educational

1. MASENO UNIVERSITY
SCHOOL OF NURSING
DEPARTMENT OF NURSING EDDUCATION,LEADERSHIP AND RESEARCH
COURSE:TEACHING PRACTICUM
MNS 410
COURSE LECTURER: MISS FRANCISCA MIBEI
TASK: LEARNING DOMAINS, TAXONOMIES OF LEARNING AND CLASSROOM
MANAGEMENT
PRESENTERS:
ERICK BAKARI: MN/00044/2017
EVANS CHERUIYOT: MN/00031/2017
LUCY NYAMBURA: MN/00029/2017
EMMA KEMUNTO: MN/00086/2017
SHARON NJIRIMAN: MN/03004/2017
VIOLA KEITANY: MN/00066/2017

2. Learning Objectives
• By the end of this topic, the learners will be able to:
 Define learning domain and describe the three types of learning domains
 Describe taxonomy of learning, Identify and describe the various
taxonomies of learning
 Define classroom management and control and state the importance of
classroom management and control
 Identify measures to ensure effective Classroom Management and
describe the theoretical orientations to classroom management.

3. Learning Objectives
 Define mannerisms and identify the negative and positive mannerisms and ways
to defeat negative mannerisms
 Define misbehaviors and list common behavioral problems in class; identify
attention getting behaviors, power seeking behaviors and describe ways of
behavior modification and management in classroom.
 Describe purpose of supervision of class activities, the types of class supervision:
formative and summative evaluation, active supervision of class activities and
strategies of active supervision
 Describe a working atmosphere, positive classroom atmosphere and negative
classroom atmosphere and state the importance of a positive classroom
environment.

4. Learning domains
• A domain refers to a particular field of thought, activity or interest,
especially one which someone has control, influence, or rights.

5. The three learning domains
• Prof. B. Bloom proposed his taxonomy for learming in 1956 which
divided educational objectives in three domains:
1. Affective
2. Psychomotor
3. Cognitive
• Within each domain are multiple levels of learning that progress from
more basic to more complex and deeper level of learning.

6. Cognitive learning domain
• Aims at developing the mental skills and acquisition of knowledge of
the individual
• It encompasses 6 categories which include; knowledge,
comprehension, application, analysis, synthesis, and evaluation.
• Knowledge refers to the ability of the students to recall the
information.
• Application shows the ability of the student to use the information in
new situation.

7. Cont,
• Analysis involves categorization of different facts and opinions.
• Synthesis shows the ability to integrate different elements or
concepts in order to form a sound pattern or structure to establish a
new meaning.
• Evaluation shows the ability to come up with judgements about the
importance of concepts eg cost eefectiveness.

8. Affective domain
• Includes feelings, emotions, attitudes of the individual.
• Categories of this domain includes receiving phenomena, valuing,
organizing and characterization.
• Receiving the phenomena creates awareness of feelings, emotions as
well as ability to utilize selected attention. Eg listening in class
• Responding to phenomena involves active participation for example
in group discussion.

9. Cont,
• Valuing involves the ability to see the worth of something and express
it. It includes the ability of the learner to share views and ideas.
• Characterization explains the ability to internalize values and let them
control the behaviour.
• For example a student academic work high important role in deciding
the career path.

10. Psychomotor domain
• This includes utilization of motor skills and ability to coordinate them.
The sub domains include perception, set, guided response,
mechanism, complex overt response, adaption and origination.
• Perception involve the ability to apply sensory information to motor.
For example a student practices exercises with an aim of scoring
higher.
• Set involves readiness to act upon challenges

11. Cont,
• Guided response involves the ability to imitate a displayed behaviour
or utilise trial and error to resolve a situation.
• Mechanism involves ability to convert learned responses into habitual
actions with proficiency and confidence.
• Complex overt responses explain the ability to skilfully perform
complex patterns of actions eg increase typing speed when using
computer.

12. Cont,
• Adaptability exhibits the ability to modify learned skills to meet
special events. Eg a student who has learned theories can invent a
working model using everyday materials.
• Origination involves creating new movement patterns for specific
situation.

13. Taxonomies of learning
• Learning taxonomies are the classifications of learning.
• They are commonly used to describe different kinds of
learning behaviors.
• They are used by educators and instructional designers
to define and distinguish different levels of human
cognition such as remembering, thinking, learning and
understanding.
• Different learning taxonomies are generally used to
frame specific skills that need to be measured by
teachers.

14. Bloom’s Taxonomy
• A revised version was developed by Anderson and Krathwohl (2001).
• Statements that describe intended learning outcomes as a result of
instruction are framed in terms of some subject matter content and
the action required with the content.
• There are two separate dimensions of learning:
• The knowledge dimension and the cognitive process dimension.
• Knowledge Dimension has four categories, three of which include
the subcategories of knowledge in the original taxonomy.
• The fourth one includes strategic knowledge, knowledge about
cognitive tasks, and self knowledge.

15. Factual Knowledge
• This includes knowledge of specific information, its details and other
elements therein.
• Students make use of this knowledge to familiarize the subject matter
or propose solutions to problems within the discipline.
• Factual knowledge is the basic elements that students must know to
get acquainted with a discipline or solve problems within it.

16. Conceptual Knowledge
• This includes knowledge about the connection of information and
other elements to a larger structure of thought so that a holistic view
of the subject matter or discipline is formed.
• Students classify, categorize, or generalize ideas into meaningful
structures and models.
• Conceptual knowledge deals with interrelationships among the basic
elements within a larger structure that enable them to function
together.

17. Procedural Knowledge
• This category of knowledge dimension includes the knowledge in
doing some procedural tasks that require specific skills and methods.
• Procedural knowledge involves knowledge on how to do something,
and techniques and methods of specific skills.
• The subtypes are subject-specific skills and algorithms (e. g.,
computing for whole number division), subject-specific techniques and
methods (e. g. steps in interviewing), criteria in determining when to
use certain procedures .

18. Metacognitive Knowledge
• This involves cognition in general as well as the awareness and
knowledge of one’s own cognition.
• Students know how they are thinking and become aware of the
contexts and conditions within which they are learning.
• The cognitive process dimension is where specific behaviors are
pegged that is stated in active verbs.

19. Blooms taxonomy levels
• Remembering. This includes recalling and recognizing relevant
knowledge from long-term memory.
• Understanding. This is the determination of the meanings of
messages from oral, written or graphic sources.
• Applying. This involves carrying out procedural tasks, executing or
implementing them in particular realistic contexts.

20. Blooms taxonomy levels ct’
• Analyzing. This includes deducing concepts into clusters or chunks of
ideas and meaningfully relating them together with other dimensions.
• Evaluating. This is making judgments relative to clear standards or
defensible criteria to critically check for depth, consistency, relevance,
acceptability, and other areas.
• Creating. This includes putting together some ideas, concepts,
information, and other elements to produce complex and original, but
meaningful whole as an outcome.

21. Gagne’s Taxonomy
• By Robert M. Gagne to help teachers make sound educational decisions.
• He developed nine of instructions of learning:
I. Gain attention
II. Presenting objectives to the learners
III. Stimulating prior knowledge
IV. Presenting material to the learners
V. Providing guidance to the learners
VI. Eliciting performance
VII. Providing feedback
VIII. Assessing performance
IX. Enhancing retention and transfer.

22. Stiggins and Conklin’s Taxonomy
• Involves categories of learning as bases in stating learning intents;
knowledge, reasoning, skills and affect.
• Knowledge. This includes simple understanding and mastery of a
great deal of subject matter, processes, and procedures.
This learning may take the form of remembering facts, figures,
events, and other pertinent information, or describe, explain, and
summarize concepts, and cite examples.

23. Stiggins and Conklin’s Taxonomy ct’
• Reasoning ; ability to use deep knowledge of subject matter and
procedures to make defensible reason and solve problems with efficiency.
Tasks under this category include critical and creative thinking,
problem solving, making judgments and decisions, and other higher order
thinking skills.
• Skills ; ability to demonstrate skills to perform tasks with acceptable
degree of mastery and adeptness. Skills involve overt behaviors that show
knowledge and deep understanding
• Affect; Focuses on the development of values, interests, motivation,
attitudes, self-regulation, and other affective states.

24. The SOLO taxonomy
• The SOLO taxonomy (Structure of Observed Learning Outcome) was
developed by Biggs and Collis.
• It comprises 5 levels of knowledge, from simple to complex;
i. Prestructural
ii. Unstructural
iii.Multistructural
iv.Relational
v. Extended abstract

25. The SOLO taxonomy

26. The SOLO taxonomy
• It is a way of evaluating responses of students and their performance
in assessment, and thereby evaluate the quality of learning.
• The structural complexity increases with increased student learning.
• The quantitative dimension aims for an increase in knowledge while
the qualitative dimension aims for a deeper understanding.

27. The SOLO taxonomy
• SOLO 1: Pre-Structural Level
• The learner is simply acquiring bits of unconnected information. He
does not have any kind of understanding, uses irrelevant information
and/or misses the point altogether.
• Key Words (Verbs) — Learner misses the point, Fails, Remains
unsuccessful, Flunks.
• Example (Observable Behavior) — To a question like ‘What do you
understand by the term respiration’ The learner
responds;“Err…..What?” or “I don’t know.”

28. The SOLO taxonomy
• SOLO 2: Uni-Structural Level
• The learner can deal with one single relevant aspect of the subject or
task. He is able to make simple and obvious connections, but the
broader significance of the information is not understood.
• Key Words (Verbs) — Define, Identify, Name, Draw, Find, Label,
Match, Follow a simple procedure.
• Example (Observable Behavior) — To a question like ‘What do you
understand by the term respiration’ The learner responds;“It releases
energy.”

29. The SOLO taxonomy
• SOLO 3: Multi-Structural Level
• The learner can understand several aspects of the subject or task, but its
relationship to each other and to the whole remains separated. Ideas and
concepts around a topic are not connected, rather they are treated
independently.
• Key Words (Verbs) — Describe, List, Outline, Complete, Continue, Combine,
Calculate.
• Example (Observable Behavior) — To a question like ‘What do you
understand by the term respiration’ The learner responds; “It is a chemical
reaction that releases energy. It uses oxygen and glucose and releases carbon
dioxide.”

30. The SOLO taxonomy
• SOLO 4: Relational Level
• The student may understand relations between several aspects and
how they might fit together to form a whole. The learner’s response
demonstrates an understanding of the topic by being able to join all the
parts together.
• Example (Observable Behavior) — To a question like ‘What do you
understand by the term respiration’ The learner responds; “It’s a
reaction that takes place in all body cells. Products of digestion, such
as glucose, are transported to cells by the blood and reacted with
oxygen to produce carbon dioxide – which is breathed out. Energy is
released.”

31. The SOLO taxonomy
• SOLO 5: Extended Abstract Level
• The learner can make connections not only within the given subject field, but also
make connections beyond it.
• Ability to generalize structure beyond what was given, may perceive structure
from many different perspectives, and transfer ideas to new areas.
• Example (Observable Behavior) — To a question like ‘What do you understand by
the term respiration’ The learner responds; “It’s a reaction that takes place in all
body cells. Products of digestion, such as glucose, are transported to cells by the
blood and reacted with oxygen to produce carbon dioxide – which is breathed out
via the lungs (using gas exchange and ventilation).

32. Assignment
• Read and make notes on Marzano’s taxonomy of learning and other
taxonomies of learning.

33. CLASSROOM MANAGEMENT

34. CLASSROOM MANAGEMENT
• It is the art of carefully preparing, presenting, disciplining and
controlling activities.
• There is organization of resources, students and teachers so that
teaching and learning can take place in an efficient and safe manner.
• It is directly linked to the student, academic achievement , teacher
efficacy and student behavior.

35. IMPORTANCE OF CLASSROOM MANAGEMENT
• To display clear understanding and monitor rules and procedures.
• To ensure student expectation are explained and implemented
• To emphasize positive behavior
• Make learning purposeful
• To model courtesy and companion to student

36. Measure to ensure effective management
• Create a safe, inclusive environment for all students
• Building strong positive relationship with students
• Understanding the mutli-cultural and individual differences within a
class room
• Promoting a love for learning and success
• Presenting engaging instructions

37. Cont…..
• Consistent and fair discipline
• Well practiced routine
• Stating simple and clear expectations for rules
• Staging appropriate interventions

38. Theoretical orientations to classroom management
1. Behaviorism
Teachers use operant conditioning to produce desired behavioral
outcomes
B.F skinners’ provides the theoretical support behind such behavioral
interventions plans-contracting with students for desired behaviors in
exchange for reward.
Any teachers who uses rules with consequences is also engaging in
behaviorist practice of negative

39. 2.Choice theory
• States that students must learn to control their own behavior
• The teachers role is to guide the student in reflecting on their behavior
and exploring the reasons behind it .
• Designed to help students understand the motivations behind their
behaviors so that they can learn to make better choices on their own

40. 3. Student directed learning
By Alfie kohn’s democratic classroom
It empowers student by giving them both control of and responsibility
for their own learning with the teacher acting as facilitator

41. 4.assertive disciple
• Lee canter’s theory recognize positive behavior as away of
encouraging more of it
• Teachers need to communicate their expectations and expect
compliance
• Teacher have the right to teach without interference and students the
right to learn without disruption

42. Mannerism
• Its social conduct or rules of conduct prescribed by authority to be
observed.
4 primary reasons for disruptive behavior in a classroom
-power
-Revenge
-Attention
-Want to be left alone that’s disinterest or feeling or inadequacy

43. Common behavioral problem and its solution in classroom
• Habitually arriving late to class
- Instructors have their own way of doing rollcall. If one is late to class
they consider oneself absent
• Answering phone in class
- Turn off cell phone before entering the class
• Chatting or talking in class
-explain to them that fellow students appreciate a quite learning
environment and resent students who continually disrupts the good
manners

44. Contd’
• Missing class without notifying the instructor
-contact your instructor when you have to miss class
• Avoid signaling and sending signs that class time is up
-instructor may know how to tell time
• Doing homework of another subject during the lecture
• Working on your social calendar during the lectures
• Blowing bubbles, snapping or playing with gum
• Sleeping in class
• Yawning with an open mouth

45. Attention seeking behavior
• Attention-seeking students prefer being punished, admonished, or
criticized to being ignored
• Give attention to this student when he or she is on-task and
cooperating.
• Catch them being good-and let them know you caught them

46. Power seeking behavior
• Power-seeking student attempt to provoke teachers into a struggle of
wills
• In most cases, the teacher should direct attention to other members
of the class

47. Supervision of class activities and working atmosphere.

48. Purpose of supervision of class activities;
• Aids in providing feedback
• Identifies needs for staff development
• Identifying potential for promotion.
• Conducting quality assurance checks.
• Ensuring teacher motivation and morale.
• Providing professional support and guidance to the teacher.

49. Types of class supervision;
• Clinical supervision.
• Self-reflection supervision.
• Peer-review supervision.
• Informal supervision.
• Administrative supervision.

50. Active supervision to class activities and strategies of active supervision
• Set up the environment
• Position staff
• Scan and count
• Listen
• Anticipate children’s behavior
• Engage and redirect.

51. Positive classroom atmosphere
-It feels safe,respectful,welcoming and supportive of student learning.
-Reinforce and compliment good behavior.
-Establish a fair environment.
-Encourage students to engage and participate at the beginning of the
class.
-Try to adapt lesson plans to the students interest.
-Talk to students privately to discuss inappropriate behaviorand
eliminate embarrassment.
Be clear about the consequences for bad behavior

52. Negative class atmosphere.
-It feels hostile ,chaotic, and out of control
-No clear and consistent rules and consequences.
-Not showing interest in students.
-Being combative with students.
-Classroom layout is not suitable for class.
-Unorganised /dirty classroom .
-Mismanaging time.
-Being ill-prepared for lessons.

53. References
Biggs JB, Tang C. Teaching for quality learning at university: what the student does.
Maidenhead: Open University Press, 2007: 50-63.
Biggs JB, Collis KF. Evaluating the quality of learning: the SOLO taxonomy (Structure
of the observed learning outcome). New York: Academic Press, 2002.
Anderson, L. W., & Krathwohl, D. R., et al. (2001). A taxonomy for learning,
teaching, and assessing: A revision of Bloom's taxonomy of educational
objectives. Boston, MA: Allyn & Bacon (Pearson Education Group) Bloom, B. S., &
Krathwohl, D. R. (1956). Taxonomy of educational objectives: The
classification of educational goals, by a committee of college and university
examiners. Handbook I: Cognitive
Entwistle NJ. Styles of learning and teaching: an integrated outline of educational
psychology for students, teachers and lecturers. Chichester: Wiley, 2001.