate instincts. A first language is acquired naturally as a child, while additional languages are learned later in life, requiring more effort. Understanding students' language backgrounds is important for effective education.
This document outlines the aims, objectives, and scope of teaching mathematics. It discusses the differences between aims, which are general long-term goals, versus objectives, which are specific and measurable. The document then lists several general aims of teaching mathematics, such as developing logical reasoning and problem solving skills. It also provides examples of objectives at different educational stages, from primary to secondary. Finally, the document discusses the wide scope and career applications of mathematics, such as actuary, teacher, engineer, and more.
The Kothari Commission of 1964-1966, led by Dr. D.S. Kothari, was tasked with advising the Indian government on education reform. The Commission recommended transforming education to relate it to people's lives and needs in order to achieve national goals. It emphasized making education an instrument of social, economic, and cultural progress. The Commission also specified five aims of education in India and recommended reforms to curriculum, teaching methods, educational structure, and teacher training.
This document is an assignment submission for a multiple choice question exam on techno-pedagogic content knowledge. It contains 20 multiple choice questions related to topics like programmed instruction, computer assisted instruction, learning models, and language learning approaches. The answers to the questions are provided in bold. The assignment was submitted by Anoop Abraham to Mr. E.K. Jijan on September 24, 2020.
The document discusses the National Curriculum Framework (NCF) of India from 2005. It provides the framework for developing syllabi, textbooks, and teaching practices in school education. The NCF 2005 draws from previous government reports and focus group discussions. It aims to reform science education to develop scientific temperament, engage scientific processes, and address issues like equity and creativity. It outlines the curriculum framework at different school stages and criticisms of the prevailing approach. The Kerala curriculum framework from 2007 was informed by NCF 2005 and aims for activity-based, process-oriented learning.
MEMORY LEVEL OF TEACHING -HERBARTIAN APPROACHBeulahJayarani
It discuss about memory level of teaching - Herbartian approach in details. It explains the types of level of teaching, JOHANN FRIEDRICH HERBART - SIX STEPS OF HERBARTIANS ARE……1. Focus 2. Syntax - 3. Social system & support system in detail
The document discusses the skill of fluency in questioning, including properly framing questions to be relevant, concise, clear, specific, and grammatically correct, as well as presenting questions in class with a clear voice, proper speed and pausing, and evenly distributing questions. It also covers common student response situations like no response, wrong responses, partially correct responses, and incomplete responses, and how teachers should address each.
Correlation of commerce with other subjectsHarpreet Kaur
Correlation is a technique used to establish relationships between subjects in the curriculum and between school and outside environments. The document discusses relationships between commerce and various other subjects like economics, political science, geography, mathematics, sociology, and psychology. For each relationship, important topics are identified where the subjects intersect, such as how economic principles relate to commerce, how geographical factors influence trade and industry, and how principles of management rely on understanding human psychology.
Mathematics has many educational values including developing knowledge, skills, intellectual habits, and desirable attitudes. It has practical, cultural, and disciplinary value. Mathematically, it trains the mind through reasoning that is simple, accurate, certain, original, and similar to real-life reasoning. Culturally, mathematics reflects and advances civilization. It also has social, moral, aesthetic, intellectual, and international values by organizing society, developing good character, providing beauty and entertainment, training thought processes, and promoting international cooperation. In conclusion, mathematics education cultivates numerous skills and capacities that are personally and socially beneficial.
CONTINUOUS AND COMPREHENSIVE EVALUATION(CCE)Sani Prince
CCE was made mandatory in National Policy on Education,1986 (NPE 1986) to introduce Continuous and Comprehensive Evaluation in schools as an important step of examination reform and for the qualitative improvement in the education system.
This document outlines the key aspects of a teacher's handbook, including that it contains lists of teaching aids, summaries of lessons, and various exercises and assignments. It notes that a handbook aims to help teachers monitor their program by providing a teaching tool suitable for students of varying interests and abilities. Some advantages are that it allows for review work, helps teachers choose appropriate strategies, and provides evidence of student progress. A disadvantage is that teachers must form the habit of referring to the guidebook before class.
curriculum : meaning and concept, principles of curriculum, curriculum construction and curriculum organisation, bases of curriculum, types of curriculum, method of organisation of curriculum ppt
The document discusses the key elements of curriculum - aims/goals/objectives, content, and learning activities. It provides details on:
1) Definitions and examples of aims, goals, and learning objectives, which should be measurable, specific statements of what learners will be able to do.
2) Sources and criteria for selecting curriculum content, which should be relevant to learners' needs and experiences, as well as consistent with social realities.
3) The importance of learning activities in putting curriculum goals and content into action through instructional strategies and methods to produce learning.
This document discusses educational objectives and Bloom's Taxonomy. It begins by defining what objectives are and their purpose in guiding student learning outcomes. It then explains Bloom's Taxonomy, including the cognitive, affective, and psychomotor domains. The cognitive domain is categorized into remembering, understanding, applying, analyzing, evaluating, and creating. Examples of verbs for each level are provided. The document also discusses institutional, intermediate, and instructional objectives and provides examples.
Here are the key points about the Creative Problem Solving (CPS) process:
- CPS has 6 stages: Mess Finding, Fact Finding, Problem Finding, Idea Finding, Solution Finding, Acceptance Finding
- Mess Finding involves identifying a general challenge or area of opportunity.
- Fact Finding is gathering information about the nature of the problem.
- Problem Finding is defining the specific problem statement.
- Idea Finding uses techniques like brainstorming to generate novel solution ideas.
- Solution Finding evaluates and improves the ideas to find an optimal solution.
- Acceptance Finding plans how to implement the solution and gain approval/acceptance.
The CPS process provides a structured yet flexible framework to
This document provides information on learning outcomes and how to write them effectively. It begins with definitions of learning outcomes and discusses how they differ from teaching objectives by focusing on what students can do upon completion of learning. Bloom's Taxonomy of educational objectives is introduced as a useful framework for writing outcomes across cognitive, affective, and psychomotor domains. Verbs associated with different levels of Bloom's Taxonomy are provided. The document also discusses linking learning outcomes to teaching and learning activities as well as assessment, providing examples of how to align the three. Overall, the document offers guidance on conceptualizing and implementing a learning outcomes approach in an educational context.
The document discusses curriculum goals, objectives, and products. It defines curriculum goals as broad descriptions of educational purposes stated generally without specific criteria for achievement. Curriculum objectives are more specific and measurable. Curriculum products provide guidance for teaching and include curriculum guides, course of study outlines, syllabi, and resource units. The document also discusses Bloom's taxonomy of learning domains - cognitive, affective, and psychomotor - which progress from basic to more complex levels of learning.
Aims and Objectives of Teaching Science.pdfCarloManguil2
The document discusses the aims and objectives of teaching science at various levels of education. It begins by defining the difference between aims, which are long-term goals, and objectives, which are more specific and immediate goals. It then covers Bloom's Taxonomy, which categorizes objectives into cognitive, affective, and psychomotor domains. The document provides detailed descriptions and examples of objectives for each category. Finally, it outlines the specific objectives of teaching science at the primary, secondary, and higher secondary levels of education. The objectives focus on developing skills, knowledge, reasoning abilities, and preparing students for further education or work.
The document discusses educational objectives at various levels of learning. It explains that educational objectives describe the changes in learner behavior and skills expected after instruction. Objectives can be defined at the institutional, instructional, and contributory levels and should be specific, measurable, and focus on learner performance. The document also discusses Bloom's taxonomy of educational objectives and its classification of objectives into cognitive, affective, and psychomotor domains.
This document discusses instructional objectives and taxonomies of educational objectives. It begins by explaining the meaning and importance of instructional objectives, which serve to guide teaching and learning. It then describes Bloom's Taxonomy of educational objectives, which classifies objectives into cognitive, affective, and psychomotor domains. The document provides examples of instructional objectives for each domain based on Bloom's, Krathwohl's and Simpson's classifications. It also discusses revisions to Bloom's Taxonomy.
The document discusses instructional objectives and how to write them effectively. It defines instructional objectives as intended learning outcomes that describe what students will be able to do after instruction. There are four key components: an action verb, conditions, standards, and audience. Objectives should be specific, measurable, achievable, relevant and time-bound. They guide lesson planning and assessment. The document provides examples of verbs for different learning domains and criteria for writing clear, effective instructional objectives.
This document discusses aims, goals, objectives and Bloom's taxonomy. It defines aims as broader, long-term goals that may or may not be achieved, while objectives are narrow, specific, measurable and achievable in the short-term. Goals fall between aims and objectives. Bloom's taxonomy classifies learning objectives into three domains: cognitive (knowledge, comprehension, application, analysis, synthesis, evaluation), affective (receiving, responding, valuing, organization, characterization), and psychomotor (perception, set, guided response, mechanism, complex overt response, adaptation, origination). The cognitive domain involves thinking skills and ranges from basic recall to evaluation. The affective domain involves attitudes, values and feelings. The
Instructional objectives are specific statements that describe the expected learner behaviors or outcomes after completing instruction. They guide both teaching and learning by communicating the intended goals and providing assessment guidelines. Objectives should be stated in terms of observable learner performance rather than content, process, or teacher actions. Common frameworks for writing objectives include Bloom's Taxonomy, which categorizes objectives according to cognitive, affective, and psychomotor domains, and methods developed by Mager and Gronlund that specify the expected performance, conditions, and standards of the objective.
Aim & objective of teaching mathematics suresh kumar
The document discusses the aims and objectives of teaching mathematics. It states that mathematics encourages logical thinking and helps students discriminate between essential and non-essential information. The significance of teaching mathematics is that it develops the ability to apply mathematical concepts to daily life situations and inculcates self-reliance. The aims are categorized as practical, social, disciplinary and cultural. Objectives are directed towards achieving these aims and are specific, precise and observable goals. Bloom's taxonomy is discussed as a framework for classifying educational objectives into cognitive, affective and psychomotor domains. The revised Bloom's taxonomy changes some terms to verb forms and reorganizes categories. It also identifies different types and levels of knowledge.
The document discusses intended learning outcomes and student assessment. It defines intended learning outcomes as statements describing what students know, understand and can do as a result of their learning experiences. It provides examples of learning outcomes related to communication skills, research skills and ethics. It also discusses how to write learning outcomes using verbs that describe observable and measurable behaviors and aligning outcomes with courses, programs and institutions.
This chapter discusses educational objectives and Bloom's taxonomy of educational objectives. It covers the three domains of Bloom's taxonomy: cognitive, affective, and psychomotor. In the cognitive domain, it describes the six categories - knowledge, comprehension, application, analysis, synthesis, and evaluation - and provides action verbs as examples for each category. It then explains the five levels of the affective domain: receiving, responding, valuing, organization, and characterization by a value. Finally, it outlines the levels of the psychomotor domain, including reflex movements, fundamental movements, perceptual abilities, physical abilities, skilled movements, and non-discursive communication.
This document discusses educational objectives and instructional objectives. It defines educational objectives as broad goals that provide direction for an educational program, while instructional objectives are more specific and measurable outcomes for classroom learning. The document also describes Benjamin Bloom's taxonomy, which classifies objectives into three domains: cognitive, affective, and psychomotor. Within the cognitive domain, Bloom's taxonomy arranges learning objectives from simple to complex, including knowledge, comprehension, application, analysis, synthesis, and evaluation. The document provides examples of objectives for each of Bloom's levels.
It includes definition, functions, nature and characteristics of teacher and teaching.
It also describe Domains of learning to understand the behaviour modification of the learner.
The document discusses Bloom's Taxonomy, which is a framework for categorizing levels of thinking skills. It was created by Benjamin Bloom and divides cognitive learning into six categories from simplest to most complex: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The document also discusses the three learning domains in Bloom's Taxonomy - Cognitive, Affective, and Psychomotor - and provides examples of levels within each domain.
Objective related principle in teachingJane Romero
1. The document discusses objective-related principles in teaching, including starting lessons with clear objectives shared with students. Objectives should address the cognitive, affective, and psychomotor domains and be specific, measurable, achievable, relevant and time-bound.
2. It also summarizes Bloom's and Anderson's taxonomies of cognitive objectives, Krathwohl's taxonomy of affective objectives, and Harlow's taxonomy of psychomotor objectives. The taxonomies arrange learning objectives from simple to complex.
3. Effective objectives lead to student development in critical and creative thinking and accountability of learning outcomes.
Similar to Aim and objectives of teaching computer science (20)
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
2. Aim is a long term process.
Aim are psychological and sociological in nature
Aim are broader and comprehensive.
Aims are objectives
Aims bring desirable behavioral changes
AIMS
3. UTILITARIAN AIM
INTELLECTUAL OR MENTAL DEVELOPMENT AIM
DISCIPLINARY AIM
CULTURAL AIM
MORAL AIM
AESTHETIC AIM
SOCIAL AIM
AIMS OFTEACHING COMPUTER
SCIENCE
4. OBJECTIVES
Objectives are short term process.
Objectives are physiological in nature
Objectives are narrow.
Objectives are part of aims.
5. INSTRUCTIONAL OBJECTIVES
Teaching learning of a particular lesson unit or sub unit
of computer sciences.
A teacher has to place before him some definite and
very specific objectives.
To attained within a specified classroom and resources
in hand.
These so specific classroom teaching-learning
objectives, known as instructional objectives.
6. WHAT IS INSTRUCTIONAL
OBJECTIVES
• Instructional objectives can be defined as a group of
statement formulated by the teacher for describing
what the pupils are expected to do or will be able to do
once the process of classroom instruction is over.
7. HIERARCHICAL ORDER AIMS AND
OBJECTIVES
General aims or goals of
Teaching Computer
Sciences
Objectives ofTeaching
Computer Sciences
Classroom Instructional
Objectives
8. GENERAL AIMS OR GOALS OF TEACHING COMPUTER
SCIENCES
Instructional objectives are quite narrow and
specific.
They are definite, tangible, precise and functional.
They are desirable learning or teaching outcomes.
It brings in terms of expected pupils behavior or
desirable behavioral changes.
9. OBJECTIVESOF TEACHING COMPUTER SCIENCES
Objectives of teaching Computer Sciences fall
midway between goals of aims of teaching
Computer Sciences and instructional objectives.
They are more specific and definite than the general
aims or goals but less specific and much wider that
the classroom instructional objectives.
10. CLASSROOM INSTRUCTIONALOBJECTIVES
In fact classroom instructional objectives, objectives
of teaching Computer Sciences at a particular or
entire stage of school education.
The general aims or goals of teaching Computer
Sciences represent a hierarchical order.
11. A DIAGRAMMATIC VIEW OF Aims and Objectives
Classroom
Instructional
Objectives
Objectives of teaching
Computer Sciences
General Aims of
teaching Computer
Sciences
12. TAXONOMY OF EDUCATIONAL AND INSTRUCTIONAL
OBJECTIVES
Taxonomy means a system of classification.
In this sense taxonomy like Bloom’s taxonomy
presents a system of classification of the objectives
in the similar way as Dewey’s decimal system.
The taxonomy of educational and instructional
objectives has been worked out on the assumption
That the teaching-learning process may be
conceived as an attempt to change the behavior of
pupils.
13. BEHAVIOR IS DIVIDED INTO THREE DOMAINS
Cognitive
Domain
Affective
Domain
Psychomotor
Domain
14. Cognitive domain has been presented by Dr B.S Bloom
1956
Affective domain presented by Krathwohl in 1964
Psychomotor domain presented by Harrow in 1972
and Simpson in 1966
15. COGNITIVE DOMAIN
Bloom and his associates have classified the
objectives related to cognitive domain into six
categories.
They are arranged from the lowest to the highest
level of functioning .
17. COGNITIVE DOMAIN
1) Knowledge
a) Knowledge of Specifics
I. Knowledge of terminology
II. Knowledge of specific facts
b) Knowledge of ways and means of dealing with
specifics.
I. Knowledge of conventions
II. Knowledge of trends and sequences
III. Knowledge of criteria
IV. Knowledge of classifications and categories
18. COGNITIVE DOMAIN
c) Knowledge of universals and abstractions in a field
I. Knowledge of principles and generalizations
II. Knowledge of theories and structures.
Action verb:
Define, measure, label, recall, write recognize, select
etc.
19. COGNITIVE DOMAIN
1) Knowledge:
a) It represents the lowest level of the objectives
b) It is belonging to the cognitive domain and
primarily aims for the acquisition of the knowledge
concerning.
20. COGNITIVE DOMAIN
2) Comprehension
a) Translation
b) Interpretation
c) Extrapolation
Action verb:
Change, classify, explain, identify, illustrate, justify,
cite examples, discriminate.
21. COGNITIVE DOMAIN
2) Comprehension
a) It is based upon knowledge.
b) If there is no knowledge there will be no
comprehension.
c) It involves basic understanding of methods, facts,
principle or theories.
23. COGNITIVE DOMAIN
3) Application
a) The knowledge is useful only when it is applied.
b) The application of idea, concept, principle or
theory may be possible when grasped and
understood properly.
c) It involves both the earlier categories i.e.
knowledge and comprehension
24. COGNITIVE DOMAIN
4) Analysis
a) Analysis of elements
b) Analysis of relationship
ActionVerb:
Analyze, associate, compare, conclude, critize,
resolve, select, separate.
25. COGNITIVE DOMAIN
4) Analysis
a) Analysis refers to understanding at higher level.
b) It is a complex cognitive process that involves
knowledge, comprehension, and application.
c) The realization of these objectives is to acquire the
necessary skill in drawing inferences,
discriminating or elements of a concept, principle
or theory.
26. COGNITIVE DOMAIN
5) Synthesis
a) Production of unique communication
b) Production of a plan or a proposed set of
operations
c) Derivation of a set of set of abstract relations.
Action verb:
Argue, conclude, combine, discuss, generalize,
integrate, organize, prove, summarize, synthesize
etc.
27. COGNITIVE DOMAIN
5) Synthesis
a) This category is to acquire the necessary
ability to combine the different elements or
components of an idea, object, concept.
b) It involves the knowledge, comprehension,
application as well as analysis.
28. COGNITIVE DOMAIN
6) Evaluation
a) Judgment in terms of internal evidence
b) Judgment in terms of external criteria
Action verb:
Associate, choose, compare, judge, verify, identify,
recognise, relate, select, conclude etc.
29. COGNITIVE DOMAIN
6) Evaluation
a) This category of objectives aims to develop in the
learner to make proper value judgment.
b) About what has been acquired by him in the form
of knowledge, understanding, application,
analysis and synthesis.
c) The learner is able to take proper decision in the
form of particular idea, object, principle, or theory.
31. AFFECTIVE DOMAIN(FEELING)
1) Receiving
a) Awareness
b) Willingness to receive
c) Controlled or selected attention
Action verb:
Ask, accept, attend, beware, catch,
discover, identify, receive, select etc.
32. AFFECTIVE DOMAIN(FEELING)
1) Receiving:
a) It involves the certain interests, attitudes, value or
ideas the learner has to receive.
b) The desired intension or willingness for receiving
or attending the stimuli is created in the learner.
33. AFFECTIVE DOMAIN(FEELING)
2) Responding
a) Acquiescence in responding
b) Willingness to respond
c) Satisfaction in response
Action verb:
Answer, assist, complete, discuss, develop,
help, practice, record, stage, write etc.
34. AFFECTIVE DOMAIN(FEELING)
2) Responding:
a) Once the learner is receive the particular
ideas, event or thing he must be able to
respond to it as actively as possible.
b) This involves the obeying, answering,
reading, discussing, recording, writing etc.
35. AFFECTIVE DOMAIN(FEELING)
3) Valuing
a) Acceptance of a value
b) Preference for a value
c) Commitment
Action verb:
Accept, attain, choose, decide, increase,
develop, prefer, recognize etc.
36. AFFECTIVE DOMAIN(FEELING)
3) Valuing:
a) Once the learner attends as well as responds to a
particular thing, idea or event he can make
judgment.
b) It is concerned with the development of typical
value pattern attitudes etc.
37. AFFECTIVE DOMAIN(FEELING)
4) Organization
a) Conceptualization of a value
b) Organization of a value
Action verb:
Add ,associate, change, compare,
complete, coordinate, prepare, relate,
synthesize, organize etc.
38. AFFECTIVE DOMAIN(FEELING)
4) Organization:
a) It is concerned with the organizing and
synthesizing the different value patterns
imbibed by him time to time.
b) It involves the construction of enduring
value structure.
39. AFFECTIVE DOMAIN(FEELING)
5) Characterization by a value complex
a) Generalized set
b) Characterization
Action verb:
Demonstrate, develop, face, identify, judge, prove,
solve, verify, etc.
40. AFFECTIVE DOMAIN(FEELING)
5) Characterization by a value complex
a) It is the highest level of the affective domain
b) The learner is able to imbibe all the essential
affective behavior i.e. various interests, attitudes,
values, value patterns.
42. PSYCHOMOTOR DOMAIN(DOING)
1) Reflex Movements:
a) This is motor responses to the various
stimuli in the environment.
b) Examples are based on action the jerking
of hands, the closing of eyelid, stretching
of the arms etc.
c) These movements represent the lowest
level of the psychomotor behavior.
43. PSYCHOMOTOR DOMAIN(DOING)
2) Basic fundamental Movements:
a) This movements are not innate or inborn as the
reflex movements.
b) These movements in the form of kneeling,
creeping, stumbling, walking, jumping, moving
hands, neck etc.
44. PSYCHOMOTOR DOMAIN(DOING)
4) Perceptual Abilities:
a) This development of motor abilities related
with the perception belongs to this
category of objectives.
b) When some meaning is attaches to
sensation it is termed as perception.
c) The learner is able to derive useful meaning
out of the exposure of their senses to
various stimuli in the environment
d) His bodily movements are governed and
controlled by his perceptual abilities.
45. PSYCHOMOTOR DOMAIN(DOING)
5) Physical Abilities:
a) For an effective motor abilities there is an urgent
need of development of physical abilities.
b) This category aims at tolerance to bear and stand
against rough weather, to do hard labor to carry
the large load, to bend an article, stopping or
running an object etc.
46. PSYCHOMOTOR DOMAIN(DOING)
4) Skilled Movements:
a) These movements are to be acquired through an
organized and systematic learning process.
b) It requires certain drill or practice work on the part
of the learner.
c) This movements relate to art of dancing, diving,
playing games, skating, typing etc.
47. PSYCHOMOTOR DOMAIN(DOING)
6) Non Discursive Communication:
a) This category represents the highest level of the
psychomotor behavior.
b) This movements relate with the inner feelings and
affective behavior of the learner.
c) This movements relate to facial expression,
sketching, painting or acting.