This document discusses setting appropriate learning targets and objectives. It begins by outlining three learning competencies around familiarizing with domains of learning, differentiating objectives and outcomes, and crafting objectives. It then discusses the importance of clear, achievable, and appropriate learning targets. It introduces Bloom's revised taxonomy, which categorizes learning into cognitive, affective, and psychomotor domains. Each domain is broken down into hierarchical levels with examples and verbs for crafting objectives. The document provides guidance on writing learning competencies, objectives, and outcomes to ensure they are well-defined and measurable.
The document discusses various aspects of curriculum development including formulation of educational objectives, selection of learning experiences, organization of curriculum, and evaluation. It covers domains of learning including cognitive, affective, and psychomotor. Key aspects addressed include identifying learners' needs, formulating objectives based on behavioral changes, ensuring objectives are specific, measurable, attainable and consistent with curriculum philosophy. Learning experiences should be selected to achieve objectives and consider students' abilities. Organization of curriculum should integrate theory and practice, provide continuity and allow for electives. Evaluation measures achievement of objectives.
Exam preparation from Certified Business Analysis Professional credential from International Institute of Business Analysis. Bloom's Taxonomy - Cognitive Psychology - Mental processes of perception, memory, judgment, and reasoning, as contrasted with emotional and volitional processes.
1. The document outlines three domains of learning: cognitive, affective, and psychomotor. The cognitive domain involves knowledge and intellectual skills development and includes six categories ranging from simple recall to evaluation.
2. The affective domain deals with feelings, values, and attitudes and includes five categories from awareness to characterizing.
3. The psychomotor domain covers physical skills and movements and has seven categories from perception to high-level adaptation and origination of new movement patterns.
The document discusses Bloom's Taxonomy, which is a framework for categorizing levels of cognition. It was originally developed in the 1950s to provide a common language for teachers. The taxonomy categorizes cognitive, affective, and psychomotor domains of learning. The cognitive domain moves from lower order thinking skills like remembering to higher order skills like evaluation. The affective domain involves attitudes, emotions, and values. The psychomotor domain encompasses physical skills and movement. The document also notes an updated version from 2001 that reorganized the taxonomy and highlighted interactions between cognitive processes and knowledge content.
Blooms Taxonomy of Hierarchy of learningMaunas Thaker
Bloom's Taxonomy is a hierarchical framework used to classify educational objectives. Developed by Benjamin Bloom in the 1950s, it divides educational goals into three overarching domains: cognitive, affective, and psychomotor.
This taxonomy provides educators with a framework for designing curriculum, assessments, and instructional strategies that target different levels of cognitive complexity. It helps ensure that educational objectives are clearly defined and that instruction is appropriately aligned with the desired outcomes.
The document provides information on assessment of student learning. It defines key terms like tests, measurement, assessment and evaluation. It describes different modes of assessment like traditional, performance and portfolio assessments and their advantages and disadvantages. It also outlines principles of high-quality assessment like clarity of learning targets and appropriateness of methods. Additionally, it discusses diagnostic, formative, summative and placement evaluation, as well as instructional objectives and learning taxonomies. Finally, it covers different types of tests based on purpose, scope, construction and interpretation.
This document provides information on teaching, learning, and evaluation objectives using Bloom's Taxonomy. It defines the different levels of Bloom's Taxonomy - Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. Examples of verbs and objectives are provided for each level to demonstrate the skills assessed. The purpose of setting objectives at different taxonomy levels is to improve communication of expectations to students and guide teaching and assessment of intended knowledge, skills, and attitudes.
The document discusses principles for writing effective lesson objectives, including:
1. Objectives should be specific, measurable, attainable, relevant and time-bound (SMART).
2. Objectives should target the three learning domains: cognitive (knowledge), affective (attitudes/values), and psychomotor (skills).
3. Examples are provided of verbs to use for different levels of learning within each domain to ensure objectives accurately reflect the intended learning.
The document discusses various aspects of curriculum development including formulation of educational objectives, selection of learning experiences, organization of curriculum, and evaluation. It covers domains of learning including cognitive, affective, and psychomotor. Key aspects addressed include identifying learners' needs, formulating objectives based on behavioral changes, ensuring objectives are specific, measurable, attainable and consistent with curriculum philosophy. Learning experiences should be selected to achieve objectives and consider students' abilities. Organization of curriculum should integrate theory and practice, provide continuity and allow for electives. Evaluation measures achievement of objectives.
Exam preparation from Certified Business Analysis Professional credential from International Institute of Business Analysis. Bloom's Taxonomy - Cognitive Psychology - Mental processes of perception, memory, judgment, and reasoning, as contrasted with emotional and volitional processes.
1. The document outlines three domains of learning: cognitive, affective, and psychomotor. The cognitive domain involves knowledge and intellectual skills development and includes six categories ranging from simple recall to evaluation.
2. The affective domain deals with feelings, values, and attitudes and includes five categories from awareness to characterizing.
3. The psychomotor domain covers physical skills and movements and has seven categories from perception to high-level adaptation and origination of new movement patterns.
The document discusses Bloom's Taxonomy, which is a framework for categorizing levels of cognition. It was originally developed in the 1950s to provide a common language for teachers. The taxonomy categorizes cognitive, affective, and psychomotor domains of learning. The cognitive domain moves from lower order thinking skills like remembering to higher order skills like evaluation. The affective domain involves attitudes, emotions, and values. The psychomotor domain encompasses physical skills and movement. The document also notes an updated version from 2001 that reorganized the taxonomy and highlighted interactions between cognitive processes and knowledge content.
Blooms Taxonomy of Hierarchy of learningMaunas Thaker
Bloom's Taxonomy is a hierarchical framework used to classify educational objectives. Developed by Benjamin Bloom in the 1950s, it divides educational goals into three overarching domains: cognitive, affective, and psychomotor.
This taxonomy provides educators with a framework for designing curriculum, assessments, and instructional strategies that target different levels of cognitive complexity. It helps ensure that educational objectives are clearly defined and that instruction is appropriately aligned with the desired outcomes.
The document provides information on assessment of student learning. It defines key terms like tests, measurement, assessment and evaluation. It describes different modes of assessment like traditional, performance and portfolio assessments and their advantages and disadvantages. It also outlines principles of high-quality assessment like clarity of learning targets and appropriateness of methods. Additionally, it discusses diagnostic, formative, summative and placement evaluation, as well as instructional objectives and learning taxonomies. Finally, it covers different types of tests based on purpose, scope, construction and interpretation.
This document provides information on teaching, learning, and evaluation objectives using Bloom's Taxonomy. It defines the different levels of Bloom's Taxonomy - Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. Examples of verbs and objectives are provided for each level to demonstrate the skills assessed. The purpose of setting objectives at different taxonomy levels is to improve communication of expectations to students and guide teaching and assessment of intended knowledge, skills, and attitudes.
The document discusses principles for writing effective lesson objectives, including:
1. Objectives should be specific, measurable, attainable, relevant and time-bound (SMART).
2. Objectives should target the three learning domains: cognitive (knowledge), affective (attitudes/values), and psychomotor (skills).
3. Examples are provided of verbs to use for different levels of learning within each domain to ensure objectives accurately reflect the intended learning.
The document discusses learning targets and their appropriate alignment with alternative assessment methods, noting that skills, products, and affective targets are best suited for performance-based, product-based, and self-report assessments respectively. It provides examples of learning targets across subjects and a matrix matching target types to alternative assessment strategies to help teachers design effective assessment plans.
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.
Professional Education reviewer for PRC-LET or BLEPT Examinationelio dominglos
Professional Education reviewer for licensure examination for teachers. Designed reviewer for individuals who are to take PRC- BLEPT or LET covering a list of basic questions from different fields.
The document discusses three domains of learning: cognitive, affective, and psychomotor. The cognitive domain involves mental skills and development of intelligence, including skills such as remembering, understanding, applying, analyzing, evaluating, and creating. The affective domain involves attitudes, values, and motivation, progressing from awareness to internalization. The psychomotor domain involves physical skills and movement, ranging from basic awareness to complex skilled actions. Each domain is important and involved in every task, though some tasks are dominantly of one domain over others.
Appropriateness and alignment to learning outcomes(2).pptxNathalieArielle1
The document discusses principles of assessment and different methods of assessing student learning. It describes five standards for quality assessment according to Chappuis, Chappuis & Stiggins: clear purpose, clear learning targets, sound design, effective communication of results, and student involvement. The document then focuses on the standards of learning outcomes and assessment alignment. It defines learning outcomes and lists types of learning domains. Finally, it describes various assessment methods including selected response questions, constructed response, teacher observation, and student self-assessment.
The document discusses educational objectives and outlines several key points:
1. Educational objectives are statements that express what a teacher hopes students will be able to accomplish and provide a foundation for the educational structure.
2. Objectives can be categorized as institutional, departmental, specific/instructional, cognitive, affective, or psychomotor depending on their scope and domain.
3. Objectives should be relevant, unambiguous, feasible, observable, and measurable. Taxonomies like Bloom's taxonomy provide frameworks to help formulate objectives within different domains.
Often times, teachers master the art of writing very good cognitive and psychomotor instructional objectives. So good that what happens is that most of the students become not only intelligent but "airheads". Some also will aim for the grade, but after that enduring grading period, or semester, they forget everything. Affective objectives help the students appreciate the lessons, retain them longer, and find connections in the real world (yes, algebra is present in the market place). Affective objectives help the teacher integrate values formation in all subjects/courses.
Download it here: https://drive.google.com/open?id=0B-NSFQQ2b9P2Q3ZrTVVhWEZfaWc
General Framework for Setting Examination Papers and Test PapersWilliam Kapambwe
The document provides guidance on developing test specifications and examination papers, including defining test content and mapping domains, using taxonomies to classify learning objectives, and selecting assessment methods that align with domains of learning. It discusses Bloom's taxonomy and provides examples of verbs for different cognitive levels. Assessment options are described for various learning domains, including cognitive, affective, and psychomotor. Frameworks like Romiszowski's are presented for relating knowledge and skills to test construction. The importance of congruence between learning outcomes and assessment methods is emphasized.
The document provides guidance on developing test specifications and examination papers, including defining test content and mapping, using taxonomies to classify learning objectives, choosing appropriate assessment methods based on the cognitive, affective, and psychomotor domains being assessed, and ensuring congruency between learning outcomes and assessment techniques. It discusses Bloom's and Romiszowski's taxonomies and provides examples of verbs to use for different levels. The conclusion emphasizes the importance of aligning assessments with the intended learning outcomes.
This document provides guidance on writing effective multiple choice exam questions. It discusses the strengths and weaknesses of multiple choice questions, describes the components of a multiple choice question, and provides tips and guidelines for writing high quality multiple choice questions that assess different levels of learning. Sample exam questions are also included to illustrate how to write questions targeting various levels of Bloom's taxonomy, from knowledge to evaluation.
Bloom's Taxonomy is a descriptive hierarchy which defines different learning levels which student or any child goes through.
It's a very important tool for teachers who want their classes interesting & innovative.
Blooms' Taxonomy for B.Ed TNTEU Notes for I.B.Ed StudentsSasikala Antony
The document discusses Benjamin Bloom's Taxonomy of Educational Objectives, which classifies learning objectives into three domains (cognitive, affective, psychomotor) and defines categories within each domain ranging from basic to more complex levels of learning. The cognitive domain includes knowledge, comprehension, application, analysis, synthesis, and evaluation. The affective domain includes receiving, responding, valuing, organizing, and characterizing. The psychomotor domain includes perception, set, guided response, mechanism, complex overt response, and adaptation. Bloom's Taxonomy provides a framework for designing instructional objectives and assessments across different types and depths of learning.
Bloom's taxonomy is a classification system used to define and distinguish different levels of human cognition. It includes three domains: cognitive, affective, and sensory. The cognitive domain involves knowledge and intellectual skills development. It contains six categories ranging from basic recall or knowledge to more complex levels of analysis, synthesis, and evaluation. The affective domain includes how people deal with things emotionally and contains five categories related to attitudes and values. The psychomotor domain includes physical movement, coordination, and motor skills development over seven categories of increasing complexity. Bloom's taxonomy provides a framework for teachers to define and categorize learning objectives and plan curriculum.
The document discusses three domains of learning: cognitive, affective, and psychomotor.
1. The cognitive domain involves mental skills and knowledge. It has six categories relating to remembering, understanding, applying, analyzing, evaluating, and creating information.
2. The affective domain involves growth in feelings and attitudes. It has five categories progressing from awareness to internalizing values and character development.
3. The psychomotor domain involves physical skills and movements. It has seven categories relating to perception, readiness, early skill development, intermediate proficiency, and expert performance of motor activities.
- Bloom's taxonomy is a classification of learning objectives developed in 1956 to promote higher forms of thinking in education. It defines six levels of cognitive development: knowledge, comprehension, application, analysis, synthesis, and evaluation.
- Benjamin Bloom led the team that developed the original taxonomy. Lorin Anderson later revised it, changing the names of the categories to verbs and reordering them.
- The taxonomy provides a common language for educators to discuss learning objectives. Well-written objectives clearly specify what a student will be able to do (performance), under what conditions, and how their work will be evaluated. This helps ensure lessons are targeted to appropriate cognitive levels.
Intended Learning Outcome for improving the Quality of higher EducationMd. Nazrul Islam
A Programme defines study or learning required to achieve an award or qualification
A Programme Specification is required by the QAA for each award or qualification and defines the threshold learning outcomes for the programme
A Programme comprises a number of modules each of which is separately assessed and earns credit when successfully completed
Using the outcomes model each Module Description defines the intended (threshold?) learning outcomes, the syllabus coverage and the assessment methods and criteria for the module.
Achievement of Module Learning Outcome should contribute to a student’s satisfaction with the programme learning outcomes
The students of the HEIs will be able to design their learning outcomes and the faculties will be able to improve the respective curriculum design and review by this procedure and at the same time, the standard of the question will also be improved.
The document provides an introduction and overview of lesson planning. It defines lesson planning as a statement of the achievements and means to attain them under a teacher's guidance. Lesson planning helps teachers know what specific activities to conduct in class and serves as a blueprint for the teaching and learning process. Effective lesson planning requires skills like planning, recording, challenging, demonstrating, securing, managing, adapting, explaining, discussing, interrogating, reviewing, evaluating, modifying, establishing, and questioning. It prioritizes and orchestrates these elements to provide for diverse and complex learning. Lesson planning stimulates creativity and prevents wasted time. It gives structure and security to teachers.
This document outlines the key components of an effective lesson plan format known as the 4As approach. It includes learning objectives, subject matter, procedures divided into preparatory and developmental activities, and evaluation. The 4As approach to procedures involves an activity, analysis, abstraction, and application. Learning objectives should be specific, measurable statements written from the student perspective using action verbs. Formative and summative assessments are used to evaluate student learning. Assignments reinforce skills and provide ongoing learning opportunities outside of class.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
The document discusses learning targets and their appropriate alignment with alternative assessment methods, noting that skills, products, and affective targets are best suited for performance-based, product-based, and self-report assessments respectively. It provides examples of learning targets across subjects and a matrix matching target types to alternative assessment strategies to help teachers design effective assessment plans.
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.
Professional Education reviewer for PRC-LET or BLEPT Examinationelio dominglos
Professional Education reviewer for licensure examination for teachers. Designed reviewer for individuals who are to take PRC- BLEPT or LET covering a list of basic questions from different fields.
The document discusses three domains of learning: cognitive, affective, and psychomotor. The cognitive domain involves mental skills and development of intelligence, including skills such as remembering, understanding, applying, analyzing, evaluating, and creating. The affective domain involves attitudes, values, and motivation, progressing from awareness to internalization. The psychomotor domain involves physical skills and movement, ranging from basic awareness to complex skilled actions. Each domain is important and involved in every task, though some tasks are dominantly of one domain over others.
Appropriateness and alignment to learning outcomes(2).pptxNathalieArielle1
The document discusses principles of assessment and different methods of assessing student learning. It describes five standards for quality assessment according to Chappuis, Chappuis & Stiggins: clear purpose, clear learning targets, sound design, effective communication of results, and student involvement. The document then focuses on the standards of learning outcomes and assessment alignment. It defines learning outcomes and lists types of learning domains. Finally, it describes various assessment methods including selected response questions, constructed response, teacher observation, and student self-assessment.
The document discusses educational objectives and outlines several key points:
1. Educational objectives are statements that express what a teacher hopes students will be able to accomplish and provide a foundation for the educational structure.
2. Objectives can be categorized as institutional, departmental, specific/instructional, cognitive, affective, or psychomotor depending on their scope and domain.
3. Objectives should be relevant, unambiguous, feasible, observable, and measurable. Taxonomies like Bloom's taxonomy provide frameworks to help formulate objectives within different domains.
Often times, teachers master the art of writing very good cognitive and psychomotor instructional objectives. So good that what happens is that most of the students become not only intelligent but "airheads". Some also will aim for the grade, but after that enduring grading period, or semester, they forget everything. Affective objectives help the students appreciate the lessons, retain them longer, and find connections in the real world (yes, algebra is present in the market place). Affective objectives help the teacher integrate values formation in all subjects/courses.
Download it here: https://drive.google.com/open?id=0B-NSFQQ2b9P2Q3ZrTVVhWEZfaWc
General Framework for Setting Examination Papers and Test PapersWilliam Kapambwe
The document provides guidance on developing test specifications and examination papers, including defining test content and mapping domains, using taxonomies to classify learning objectives, and selecting assessment methods that align with domains of learning. It discusses Bloom's taxonomy and provides examples of verbs for different cognitive levels. Assessment options are described for various learning domains, including cognitive, affective, and psychomotor. Frameworks like Romiszowski's are presented for relating knowledge and skills to test construction. The importance of congruence between learning outcomes and assessment methods is emphasized.
The document provides guidance on developing test specifications and examination papers, including defining test content and mapping, using taxonomies to classify learning objectives, choosing appropriate assessment methods based on the cognitive, affective, and psychomotor domains being assessed, and ensuring congruency between learning outcomes and assessment techniques. It discusses Bloom's and Romiszowski's taxonomies and provides examples of verbs to use for different levels. The conclusion emphasizes the importance of aligning assessments with the intended learning outcomes.
This document provides guidance on writing effective multiple choice exam questions. It discusses the strengths and weaknesses of multiple choice questions, describes the components of a multiple choice question, and provides tips and guidelines for writing high quality multiple choice questions that assess different levels of learning. Sample exam questions are also included to illustrate how to write questions targeting various levels of Bloom's taxonomy, from knowledge to evaluation.
Bloom's Taxonomy is a descriptive hierarchy which defines different learning levels which student or any child goes through.
It's a very important tool for teachers who want their classes interesting & innovative.
Blooms' Taxonomy for B.Ed TNTEU Notes for I.B.Ed StudentsSasikala Antony
The document discusses Benjamin Bloom's Taxonomy of Educational Objectives, which classifies learning objectives into three domains (cognitive, affective, psychomotor) and defines categories within each domain ranging from basic to more complex levels of learning. The cognitive domain includes knowledge, comprehension, application, analysis, synthesis, and evaluation. The affective domain includes receiving, responding, valuing, organizing, and characterizing. The psychomotor domain includes perception, set, guided response, mechanism, complex overt response, and adaptation. Bloom's Taxonomy provides a framework for designing instructional objectives and assessments across different types and depths of learning.
Bloom's taxonomy is a classification system used to define and distinguish different levels of human cognition. It includes three domains: cognitive, affective, and sensory. The cognitive domain involves knowledge and intellectual skills development. It contains six categories ranging from basic recall or knowledge to more complex levels of analysis, synthesis, and evaluation. The affective domain includes how people deal with things emotionally and contains five categories related to attitudes and values. The psychomotor domain includes physical movement, coordination, and motor skills development over seven categories of increasing complexity. Bloom's taxonomy provides a framework for teachers to define and categorize learning objectives and plan curriculum.
The document discusses three domains of learning: cognitive, affective, and psychomotor.
1. The cognitive domain involves mental skills and knowledge. It has six categories relating to remembering, understanding, applying, analyzing, evaluating, and creating information.
2. The affective domain involves growth in feelings and attitudes. It has five categories progressing from awareness to internalizing values and character development.
3. The psychomotor domain involves physical skills and movements. It has seven categories relating to perception, readiness, early skill development, intermediate proficiency, and expert performance of motor activities.
- Bloom's taxonomy is a classification of learning objectives developed in 1956 to promote higher forms of thinking in education. It defines six levels of cognitive development: knowledge, comprehension, application, analysis, synthesis, and evaluation.
- Benjamin Bloom led the team that developed the original taxonomy. Lorin Anderson later revised it, changing the names of the categories to verbs and reordering them.
- The taxonomy provides a common language for educators to discuss learning objectives. Well-written objectives clearly specify what a student will be able to do (performance), under what conditions, and how their work will be evaluated. This helps ensure lessons are targeted to appropriate cognitive levels.
Intended Learning Outcome for improving the Quality of higher EducationMd. Nazrul Islam
A Programme defines study or learning required to achieve an award or qualification
A Programme Specification is required by the QAA for each award or qualification and defines the threshold learning outcomes for the programme
A Programme comprises a number of modules each of which is separately assessed and earns credit when successfully completed
Using the outcomes model each Module Description defines the intended (threshold?) learning outcomes, the syllabus coverage and the assessment methods and criteria for the module.
Achievement of Module Learning Outcome should contribute to a student’s satisfaction with the programme learning outcomes
The students of the HEIs will be able to design their learning outcomes and the faculties will be able to improve the respective curriculum design and review by this procedure and at the same time, the standard of the question will also be improved.
The document provides an introduction and overview of lesson planning. It defines lesson planning as a statement of the achievements and means to attain them under a teacher's guidance. Lesson planning helps teachers know what specific activities to conduct in class and serves as a blueprint for the teaching and learning process. Effective lesson planning requires skills like planning, recording, challenging, demonstrating, securing, managing, adapting, explaining, discussing, interrogating, reviewing, evaluating, modifying, establishing, and questioning. It prioritizes and orchestrates these elements to provide for diverse and complex learning. Lesson planning stimulates creativity and prevents wasted time. It gives structure and security to teachers.
This document outlines the key components of an effective lesson plan format known as the 4As approach. It includes learning objectives, subject matter, procedures divided into preparatory and developmental activities, and evaluation. The 4As approach to procedures involves an activity, analysis, abstraction, and application. Learning objectives should be specific, measurable statements written from the student perspective using action verbs. Formative and summative assessments are used to evaluate student learning. Assignments reinforce skills and provide ongoing learning opportunities outside of class.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
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.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
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!
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
2. Learning Competencies
1. Familiarize themselves with the different domains
of learning in the RBT.
2. Differentiate the learning competencies,
objectives, and outcomes based on the guidelines
3. Craft their own learning objectives based on the
learning standards
3. Clarity of Learning Targets
Assessment can be made precise, accurate and
dependable only if what is to be achieved is
clearly stated and feasible.
The learning targets involving, knowledge,
reasoning, skills, products, and effects, need to
be stated in behavioral terms which denote
something which can be observed through the
behavior of the students.
5. Taxonomy
Taxonomy is the practice and science of
categorization or classification.
A taxonomy is a scheme of classification,
especially a hierarchical classification, in which
things are organized into groups or types
7. Revised Bloom’s Taxonomy
Bloom's taxonomy of educational objectives is a
hierarchical ordering of skills in different domains
whose primary use is to help teachers teach and
students learn effectively and efficiently.
The meaning of Bloom's taxonomy can be
understood by exploring its three learning
domains—cognitive, affective and psychomotor
8. 3 Domains of Learning
https://ivanteh-runningman.blogspot.com/2016/09/blooms-taxonomy.html
12. Cognitive Domain
An adjusted model of Bloom's Taxonomy (1956)
Cognitive Domain was produced by Anderson &
Krathwhol in which the levels five and six
(synthesis & evaluation) were inverted and all the
levels became verbs, suggesting that learning is
an active process (Anderson & Krathwohl, A
Taxonomy for Learning, Teaching, and Assessing: A
Revision of Bloom's Taxonomy of Educational
Objectives, 2001).
13. Remembering
Behavior
Descriptions
Examples of activity to be
trained, or demonstration and
evidence to be measured
Keywords (verbs
which describe the
activity)
Recognizing or
recalling
knowledge
from memory
Multiple-choice test, recount
facts or statistics, recall a
process, rules, definitions; quote
law or procedure
Define | Identify
|List |Name | Recall
|Recognize| Record |
Relate | Repeat
Underline | Arrange |
Select etc.
14. Understanding
Behavior
Descriptions
Examples of activity to be
trained, or demonstration and
evidence to be measured
Keywords (verbs
which describe the
activity)
Understand the
meaning, restate
data in one's own
words, interpret,
extrapolate,
translate
Explain or interpret meaning
from a given scenario or the
statement, suggest treatment,
reaction or solution to given
problem, create examples or
metaphors
Choose|Cite examples of
Demonstrate use of
Describe |Determine
Differentiate between
Discriminate |Discuss
Explain |Express
Give in own words
15. Applying
Behavior
Descriptions
Examples of activity to be trained,
or demonstration and evidence to
be measured
Keywords (verbs which
describe the activity)
Using learned
material, or to
implement the
material in new
and concrete
situations.
Put a theory into practical effect,
demonstrate, solve the problem,
manage an activity.
Apply |Demonstrate
Dramatize |Employ
Generalize |Illustrate
Interpret | Operate
Operationalize
Practice | Relate
Schedule | Shop
Use|Utilize |Initiate
16. Analyzing
Behavior
Descriptions
Examples of activity to be trained,
or demonstration and evidence to
be measured
Keywords (verbs which
describe the activity)
Breaking materials
or concepts into
parts, determining
how the parts relate
to one another or
how they
interrelate, or how
the parts relate to
an overall structure
or purpose.
Identify constituent parts and
functions of a process or
concept, or de-construct a
methodology or process,
making a qualitative assessment of
elements, relationships, values,
and effects; measure
requirements or needs
Analyze Appraise Calculate
Categorize Compare Conclude
Contrast Correlate Criticize
Deduce Debate Detect
Determine Develop Diagram
Differentiate Distinguish Draw
conclusions Estimate Evaluate
Examine Experiment Identify
Infer Inspect Inventory Predict
Question Relate Solve Test
Diagnose
17. Evaluating
Behavior
Descriptions
Examples of activity to be trained,
or demonstration and evidence to
be measured
Keywords (verbs which
describe the activity)
Making
judgments based
on criteria and
standards
through checking
and critiquing.
Review strategic plans in terms of
efficacy, return on investment or cost-
effectiveness, and practicability; assess
sustainability; perform a SWOT analysis
in relation to alternatives; produce a
financial justification for a proposition
or venture, calculate the effects of a
plan or strategy; perform a detailed risk
analysis with recommendations and
justifications
Appraise Assess
Choose Compare
Critique Estimate
Evaluate Judge
Measure Rate
Revise Score Select
Validate Value Test
18. Creating
Behavior
Descriptions
Examples of activity to be trained,
or demonstration and evidence to
be measured
Keywords (verbs which
describe the activity)
Putting elements
together to form a
coherent or
functional whole;
reorganizing
elements into a
new pattern or
structure through
generating,
Develop plans or
procedures, design
solutions, integrate
methods, resources, ideas,
and parts; create teams or
new approaches, write
protocols & contingencies
Assemble Collect
Compose Construct
Create Design Develop
Formulate Manage
Modify Organize Plan
Prepare Produce Propose
Predict Reconstruct
Set-up Synthesize
Systematize Devise
19. Since learning outcomes are built from the content and performance
content standards, we have to observe these principles:
1. They should be achievable.
They should be set within the range of abilities of the learners
(Academic Programmes Quality & Resources Unit, University of Malta,
2009)
2. They should be appropriate.
They should be targeting relevant skills, knowledge, and attitudes.
3. They should be aligned with the learning competencies.
They should be in congruence with the learning competencies set for the
learning area and level.
20. Affective Domain
Bloom’s Taxonomy’s second domain, the Affective Domain, was
detailed by Bloom, Krathwhol, and Masia (1964, Taxonomy of
Educational Objectives: Vol. II, The Affective Domain.
Bloom's theory advocates this structure and sequence for developing
attitude - also now commonly expressed in the modern field of
personal development as 'beliefs’.
As with the other domains, the Affective Domain detail provides a
framework for teaching, training, assessing, and evaluating the
effectiveness of training and lesson design and delivery, and also
the retention by and affect upon the learner or trainee.
21. Receiving
Behavior
Descriptions
Examples of activity to be trained,
or demonstration and evidence to
be measured
Keywords (verbs which
describe the activity)
attending to a
stimulus, e.g.,
listening to
instructions
Listen to the teacher or
trainer, take interest in the
session or learning
experience, take notes,
turn up, make time for
learning experience,
participate passively
Ask, choose,
describe, follow,
give, hold,
identify, locate,
name, point to,
select, sit, erect
reply, use
22. Responding
Behavior
Descriptions
Examples of activity to be trained,
or demonstration and evidence to
be measured
Keywords (verbs which
describe the activity)
reacting to a
stimulus, e.g.,
participating
in a discussion
Participate actively in
group discussion, active
participation in activity,
interest in outcomes,
enthusiasm for action,
question and probe ideas,
suggest interpretation
Answer, assist, aid,
comply, conform,
discuss, greet, help,
label,
perform, practice,
present, read, recite,
report, select, tell,
write
23. Valuing
Behavior
Descriptions
Examples of activity to be trained,
or demonstration and evidence to
be measured
Keywords (verbs which
describe the activity)
Attaching value
to an object,
phenomenon,
behavior, or
principle, e.g.,
demonstrate an
appreciation of
good teamwork
Decide the worth and
relevance of ideas,
experiences; accept or
commit to particular
stance or action
Complete,
demonstrate,
differentiate, explain
follow, form, initiate,
invite, join, justify,
propose, read,
report, select, share,
study, work
24. Organizing or Conceptualizing Values
Behavior
Descriptions
Examples of activity to be
trained, or demonstration and
evidence to be measured
Keywords (verbs which
describe the activity)
organizing different
values into the
beginning of an
internally
consistent value
system, e.g., adopt
a systematic
approach to
problem-solving
Qualify and quantify
personal views, state
personal position and
reasons, state beliefs
Argue, challenge,
debate, refute,
confront,
justify, persuade,
criticize,
25. Characterizing
Behavior
Descriptions
Examples of activity to be
trained, or demonstration and
evidence to be measured
Keywords (verbs which
describe the activity)
internalizing a value
system & behaving
accordingly in a
pervasive,
consistent &
predictable manner,
e.g. ,display self-
reliance, work
independently &
diligently, act ethically.
Self-reliant; behave
consistently with
personal value set
Build, develop,
formulate, defend,
modify, relate,
prioritize,
reconcile, contrast,
arrange, compare
26. Psychomotor Domain
Bloom’s Taxonomy’s second domain, the Affective Domain,
was detailed by Bloom, Krathwhol, and Masia (1964,
Taxonomy of Educational Objectives: Vol. II, The Affective
Domain.
Bloom's theory advocates this structure and sequence for
developing attitude - also now commonly expressed in the
modern field of personal development as 'beliefs’.
27. Psychomotor Domain
As with the other domains, the Affective Domain detail
provides a framework for teaching, training, assessing, and
evaluating the effectiveness of training and lesson design
and delivery, and also the retention by and affect upon the
learner or trainee.
28. Perception
Behavior Descriptions Keywords (verbs which describe the
activity)
using sense organs to
obtain cues about a motor
activity, e.g., repeat o ral
instructions for
performing an experiment
choose, describe, detect,
differentiate, distinguish,
identify, isolate,
relate, select
Source: Academic Programmes Quality & Resources Unit, University of Malta (2009)
29. Set
Behavior Descriptions Keywords (verbs which describe the
activity)
demonstrating readiness
to take a particular
action, e.g., explain the
series of steps
involved in a process
begin, display, explain, move,
proceed, react, show, state,
volunteer
Source: Academic Programmes Quality & Resources Unit, University of Malta (2009)
30. Guided response
Behavior Descriptions Keywords (verbs which describe the
activity)
Early stage of learning a
performance skill
including imitation and
trial-and-error, e.g.,
follow directions
copy, trace, follow, react,
reproduce, respond
Source: Academic Programmes Quality & Resources Unit, University of Malta (2009)
31. Mechanism
Behavior Descriptions Keywords (verbs which describe the
activity)
Later stage of learning a
performance skill when
it can be performed with
assemble, calibrate,
construct, dismantle,
display, manipulate,
measure, mend, mix,
organize, sketch
Source: Academic Programmes Quality & Resources Unit, University of Malta (2009)
32. Complex overt response
Behavior Descriptions Keywords (verbs which describe the
activity)
Skillful performance of a
complex movement
pattern, e.g.,
perform a routine
procedure quickly
Same as mechanism
but includes adverbs
such as quicker, more
accurate, automatic
33. Adaptation
Behavior Descriptions Keywords (verbs which describe the
activity)
Skills that are so well-
developed that the individual
can modify them to fit the
situation, e.g., alter a
routine procedure to deal
with an unfamiliar problem
Adapt, alter,
rearrange, reorganize,
revise, vary, change
Source: Academic Programmes Quality & Resources Unit, University of Malta (2009)
34. Origination
Behavior Descriptions Keywords (verbs which describe the
activity)
Creating new
movement patterns
based on highly
developed
Arrange, build,
combine, compose,
construct, create,
design, initiate, make,
originate
Source: Academic Programmes Quality & Resources Unit, University of Malta (2009)
37. There is considerable confusion about exactly what constitutes a
learning outcome and how (or if) it is distinguished from learning
objectives or competencies. Even in the education literature, the
usage of these terms seems contradictory at times. Sometimes it is
instructive to find definitions in the dictionary.
According to the American Heritage Dictionary, the learning terms
are defined as follows:
Competency: Competence. The state or quality of being
competent. Properly or well qualified, capable.
Objective: Something worked toward or striven for, a goal.
Outcome: A natural result, consequence.
38. Learning competencies are the main ideas or skills you
expect students to master (these are also called
“goals”)
Learning objectives are the specific abilities necessary
to accomplish the learning competency.
Outcome. A very specific statement that describes
exactly what a student will be able to do in some
measurable way
39. Elements of a well-written Learning
Competency (big-picture idea/skill):
1. Begin with an action verb (one verb)
2. Clear and concise (short)
3.Includes a student behavior you can observe
and measure
4. Avoid the words “know” , “learn”, and
“understand”
40.
41. Learning Objectives
Guidelines
1. Describe specific activities a student will do to show that
he or she has learned
2. Include 2-10 learning objectives for each Learning
Competency (main idea or skill)
3. Audience + Behavior + Condition + Degree = Learning
Objective (ABCD)
42. Learning Objectives
Elements of a well-written Learning Objective (ABCD)
Audience – Who is doing the learning? Often this can be stated once for the entire
course, and therefore
can be omitted from individual objectives.
Behavior - Indicate the task, product or process you will observe or measure
(action)
Condition - Indicate the resources available, where performed and/or what
information is given to learner
Degree - Indicate the measure of success or expectations for satisfactory
performance (criteria)
Degree/criteria may include accuracy, speed, frequency, percentage or number
to be achieved, degree of excellence, qualities/elements of performance, or may
reference published standards
47. 5Ps
• Do you have any clarification/s? comment/s suggestion/s?
• Feel free to bring out in this session.
48. ABCD
• Do you have any clarification/s? comment/s suggestion/s?
• Feel free to bring out in this session.
49. Your feedback matters!
• Do you have any clarification/s? comment/s suggestion/s?
• Feel free to bring out in this session.
50. Your Turn!
• Make learning objectives based on MELCS provided by the
DepEd.
• Go to your partner and share ideas in crafting.
51. Your Turn!
• Make learning objectives based on MELCS provided by the
DepEd.
• Go to your partner and share ideas in crafting.
52. Reference/s
• Anderson, L.W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning,
teaching, and assessing: A revision of bloom’s taxonomy of educational
objectives. New York: Longman.
• studocu.com
Notes to presenter:
What did you think at first?
What obstacles did you encounter along the way?
How did you overcome those obstacles?
What images can you add to support your process?
This SmartArt allows you add images and text to help outline your process. If a picture is worth a thousand words, then pictures and words should help you communicate this reflection on learning perfectly! You can always click on Insert>SmartArt to change this graphic or select the graphic and click on the Design contextual menu to change the colors.
Feel free to use more than one slide to reflect upon your process. It also helps to add some video of your process.
Notes to presenter:
What did you think at first?
What obstacles did you encounter along the way?
How did you overcome those obstacles?
What images can you add to support your process?
This SmartArt allows you add images and text to help outline your process. If a picture is worth a thousand words, then pictures and words should help you communicate this reflection on learning perfectly! You can always click on Insert>SmartArt to change this graphic or select the graphic and click on the Design contextual menu to change the colors.
Feel free to use more than one slide to reflect upon your process. It also helps to add some video of your process.
Notes to presenter:
What did you think at first?
What obstacles did you encounter along the way?
How did you overcome those obstacles?
What images can you add to support your process?
This SmartArt allows you add images and text to help outline your process. If a picture is worth a thousand words, then pictures and words should help you communicate this reflection on learning perfectly! You can always click on Insert>SmartArt to change this graphic or select the graphic and click on the Design contextual menu to change the colors.
Feel free to use more than one slide to reflect upon your process. It also helps to add some video of your process.
Notes to presenter:
What did you think at first?
What obstacles did you encounter along the way?
How did you overcome those obstacles?
What images can you add to support your process?
This SmartArt allows you add images and text to help outline your process. If a picture is worth a thousand words, then pictures and words should help you communicate this reflection on learning perfectly! You can always click on Insert>SmartArt to change this graphic or select the graphic and click on the Design contextual menu to change the colors.
Feel free to use more than one slide to reflect upon your process. It also helps to add some video of your process.