Robert Mills Gagne
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Robert Mills was an American educational psychologist known for his "Condition of Learning" theory. According to Mills, there are different types of learning outcomes that require different instructional approaches. These include verbal information, intellectual skills like discrimination and concrete concepts, cognitive strategies, motor skills, and attitudes. Mills provided examples for each type of learning.
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Gagnesconditionsoflearning
Gagne's theory outlines five categories of learning outcomes - verbal information, intellectual skills, cognitive strategies, motor skills, and attitudes. Different types of instruction are needed for each category. The theory also describes nine events of instruction that should be followed to effectively facilitate different types of learning according to the five categories. These events include gaining attention, informing learners of objectives, stimulating recall of prior learning, presenting new material, providing guidance, eliciting performance, giving feedback, assessing performance, and enhancing retention and transfer.
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Enfoque tecnológico sistémico
El documento resume la propuesta de Glazman e Ibarrola para el diseño de planes de estudio universitarios. Proponen un modelo de cuatro etapas: 1) determinar objetivos generales, 2) operacionalizar objetivos en objetivos específicos y agruparlos en cursos, 3) estructurar los cursos jerarquizándolos y ordenándolos, y 4) evaluar de forma continua el plan existente, el proceso de diseño y el nuevo plan. Enfatizan que los planes deben elaborarse de forma sistemática y verificable basada en fundamentos,
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Modelo de los 9 eventos instruccionales de Gagne
El modelo de los 9 eventos de instrucción de Robert Gagné propone una serie de 9 pasos para un aprendizaje efectivo: 1) ganar la atención del estudiante, 2) informar los objetivos, 3) estimular el conocimiento previo, 4) presentar el material nuevo, 5) guiar el aprendizaje, 6) suscitar el rendimiento individual, 7) proporcionar retroalimentación, 8) evaluar la eficacia del aprendizaje, y 9) incrementar la retención. Este modelo se basa en teorías del aprendizaje como
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Stenhouse propuso que los profesores deben desempeñar un papel activo en la investigación de su propia práctica docente para mejorarla. Él creía que el currículum no debe ser una simple lista de objetivos o contenidos, sino una guía que los profesores pueden usar y mejorar en base a su investigación en el aula. Stenhouse también pensaba que la educación debe proporcionar a los estudiantes acceso al conocimiento para que puedan comprender lo que aprenden, en lugar de simplemente lograr objetivos determinados.
8 essay test
The document discusses essay or subjective tests which assess students' ability to produce, integrate and express ideas through extended written responses. It describes two general types - unrestricted response questions that are open-ended, and restricted response questions that require answers within set criteria. Guidelines are provided for constructing effective essay questions based on Bloom's Taxonomy, as well as for grading responses consistently using a scoring rubric.
Gagnesconditionsoflearning
Gagne's theory outlines five categories of learning outcomes - verbal information, intellectual skills, cognitive strategies, motor skills, and attitudes. Different types of instruction are needed for each category. The theory also describes nine events of instruction that should be followed to effectively facilitate different types of learning according to the five categories. These events include gaining attention, informing learners of objectives, stimulating recall of prior learning, presenting new material, providing guidance, eliciting performance, giving feedback, assessing performance, and enhancing retention and transfer.
Objectives of science education & Blooms and Revised Bloom's taxonomy
The document outlines the objectives of science education which are to enable learners to acquire knowledge, gain skills, and develop attitudes. It then lists six specific objectives: 1) acquire knowledge to explain natural phenomena, 2) develop scientific work habits, 3) develop critical thinking and scientific attitudes, 4) arouse interest in science careers, 5) develop desirable social attitudes, and 6) appreciate contributions of science and technology. It also provides a classification of cognitive processes and knowledge dimensions based on Bloom's revised taxonomy. The taxonomy is a useful tool for aligning curriculum, instruction, and assessment across different educational levels.
Barrett taxanomy
The document describes the Barrett Taxonomy, which was designed to help classroom teachers develop comprehension questions and test questions for reading assignments. It categorizes questions into 5 levels: 1) Literal Comprehension, 2) Reorganization, 3) Inferential Comprehension, 4) Evaluation, and 5) Appreciation. The first two levels involve explicit facts and details from the text, while the remaining levels require students to make connections to their own background and experiences, leading to more open-ended questions. The taxonomy is useful for developing questions across all content areas taught in the classroom.
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Bloom's Taxonomy classifies learning objectives into three overlapping domains: Cognitive, Affective, and Psychomotor. The Cognitive domain involves knowledge and intellectual abilities. It has six categories ranging from remembering facts to creating new ideas. The Affective domain describes attitudes, emotions, and values. Its five categories range from awareness to internalized values. The Psychomotor domain covers physical skills and movements. Bloom's Taxonomy provides a framework to structure educational goals from basic to complex learning. It is widely used today to classify learning objectives across various topics and domains.
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- Key aspects are identifying enduring understandings to guide curriculum rather than just listing objectives. Lessons should engage students emotionally and intellectually for deep understanding.
- Examples show how to write standards focusing on facts, conceptual understanding, and skills rather than just facts. The goal is for students to make connections and transfer learning to new contexts.
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This document discusses aligning daily lesson plans with core standards and objectives using backward design. It explains how to write learning objectives at different levels of Bloom's taxonomy and provides examples. The document also describes how to align formative assessments with daily learning indicators through backward design.
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The document discusses classroom assessment and instructional objectives. It provides learning objectives for understanding aims, goals and objectives; SMART objectives; Bloom's and Krathwohl's taxonomies; and higher-order versus lower-order thinking skills. It defines aims, goals, objectives, and types of objectives. It also explains Bloom's original and Krathwohl's revised taxonomies, providing descriptions and examples of cognitive levels from remembering to creating. The document concludes with a self-assessment activity.
Significant Contribution of Robert Gagne & Maria Montessorri.pdf
Gagne's theory of instruction outlines 5 categories of learning - intellectual skills, cognitive strategies, verbal information, motor skills, and attitudes. It also describes 9 instructional events that are necessary for effective learning - gaining attention, informing learners of objectives, stimulating recall of prior learning, presenting the content, providing learning guidance, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer. The theory emphasizes that different types of learning exist and different instructional methods are needed to facilitate each type.
Constructing A Case StudyUse many specific examples from your no.docx
Constructing A Case Study
Use many specific examples from your notes indicating your subject's behaviors and developmental level in various areas. Remember, it is extremely important that the conclusions you draw in this paper be richly supported by your observations. And because of the Pandemic, these observations can be those of the Parent or Guardian that you interview.
Your case study will follow an outline form
.
You will copy every number, letter, and underlined topic onto your paper, followed by your own material. (Double space between the six major categories. Single space the information within that topic.)
EACH SECTION HAS SEVERAL TOPICS AND QUESTIONS LISTED. YOU SHOULD INCLUDE ALL OF THEM.
Give specific examples and details of what you saw and heard your subject do and say that let you know about his/her developmental level, skills, personality, etc. If you were unable to observe certain behaviors or skills during your observation hours, indicate this on that item. Most areas will be easily observed during this time.
USE ONLY THE MADE UP FIRST NAME OF YOUR SUBJECT & OTHER PEOPLE IN YOUR PAPER.
Do not include real names.
USE COLLEGE-QUALITY WRITING SKILLS.
Use complete sentences, proper grammar, spelling, and punctuation. Proofread your work for typographical and spelling errors. Use a dictionary. Use Spell Check and Grammar Check if using a word processor. Poorly-written papers are more difficult to grade than well-written papers.
UP TO 10 POINTS WILL BE DEDUCTED FOR THESE ERRORS.
Note: You need to copy/print the following outline for guidance. You can highlight and copy the outline, then paste it in a word processing document.
OUTLINE OF YOUR CASE STUDY
GENERAL INFORMATION ABOUT THE CHILD
A.
Demographic information
:
Give information about your subject. Identify subject's gender, age, race/ethnicity (actual or presumed), and socio-economic situation if known or can be accurately presumed. Share any information regarding developmental milestones (sitting, crawling, walking, and speaking) that you are aware of. Also include unusual information noted by the family, teacher, staff etc. (health problem, etc.). Look for items that may explain your subject's behavior, reinforce what you've seen, or contradict what you've noticed. The subject may act one way at home, another way at school or may be growing out of a stage, maturing, developing, or changing.
B.
Physical description:
Give a complete physical description of the subject. Discuss height and body build in comparison to other people the same age, hair color and style, and any other distinguishing features. Mention if there is any knowledge of physical issues and whether the subject receives any physical or occupational therapies.
C.
Cognitive & Language description:
describe any cognitive observations or information received, such as if the subject receives special education services, is below, at, or above grade/age level in various subjects, in.
Chapter 8.indivdual.differences (1) http://www.cheapassignmenthelp.co.uk/
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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.
Domains of Learning.drjma
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.
Blooms taxonomy
The document discusses aims, goals, objectives, taxonomies, and domains for classifying educational goals and objectives. It provides definitions and examples of aims, goals, and objectives, with objectives being the most specific and measurable. It also describes Bloom's Taxonomy for classifying cognitive objectives according to complexity of skills from basic recall to evaluation. Additionally, it outlines the affective domain involving attitudes and values, and psychomotor domain involving physical skills.
3 BGU INGLES PARCIAL 3[1].docx
This document outlines a four-week interdisciplinary project on eating habits in the local community. Each week focuses on a different skill and includes vocabulary words, discussion questions, reading comprehension activities, and writing exercises to help students understand eating habits and develop healthy lifestyle choices. The project aims to find information in simple texts and identify main points on familiar topics like diets and nutrition. Students will create a poster about their own eating habits as the final product.
Changing assessments using tri archic intelligence theory.
The origins of differentiated instruction stem from the theory of triarchic intelligence. This presentation discusses this theory and has practical models of triarchic instruction.
Bloom's taxonomy
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.
Gagne conditioning theory
Robert Gagne was an experimental psychologist who studied learning and instruction. He identified five domains of learning outcomes - verbal information, intellectual skills, cognitive strategies, motor skills, and attitudes. Gagne proposed that different types of learning require different internal and external conditions, and identified nine events of instruction that can facilitate learning, including gaining attention, presenting material, providing guidance and feedback, and assessing performance. According to Gagne, learning is cumulative, building on previously acquired skills and knowledge, and different outcomes have different prerequisites that must be met for new learning to occur.
Bloom taxonomy dr shafqat ali
Bloom's Taxonomy is a classification of learning objectives within education which divides educational goals into three "domains": Cognitive, Affective, and Psychomotor. The Cognitive domain involves knowledge and intellectual skills and is further divided into six levels - from basic recall or recognition of facts to the more complex levels of analysis, synthesis, and evaluation. The taxonomy provides a useful framework for teachers to structure learning objectives, develop assessments, and ensure all levels of learning are addressed. Bloom's Taxonomy was later revised to update the language and relevance for 21st century education.
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This document discusses the importance of clarity around what students should know, understand, and be able to do (KUDs). It provides examples of KUDs for different grade levels and subjects, including 5th grade science on states of matter, 7th grade math on ratios, and high school history on world leaders. The document emphasizes that planning instruction with clear KUDs in mind can help students hit learning targets and assess formative understanding.
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The document discusses metacognition, which refers to thinking about one's own thinking and includes metacognitive knowledge and regulation. It explains the three categories of metacognitive knowledge - person variables, task variables, and strategy variables - and provides an example of how a student would use metacognition. Finally, it lists seven teaching strategies to develop metacognition in students, such as having students monitor and relate their own thinking.
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- Key aspects are identifying enduring understandings to guide curriculum rather than just listing objectives. Lessons should engage students emotionally and intellectually for deep understanding.
- Examples show how to write standards focusing on facts, conceptual understanding, and skills rather than just facts. The goal is for students to make connections and transfer learning to new contexts.
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The document discusses Benjamin Bloom's Taxonomy of Educational Objectives, which categorizes learning objectives according to their cognitive complexity and provides examples. It outlines three domains - the cognitive, affective, and psychomotor domains. For the cognitive domain, it details Bloom's six levels of complexity from simplest to most complex: knowledge, comprehension, application, analysis, synthesis, and evaluation. It also discusses taxonomies for the affective and psychomotor domains and provides guidelines for writing clear and measurable instructional objectives and matching test items to objectives.
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The document discusses classroom assessment and instructional objectives. It provides learning objectives for understanding aims, goals and objectives; SMART objectives; Bloom's and Krathwohl's taxonomies; and higher-order versus lower-order thinking skills. It defines aims, goals, objectives, and types of objectives. It also explains Bloom's original and Krathwohl's revised taxonomies, providing descriptions and examples of cognitive levels from remembering to creating. The document concludes with a self-assessment activity.
Significant Contribution of Robert Gagne & Maria Montessorri.pdf
Gagne's theory of instruction outlines 5 categories of learning - intellectual skills, cognitive strategies, verbal information, motor skills, and attitudes. It also describes 9 instructional events that are necessary for effective learning - gaining attention, informing learners of objectives, stimulating recall of prior learning, presenting the content, providing learning guidance, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer. The theory emphasizes that different types of learning exist and different instructional methods are needed to facilitate each type.
Constructing A Case StudyUse many specific examples from your no.docx
Constructing A Case Study
Use many specific examples from your notes indicating your subject's behaviors and developmental level in various areas. Remember, it is extremely important that the conclusions you draw in this paper be richly supported by your observations. And because of the Pandemic, these observations can be those of the Parent or Guardian that you interview.
Your case study will follow an outline form
.
You will copy every number, letter, and underlined topic onto your paper, followed by your own material. (Double space between the six major categories. Single space the information within that topic.)
EACH SECTION HAS SEVERAL TOPICS AND QUESTIONS LISTED. YOU SHOULD INCLUDE ALL OF THEM.
Give specific examples and details of what you saw and heard your subject do and say that let you know about his/her developmental level, skills, personality, etc. If you were unable to observe certain behaviors or skills during your observation hours, indicate this on that item. Most areas will be easily observed during this time.
USE ONLY THE MADE UP FIRST NAME OF YOUR SUBJECT & OTHER PEOPLE IN YOUR PAPER.
Do not include real names.
USE COLLEGE-QUALITY WRITING SKILLS.
Use complete sentences, proper grammar, spelling, and punctuation. Proofread your work for typographical and spelling errors. Use a dictionary. Use Spell Check and Grammar Check if using a word processor. Poorly-written papers are more difficult to grade than well-written papers.
UP TO 10 POINTS WILL BE DEDUCTED FOR THESE ERRORS.
Note: You need to copy/print the following outline for guidance. You can highlight and copy the outline, then paste it in a word processing document.
OUTLINE OF YOUR CASE STUDY
GENERAL INFORMATION ABOUT THE CHILD
A.
Demographic information
:
Give information about your subject. Identify subject's gender, age, race/ethnicity (actual or presumed), and socio-economic situation if known or can be accurately presumed. Share any information regarding developmental milestones (sitting, crawling, walking, and speaking) that you are aware of. Also include unusual information noted by the family, teacher, staff etc. (health problem, etc.). Look for items that may explain your subject's behavior, reinforce what you've seen, or contradict what you've noticed. The subject may act one way at home, another way at school or may be growing out of a stage, maturing, developing, or changing.
B.
Physical description:
Give a complete physical description of the subject. Discuss height and body build in comparison to other people the same age, hair color and style, and any other distinguishing features. Mention if there is any knowledge of physical issues and whether the subject receives any physical or occupational therapies.
C.
Cognitive & Language description:
describe any cognitive observations or information received, such as if the subject receives special education services, is below, at, or above grade/age level in various subjects, in.
Chapter 8.indivdual.differences (1) http://www.cheapassignmenthelp.co.uk/
Dear student, Cheap Assignment Help, an online tutoring company, provides students with a wide range of online assignment help services for students studying in classes K-12, and College or university. The Expert team of professional online assignment help tutors at Cheap Assignment Help .COM provides a wide range of help with assignments through services such as college assignment help, university assignment help, homework assignment help, email assignment help and online assignment help. Our expert team consists of passionate and professional assignment help tutors, having masters and PhD degrees from the best universities of the world, from different countries like Australia, United Kingdom, United States, Canada, UAE and many more who give the best quality and plagiarism free answers of the assignment help questions submitted by students, on sharp deadline. Cheap Assignment Help .COM tutors are available 24x7 to provide assignment help in diverse fields - Math, Chemistry, Physics, Writing, Thesis, Essay, Accounting, Finance, Data Analysis, Case Studies, Term Papers, and Projects etc. We also provide assistance to the problems in programming languages such as C/C++, Java, Python, Matlab, .Net, Engineering assignment help and Finance assignment help. The expert team of certified online tutors in diverse fields at Cheap Assignment Help .COM available around the clock (24x7) to provide live help to students with their assignment and questions. We have also excelled in providing E-education with latest web technology. The Students can communicate with our online assignment tutors using voice, video and an interactive white board. We help students in solving their problems, assignments, tests and in study plans. You will feel like you are learning from a highly skilled online tutor in person just like in classroom teaching. You can see what the tutor is writing, and at the same time you can ask the questions which arise in your mind. You only need a PC with Internet connection or a Laptop with Wi-Fi Internet access. We provide live online tutoring which can be accessed at anytime and anywhere according to student’s convenience. We have tutors in every subject such as Math, Chemistry, Biology, Physics and English whatever be the school level. Our college and university level tutors provide engineering online tutoring in areas such as Computer Science, Electrical and Electronics engineering, Mechanical engineering and Chemical engineering. Regards http://www.cheapassignmenthelp.com/ http://www.cheapassignmenthelp.co.uk/
Aim & objective of teaching mathematics
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.
Domains of Learning.drjma
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.
Blooms taxonomy
The document discusses aims, goals, objectives, taxonomies, and domains for classifying educational goals and objectives. It provides definitions and examples of aims, goals, and objectives, with objectives being the most specific and measurable. It also describes Bloom's Taxonomy for classifying cognitive objectives according to complexity of skills from basic recall to evaluation. Additionally, it outlines the affective domain involving attitudes and values, and psychomotor domain involving physical skills.
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This document outlines a four-week interdisciplinary project on eating habits in the local community. Each week focuses on a different skill and includes vocabulary words, discussion questions, reading comprehension activities, and writing exercises to help students understand eating habits and develop healthy lifestyle choices. The project aims to find information in simple texts and identify main points on familiar topics like diets and nutrition. Students will create a poster about their own eating habits as the final product.
Changing assessments using tri archic intelligence theory.
The origins of differentiated instruction stem from the theory of triarchic intelligence. This presentation discusses this theory and has practical models of triarchic instruction.
Bloom's taxonomy
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.
Gagne conditioning theory
Robert Gagne was an experimental psychologist who studied learning and instruction. He identified five domains of learning outcomes - verbal information, intellectual skills, cognitive strategies, motor skills, and attitudes. Gagne proposed that different types of learning require different internal and external conditions, and identified nine events of instruction that can facilitate learning, including gaining attention, presenting material, providing guidance and feedback, and assessing performance. According to Gagne, learning is cumulative, building on previously acquired skills and knowledge, and different outcomes have different prerequisites that must be met for new learning to occur.
Bloom taxonomy dr shafqat ali
Bloom's Taxonomy is a classification of learning objectives within education which divides educational goals into three "domains": Cognitive, Affective, and Psychomotor. The Cognitive domain involves knowledge and intellectual skills and is further divided into six levels - from basic recall or recognition of facts to the more complex levels of analysis, synthesis, and evaluation. The taxonomy provides a useful framework for teachers to structure learning objectives, develop assessments, and ensure all levels of learning are addressed. Bloom's Taxonomy was later revised to update the language and relevance for 21st century education.
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Syllabus
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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.
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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.
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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
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Robert Mills Gagne
- 1. ROBERT MILLS
- 2. August 21, 1916 – April 28, 2002. He was an American educational psychologist best known for his “Condition of Learning”.
- 3. Gagne’s Principles 1. Different instruction is required for different learning outcomes. Gagne’s theory asserts that there are several different types or levels of learning: Verbal information Intellectual skills Cognitive strategies Motor skills attitudes
- 4. Verbal Information Rote memorization of names, faces, dates, phone number and etc. Being able to state previously learn material Such as facts, concepts, principles, and procedures.
- 5. Intellectual Skills create individual competence and ability to respond to stimuli. Five (5) subcategories: 1. discrimination 2. concrete concepts 3. defined concepts 4. rules 5. higher order rules
- 6. Discrimination o Distinguishing objects, features, or symbols. Examples : distinguishing an even and an odd number.
- 7. Concrete Concepts Identifying classes of concrete objects, features, or events. Examples : picking out all the red beads from a bowl of beads.
- 8. Defined Concepts Classifying new example of events or ideas by their definition. Examples : noting “ she sells sea shells ” as alliteration.
- 9. Rules Applying a single relationship to solve a class of problems. Examples : computing average monthly income of a company.
- 10. Higher Order Rules Applying a new combination of rules to solve a complex problem. Examples : generating a balance budget for a school organization.
- 11. Cognitive strategies Capability to learn, think and remember. Examples : Constructing concept maps of topics being studied.
- 12. Motor Skills Capability to learn to drive, ride a bike, draw a straight line, and involving the use of muscles. Examples : Doing the steps of the singkil dance.
- 13. Attitudes Ingrained bias towards different ideas, people, situation, and may affect how one acts towards this thing. Examples : Deciding to avoid soft drinks and drinking at least 8 glasses of water everyday.