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ERA-Introduction_to_concepts_of_Taxonomy -16-12-14.ppt
- 1. Introduction to conceptsof Taxonomy Uma Gupta MD(OBG),PGDHM,MA(RD) FAIMER Fellow CMCL 2012 Basic workshop on Medical Education & Technology ELMCH , Lucknow
- 2. Learning, teaching, identifying educationalgoals and thinking are interwoven in an intricate web
- 3. Objectives • To understandthe concept of educational objectives • To understand the principles of taxonomy of educational objectives. • Define the terms cognitive, affective and psychomotor domains • Formulate educational objectives belonging to these domains.
- 4. What do youdo when you have to address an audience or a class •??? • Plan- Who, What, what is the goal and a take home message • TL goal oriented (objectives)
- 5. • Both Teachingand learning should be GOAL ORIENTED • GOALS are technically called as OBJECTIVES
- 6. 2/22/2024 6 Goal OfEducation Student/Learner Competent Health Professional Intended Outcomes/Objectives CURRICULUM Achieved Outcomes/Objectives
- 7. 7 Levels of Objectives •Institutional objectives • Intermediate (divisional) departmental objectives • Specific learning/teaching (individual objectives SLO)
- 9. • Learning Objectives whatthe student is expected to learn at the end of the course • Teaching Objectives from teacher’s perspective driven by learning objectives • The two can be merged - “Educational Objectives
- 10. How Learning Objectiveshelp? • Guides the learner through the process of learning • He/She knows exactly what is expected from the acquired knowledge and skill • He/She is also aware of the criteria by which their performance will be judged
- 11. How teaching objectiveshelps? • By having measurable and observable objectives • Help in planning the curriculum • Implementing the program • Formulating evaluation systems
- 12. Knowledge and Education •Knowledge – all of the information about any topic • Education – all the knowledge plus the process of teaching and learning it. • Education is more “holistic” word
- 13. Taxonomy Etymology - Fromthe Greek word – arrangement • Taxonomy means: a system of grouping or categorizing things • Taxonomy and classification are synonymous
- 14. Educational Objectives • Toachieve that ultimate status of complete Learning - first step is to understand what all aspects or components have to be covered • Systematic categorization or classification of all the components is called as
- 15. 2/22/2024 15 Goal OfEducation Student/Learner Competent Health Professional Intended Outcomes/Objectives CURRICULUM Achieved Outcomes/Objectives
- 16. 16 Is it theonly system of classification? • NO - There are other systems or hierarchies that have been devised in the educational and training world. • However - Bloom's taxonomy is easily understood and is probably the most widely applied one in use today
- 17. A committee ofcolleagues, led by Benjamin Bloom (1956), identified three domains of educational activities
- 18. Bloom’s taxonomy THREE DOMAINsof education HEAD (Intellectal skill) Cognitive Domain HEART Behavioural skill (Attitude) Affective Domain HAND Practical Skill Psychomotor Domain
- 19. Goals of learning…… Atthe end of the learning session the learner should have acquired New Knowledge New Skills New Attitudes KSA
- 20. The Domains -subclasses The three domains are divided into subdivisions, starting from the simplest behavior to the most complex.
- 22. The cognitive domain •involves knowledge and the development of intellectual skills. • includes the recall or recognition of specific facts, procedural patterns concepts • serve in the development of intellectual abilities and skills.
- 23. Categories in theCognitive domain • There are six major categories • The categories can be thought of as degrees of difficulties. • That is, the first ones must normally be mastered before the next ones can take place
- 25. 1. Knowledge • Recalldata or information • Remembering of previously learned Information • Knowledge of terminology, specific facts, principles, theories
- 26. 1. Knowledge • Keywords to be used in framing Objectives Eg. Define hypertension? • Define • Describe • Enumerate • Identify • Label • List • Match • Reproduce
- 27. 2. Comprehension Understand themeaning, Interpretation of instructions and problem and stating it in one's own words. • Grasping the meaning of informational material Eg., Given a set of readings- can categorize mild, moderate and severe. Key words to be used in framing objectives • Classify • Categorize • Convert • Describe • Discuss • Estimate • Explain • Illustrate • Outline • Summarize
- 28. 3. Application • Carry’sout or use a procedure in a given situation. Use of previously learned information in new and concrete situations to solve problems that have single or best answer
- 29. 3. Application • Keywords to be used in framing objectives • Compute • Construct • Calculate • Determine • Develop • Prepare • Use • Utilize can use facts – e.g., predicts how anti-hypertensive treatment can be modified in angina or CCF
- 30. 4. Analysis Distinguishes betweenfacts and inferences. : Breakdown of material into component parts trying to understand the organizational structure of such information to develop divergent conclusions and identifying motives Action words to be used in framing objectives • Compare • Contrast • Correlate • Differentiate • Distinguish • Illustrate
- 31. Evaluation • Make judgments aboutthe value of ideas or materials • Judging the value of the knowledge material based on personal values and opinions resulting in • Appraise • Contrast • Conclude • Criticize • Justify • Defend • Judge • Reframe • E.g., can outline prognosis of
- 32. Synthesis • Put elements togetherto form a coherent or functional whole; reorganize elements into a new pattern or structure • Compile • Compose • Create • Develop • Devise • Integrate • Hypothesize Eg,.Write a rational individualized prescription of patient with
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- 34. 34 COGNITIVE DOMAIN Applying Understanding Remembering 3.Application-can use facts–e.g.,predicts how anti-hpy tt be modified in angina or CCF 2.Comprehension- -given a set of readings- can categorize mild,mod,sev. 1.Knowledge- define hypertension Taxonomic levels assessment
- 35. COGNITIVE DOMAIN Creating Evaluating Analysing 6.Synthesis- abilityto assemble, innovate Write a rational individualized prescription with hypertension 5. Evaluation- judge the reliability, utility, procedure, method. E.g., can outline prognosis of hypertensive pt. 4. Analysis- break the problem to components and interpret findings- e.g., cognisance of socioeconomic, cultural, personal factors while selecting therapy Taxonomic levels assessment
- 36. Psychomotor domain • Howto do something • Physical methods • Motor skills • coordination
- 37. 37 • Psychomotor Domain •Development of these skills requires • Practice • Measured in terms of speed, • precision, distance, procedures, or • techniques in execution. • Three major categories - from the • Three major categories - from the • simplest behavior to the complex
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- 39. Psychomotor Domain • Imitation: Beingexposed to an observational action undertakes a similar action at the level of the muscular system • Learner shall observe CPR • Readiness to observe to do CPR
- 40. Imitation • Complete • Perform •Distinguish • Hear • Identify • Locate • Manipulate • Move • Pickup • Point to • Practice • Press • Pull • Push • See • Select • Setup • Show • Sort • Specify
- 41. Psychomotor Domain • Control Actsaccording to instructions and is able to differentiate/ select between acts • Shall perform under guidance • Learner shall perform CPR in hospital independently Adjust Assemble Build Construct Copy Demonstrate Disconnect Draw Set Load Locate Loosen Manipulate Measure Open Operate Perform
- 42. Unconsciously competent Consciously competent Consciouslyincompetent Unconsciously incompetent Skill Development
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- 44. TAXONOMY The Affective Domain Receiving Beingaware of or attending to something in the environment Responding Showing some new behaviors as a result of experience Valuing Showing some definite involvement or commitment Krathwohl, D., Bloom, B., & Masia, B. (1956). Taxonomy of educational objectives. Handbook II: Affective domain. New York: David McKay.
- 45. TAXONOMY The Affective Domain Organization Integratinga new value into one's general set of values, giving it some ranking among one's general priorities. Characterization by Value Acting consistently with the new value; person is known by the value.
- 46. Affective DOMAIN-Taxonomic levelsassessment Applying, VALUING Comprehension Responding Knowledge Receiving 3. Able to realize that it is worth spending time reassuring pt when anxious 2.Able to reassure an anxious pt……… 1.Able to show awareness of anxiety of pt- waiting for invasive proc.
- 47. Affective DOMAIN-Taxonomic levelsassessment characterisatioin by a value complex Justifying a decision or course of action Checking, hypothesising, critiquing, experimenting, judging Organisation Conceptulizing a value , casting to value in cohernt and personally acceptableand acting even under difficult conditions 5.Able to determine the health for all has a bearing on political will and commitment towards emotional well being 4.Able to form judgement as to responsibility of healthcare team for commitment towards emotional well being of pt.
- 48. Affective DOMAIN-Taxonomic levelsassessment characterisatioin by a value complex Organisation Applying, VALUING Responding Receiving 5.Able to determine the health for all has a bearing on political will and commitment towards emotional well being 4.Able to form judgement as to responsibility of healthcare team for commitment towards emotional well being of pt. 3. Able to realize that it is worthspending time reassuring pt when anxious 2.Able to reassure an anxious pt……… 1.Able to show awareness of anxiety of pt- waiting for invasive proc.
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- 52. Mrs. Anita wantsher students to compare and contrast two Native Rajasthani folktales and the cultures each represents. At which level of thought is Mrs. Anita asking her students to work according to Bloom’s Taxonomy? a. Remembering b. Understanding c. Analyzing
- 53. 53 Mr. Gode hasasked his students to classify the items in a diagram as living or nonliving. At what level of Bloom’s Taxonomy is he having his students think? a. Understanding b. Applying c. Evaluating
- 54. 54 Students in Mrs.Pradhan’s class have been asked to read a research article and summarize it in their own words. At which level of Bloom’s Taxonomy is she asking them to think? a. Understanding b. Remembering c. Applying
- 55. 55 Mrs. Hodge hasasked students to list every possible way to answer the math word problem on the board. Then she asks them to choose the best method for solving the problem and to defend their answers. At which level of Bloom’s Taxonomy is she asking them to think? a. Creating b. Analyzing c. Evaluating
- 56. 56 Specific Educational Objectives GROUPTASK FORMULATION OF SPECIFIC EDUCATIONAL OBJECTIVES (Time: 10 Minutes) Draw up one specific educational objective of your speciality, keeping in mind the elements of the professional task. Discuss within your group, select and present any one during the plenary session. Plenary session (Time10 mins)
- 57. 2/22/2024 57 Group Task •Write 1- 3 broad educational goals for your curriculum • Write one Learner Objectives from each domain for your curriculum • Present and discuss and few Learning Objectives with the large group
- 58. 58 If you planis for one year, plant rice; If you plan is for ten years, plant trees; If your plan is for a hundred years, Educate children.' Confucius
Editor's Notes
- #34 Review information on Factual Knowledge. Review recipe to illustrate Factual Knowledge.
- #37 Review information on procedural knowledge, using the steps in the recipe to illustrate the composition of procedural knowledge. Emphasize the sequential nature of procedures. Sometimes “next,” “then,” and “now” are used instead of 1, 2, 3, and so on.