The document discusses Bloom's taxonomy, which classifies educational goals into three domains: cognitive, affective, and psychomotor. The cognitive domain involves knowledge and intellectual skills, ranging from basic recall to evaluation. The affective domain includes attitudes, emotions, and values. The psychomotor domain encompasses physical skills and actions. Bloom's taxonomy provides a framework to help educators effectively plan, design, assess and evaluate learning objectives and outcomes.
INSTRUCTIONAL MEDIA AND METHODS
INTRODUCTION
Audio-visual aids are sensitive tools teaching that facilitates learning. They are multi sensory materials which motivate, classify and stimulate individuals.
The aim of the learning with technological media is ‘clearing the channel between the learner and things that are no worth learning.’ The basic assumption underlying audio-visual aids is that learning-clear understanding stems from the sense of experience. The teacher must ‘show’ as well as ‘tell’.
Audio-visual aids help in completing the triangular process of learning i.e., motivation, clarification, stimulation.
Audio-visual aids are also called “instructional material”.
DEFINITON
An Audio-Visual Aid is an instructional device in which the message can be heard as well as seen.
“Audio-visual aids are those sensory objects or images which initiate or stimulate and reinforce learning”. –Burton
Audio-visual aids are those devices by the use of which communication of ideas between persons and groups in various teaching and training situations is helped. These are also termed as multi-sensory materials. –Edger Dale
Audio-visual aids are anything by means which learning process may be encouraged or carried on through the sense of hearing or sense of sight. –Good’s Dictionary of education
KEY CONCEPTSBOF AUDIO-VISUAL AIDS
Audio-visual aids are sensitive tools in teaching and as avenues for learning. These are planned educational materials that appeal to the senses of the people and quickness learning, facilitates for clear understanding.
A Chinese proverb:
If I hear, I forget
If I see, I remember
If I do, I know
This proverb says the importance of sensory perception in teaching, learning situation:
Seeing-87%
Hearing-07%
Odour-03%
Touch-02%
Taste-01%
Audio-visual aids provide significant gains in informational learning, retention and recall, thinking and reasoning activities, interest, imagination, better assimilation and personal growth and development.
The aids are the stimuli for learning ‘why’, ‘how’, ‘when’ and ‘where’. The hard to understand principles are usually made clear by the intelligent use of skillfully designed instructional aids.
On the use of audio-visual aids, the Kothari commission (1964-66) observed that it should indeed bring about an ‘educational revolution’ in the country.
The National Policy on education, 1986 and as modified in 1992 has laid a great stress on the use of teaching aids, especially improvised aids, to make teaching learning more effective and realistic.
PURPOSES
To initiate & sustain attention, concentration & personal involvement of stu
Professional development is learning to earn or maintain professional credentials such as academic degrees to formal coursework, attending conferences, and informal learning opportunities situated in practice. It has been described as intensive and collaborative, ideally incorporating an evaluative stage.
INSTRUCTIONAL MEDIA AND METHODS
INTRODUCTION
Audio-visual aids are sensitive tools teaching that facilitates learning. They are multi sensory materials which motivate, classify and stimulate individuals.
The aim of the learning with technological media is ‘clearing the channel between the learner and things that are no worth learning.’ The basic assumption underlying audio-visual aids is that learning-clear understanding stems from the sense of experience. The teacher must ‘show’ as well as ‘tell’.
Audio-visual aids help in completing the triangular process of learning i.e., motivation, clarification, stimulation.
Audio-visual aids are also called “instructional material”.
DEFINITON
An Audio-Visual Aid is an instructional device in which the message can be heard as well as seen.
“Audio-visual aids are those sensory objects or images which initiate or stimulate and reinforce learning”. –Burton
Audio-visual aids are those devices by the use of which communication of ideas between persons and groups in various teaching and training situations is helped. These are also termed as multi-sensory materials. –Edger Dale
Audio-visual aids are anything by means which learning process may be encouraged or carried on through the sense of hearing or sense of sight. –Good’s Dictionary of education
KEY CONCEPTSBOF AUDIO-VISUAL AIDS
Audio-visual aids are sensitive tools in teaching and as avenues for learning. These are planned educational materials that appeal to the senses of the people and quickness learning, facilitates for clear understanding.
A Chinese proverb:
If I hear, I forget
If I see, I remember
If I do, I know
This proverb says the importance of sensory perception in teaching, learning situation:
Seeing-87%
Hearing-07%
Odour-03%
Touch-02%
Taste-01%
Audio-visual aids provide significant gains in informational learning, retention and recall, thinking and reasoning activities, interest, imagination, better assimilation and personal growth and development.
The aids are the stimuli for learning ‘why’, ‘how’, ‘when’ and ‘where’. The hard to understand principles are usually made clear by the intelligent use of skillfully designed instructional aids.
On the use of audio-visual aids, the Kothari commission (1964-66) observed that it should indeed bring about an ‘educational revolution’ in the country.
The National Policy on education, 1986 and as modified in 1992 has laid a great stress on the use of teaching aids, especially improvised aids, to make teaching learning more effective and realistic.
PURPOSES
To initiate & sustain attention, concentration & personal involvement of stu
Professional development is learning to earn or maintain professional credentials such as academic degrees to formal coursework, attending conferences, and informal learning opportunities situated in practice. It has been described as intensive and collaborative, ideally incorporating an evaluative stage.
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Typically, however, teacher preparation is divided into two (and sometimes three) levels, where Earth science plays very different roles: Elementary education: Programs that prepare future elementary teachers often emphasize literacy and language skills, with less emphasis on math and science
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blooms taxonomy micro teaching.pptx
1. VIVEKANANDA COLLEGE OF NURSING
Microteaching
On,
Blooms taxonomy of educational objectives
Evaluator:- Mrs. Sarita
Assistant Professor
Moderator:- Mrs. Shaifali Thakur
Assistant Professor Presented By;
Apurva Dwivedi
M.Sc. (N)1st Year
4. Definition
• According to TANNER, “Taxonomy system is a designed one to classify
the intended behaviors of students as a result of participating in some set
of instructional experience and used to obtain evidence on the extent to
which such behaviors are manifested.”
• Taxonomy defines as a hierarchical model that describes a
1. Classification and
2. Sequencing procedures.
5. Taxonomies of Educational Objectives
• A taxonomy is a classification system (first part) developed by Dr.
Benjamin S Bloom an educational psychologist at university of Chicago
(1956) to achieve the desired educational goals.
• Bloom's Taxonomy provides an excellent structure for planning, designing,
assessing and evaluating training and learning effectiveness.
6. Domains of Educational Objectives
• Intellectual activity
Cognitive
• Feeling and value
Affective
• Manipulative and motor skills
Psychomotor
7. Bloom's taxonomy overview
Cognitive knowledge Affective attitude Psychomotor skills
Recall data Receive Imitation
Understand Respond Manipulation
Apply Value Develop precision
Analyze Organize personal
value system
Articulation
Synthesize Internalize value
system
Naturalization
Evaluate
9. Cognitive domain
Level 1: knowledge
• This level is related to the remembering of previously learned material and
represents the lowest level of learning outcomes in the cognitive domain.
• ACTION VERB related to thus level of objectives are: Define, state, list,
name, write, Outline, recall, recognize, label, underline, select, measure,
describe, identify, etc.
10. Examples
1. Define
Nursing.
2. List the
qualities
of a
Nurse.
3. Write
the types
of
hospital.
4. Label
the parts
of a
stomach.
5. Identify
the
different
comfort
measures
in a
hospital.
6.
Describe
the
functions
of a
stomach.
11. Level 2. Comprehension
• This level represents the learning outcome one step beyond simple
understanding as evidenced by the learners ability to make limited
use of information in the form of translation, interpretation and
extrapolation.
• TYPICAL VERBS used at this level are: Justify, select, indicate,
illustrate, formulate, classify, translate, convert, contrast, explain etc.
12. Examples
1. Classify the
the skeleton
system.
4. Convert 40
degree
Celsius into
Fahrenheit.
5. Formulate a
diet plan for a
diabetic
client.
2. Identify the
importance of
nutrition
6. Write the
types of
vitamins.
3. Explain the
role of a nurse
in health
education.
13. Level 3. Application
• This is the ability to use learned material such as rules, principles,
concepts etc. to new and real situations.
• VERBS USED are: Assess, Choose, Find, show, demonstrate, construct,
compute, perform, discover, prepare, produce, relate etc.
14. Examples
1. Demonstrate
the bed making
procedure.
3. Construct an
attitude scale on
smoking.
2. Assess
the nutritional
status of an
infant.
5. Prepare a
lesson plan
on ill effects
of smoking.
4. Compute the
knowledge on
smoking with
selected
demographic
variables.
15. Level 4. Analysis
• This refers to the ability to break down information into its components
parts, which may be elements of information, relationships between
elements or organization and structure of information. Analysis helps to
separate important aspects of information from the less important thus
clarifying the meaning.
• Action verbs at this levels are: Analyze, identify, conclude, differentiate,
select, separate, compare, criticize, breakdown etc.
16. Examples
1. Distinguish
between
guidance &
counselling.
4. Criticize
the home
manageme
nt of ORS.
2. Identify
the warning
signs of
Meningitis.
5. Resolve
the problem
and give
suggestions.
3. Differentiate
between
gastric &
peptic ulcer.
17. Level 5. Synthesis
• At this level the learner is expected to combine various parts to form a whole. Learning
outcomes in this area stress creative behaviors with major emphasis on the formulation
of new patterns or structures.
• Develop new unique structures, systems, models, approaches, ideas; creative thinking,
operations
• Action verbs at this levels are: develop, plan, build, create, design, organize, revise,
formulate, propose, establish, assemble, integrate, re arrange, modify
19. Level 6. Evaluation
• Assess effectiveness of whole concepts, in relation to values,
outputs, efficacy, viability; critical thinking, strategic comparison
and review, judgement relating to external criteria
• Action verbs at this levels are: review, justify, assess, present a
case for, defend, report on, investigate, direct, appraise, argue,
project-manage
21. Attitude or Affective Domain
•The affective development of learning concerned e
characterized by emotional which includes attitudes,
beliefs and values. Attitudes are positive areas are
negative feelings about certain things and consists of both
cognitive and affective aspects.
22. Level 1. Receiving (attending)
• At this level learner is sensitive to the existence of
something and progresses from awareness to
controlled or selection attention. It is difficult to tell
when a learner is receiving or attending to
something, so the best indicator is verbal
behavior. Typical Verbs are: Asks, chooses,
selects, replies etc.
Ex; Asks right
question
during history
collection.
23. Level 2. Responding
• This is concerned with active response to
the learner. The range is from reacting to a
suggestion through experience a feeling of
satisfaction in responding. Verbs represent
this level are: Assist, complies, answers
etc.
Ex: Assists
the patient in
carrying out
A.D.L.
24. Level 3. Valuing
•Objectives at this level indicate
acceptance and internalization of the
values or attitudes.
•Action Verbs Are: initiates, invites, joins,
justifies etc.
Ex: Initiate to
build I.P.R. with
clients in the
home/ hospital
set ups
25. Level 4. Conceptualization
•Conceptualization is added to stability
and consistency. It is the relationship
between a value and the ones already
held or new is involved.
Ex: The nursing
student formulate
judgements about
nursing
responsibilities
relative to
extraordinary
means of
maintaining life in
a critically ill
patient.
26. Level 5. Organization
•This level is concerned with the ability to organize values
to arrange them in appropriate order.
•Verbs represent this level are alters, arranges, combines,
modifies etc.
27. Level 6. Characterization
•This is the highest level of learner's value
system which has become their philosophy
of their life.
•Verbs applicable to this level are: Acts,
displays, discriminates, listens etc.
Ex:
Displays
confidence
in caring
terminally
clients.
28. Psycho motor domain
Level 1. Impulsion
• This level tends to act on mental impulses, which is
concerned with the perception of sensory cues that guide
actions and ranges from awareness of stimuli to
translation into action.
• Action Verbs are: Detect, choose, identify.
Ex: Detect
the early
signs of
Decubitus
ulcer.
29. Level 2. Imitation
• This level refers to imitation of an action
performance. When the learner is exposed to
an observable action, he begins to make
convert imitation of that action.
• Typical Verbs are: Begins, moves, reacts,
shows, starts etc.
Ex: Reacts
promptly to
emergency
situation.
30. Level 3. Manipulation
• At this level the learner is capable of performing
an act according to instruction rather than only by
observation, as in the case at the level of
imitation. This level is also called as guided
response.
• Typical Verbs are: Carryout, perform, calculate
etc.
Ex: perform bed
making as
demonstrated by
the teacher.
31. Level 4. Coordination
• At this level skill is carried out smoothly
within a reasonable time frame to achieve
coordination. Here coordination is
emphasized by establishing an appropriate
sequence, by achieving harmony or
internal consistency among different acts.
Ex: Performs E.T.
intubation
correctly.
32. Level 5. Control
• Here the skills are internalized to such an
extent that the students can adapt them to
cater for special circumstances.
• Typical Verbs are: Adapts, alters, modifies
reorganizes etc.
Ex: Modifies
sterilization
technique
according to the
article to be
sterilized.
33. Level 6. Habit formation
• At this level an act is performed
automatically without involvement of
consciousness.
• Typical Verbs Are: walk, swing, hold,
swallow etc.
Ex: Walks
slowly without
any support.
34. Summary
• Bloom's taxonomy is a set of three hierarchical models
used for classification of educational learning objectives
into levels of complexity and specificity. The three lists
cover the learning objectives in cognitive, affective and
psychomotor domains.
35. Conclusion
• Bloom's Taxonomy is a valuable tool for
education because it provides a framework for
educators and cognitive psychologists to
communicate about fundamental educational
concepts.
36. Bibliography
Book reference:-
• ‘‘TEXT BOOK NURSING EDUCATION’’, Edition-2 , Raj Bhaskara D.
Elakkuvana, Bhaskar Nima, Publisher- Emmess Page no. 101 – 108.
Net reference:-
• resilienteducator.com
• en.wikipedia.org
