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- 1. Teaching Learning Process through Revised Blooms Taxonomy - Creative Learning Methodology (RBT - CLM) Presented by, SRINITYA G, AP-III/Department of Information Technology, Bannari Amman Institute of Technology
- 2. Why RBT-CLM? 1. Conventional method is teacher driven. Students are passive listeners. 2. RBT - CLM is student centered approach – Every student is engaged and focuses on Student Learning Outcomes. 3. Objectives are important to establish in a pedagogical interchange so that teachers and students alike understand the purpose of that interchange. 4. Having an organized set of objectives helps teachers to: “plan and deliver appropriate instruction”; “Plan course” “design valid assessment tasks and strategies”;and “ensure that instruction and assessment are aligned with the objectives.” 5. Ensures self learning, peer learning and group learning.
- 4. COGNITIVE (Ability to use the mind) -----THINKING ‘’HEAD’’ AFFECTIVE (Emotions, Attitudes, Beliefs) -----FEELING ‘’HEART’’ PSYCHOMOTOR (Motor Skills, Action of the body determined by the head) -----DOING ‘’HAND’’ Domains of Learning (3 H)
- 5. Process NBA CURRICULUM GA COURSE COs GO1 SOn GO2 GO GOn SO1 SOn SO1 CONTENT PO, PEO & PSO ASSESSMENT
- 6. Revised Blooms Taxonomy – A Two Dimensional Approach Cognitive Process Dimension Knowledge Dimension Subject – verb – object
- 8. REMEMBER Remembering is retrieving relevant knowledge from long-term memory The relevant knowledge may be factual conceptual procedural or some combination of these Remembering knowledge is essential for meaningful learning and problem solving
- 9. REMEMBER – SAMPLE ACTIVITIES State and prove the condition for maximum efficiency of a transformer. Draw the stress-strain curves for concrete in compression under ideal test conditions and laboratory test conditions. Derive the equation for E=mc2
- 10. UNDERSTAND Understanding is constructing meaning from instructional messages Instructional messages are received during lectures, demonstrations, field trips, performances, or simulations, in books or on computer monitors
- 11. UNDERSTAND – SAMPLE ACTIVITIES Explain the process of water vapour Summarize RSA network security algorithm Compare C++ with Java
- 12. APPLY • Use procedures to perform exercises or solve problems • Closely linked with procedural knowledge Apply procedural / conceptual knowledge to solve a specific problems.
- 13. APPLY – SAMPLE ACTIVITIES Estimate the project cost using Delphi Cost Estimation model Write Java program for banking operations. Calculate Force using Newton’s Second Law ( F= ma)
- 14. ANALYZE Breaking material into its constituent parts and detecting how the parts relate to one another and to an overall structure or purpose. Qualitative analysis is just as important as quantitative analysis. Extracting a mathematical or simulation model of a physical system is also a type of analysis.
- 15. ANALYZE Use of the verb ‘analyse’ in engineering is bit tricky in spite of its extensive usage. It is not easy to design any questions in this category in limited time written examinations. Analyse activities can be included in assignments related to case studies, projects, term papers and field studies.
- 16. ANALYZE – SAMPLE ACTIVITIES Analyze the performance of the software (application) based on (i) Performance (ii) Recovery (iii) Fault Tolerance Compare Basis Path and Control Structure testing methods for testing the Conditional Statements in a given program construct.
- 17. EVALUATE Evaluate = Making judgments based on criteria and standards. Evaluation is heavily based on analysis but goes beyond in that it involves some form of judgment. i.e.: analyze, then judge. The judgment could be a choice or recommendation but it must be based on evidence.
- 18. EVALUATE – SAMPLE ACTIVITIES Determine the suitable programming language for the given software development.
- 19. CREATE Create = Putting elements together to form a novel or make an original product. In engineering designing a product is the most obvious form of creating. But it is much wider. e.g.: developing a process; planning a maintenance schedule; producing a business plan or a presentation.
- 20. CREATE – SAMPLE ACTIVITIES Develop a mobile application for Procured Online Examination.
- 21. KNOWLEDGE DOMAIN Factual Conceptual Procedural Metacognitive
- 22. FACTUAL KNOWLEDGE Basic elements students must know if they are to be familiar with the discipline or solve any of the problems in it exists at a relatively low level of abstraction Subtypes of Factual Knowledge Knowledge of terminology (e.g., words, numerals, signs, pictures) Knowledge of specific details (including descriptive and prescriptive data) and elements
- 23. FACTUAL KNOWLEDGE - EXAMPLES Programming Algorithm Motor Circuit
- 24. CONCEPTUAL KNOWLEDGE A concept denotes all of the entities, phenomena, and/or relations in a given category or class by using definitions. Concepts are abstract in that they omit the differences of the things in their extension. Classical concepts are universal in that they apply equally to every thing in their extension.
- 25. CONCEPTUAL KNOWLEDGE Schemas and models, and theories represent how a particular subject matter is organized and structured how the different parts or bits of information are interconnected and interrelated in a more systematic manner how these parts function together
- 26. CONCEPTUAL KNOWLEDGE Paging – Memory Management Linked List– Data Structure Handshaking - Networking
- 27. PROCEDURAL KNOWLEDGE is the “knowledge of how” to do something it often takes the form of a series or sequence of steps to be followed. includes knowledge of skills, algorithms, techniques, and methods, collectively known as procedures
- 28. PROCEDURAL KNOWLEDGE also includes knowledge of the criteria used to determine when to use various procedures. is specific or germane to particular subject matters or academic disciplines
- 29. PROCEDURAL KNOWLEDGE White Box Testing Quick Sort RSA Algorithm
- 30. META COGNITIVE KNOWLEDGE is knowledge about cognition in general as well as awareness of and knowledge about one’s own cognition. thinking about one’s own thinking the ability to assess our own skills, knowledge, or learning a person's awareness of his or her own level of knowledge and thought processes
- 31. META COGNITIVE KNOWLEDGE Categories of Metacognitive knowledge • Assessing the task at hand • Evaluating one’s own strengths and weaknesses • Planning an appropriate approach • Applying strategies and monitoring performance • Reflecting and adjusting one’s own approach • Beliefs about intelligence and learning
- 32. KNOWLEDGE DIMENSION Cognitive Process Dimension 1. Remember 2 Understand 3 Apply 4 Analyze 5 Evaluate 6 Create A. Factual Knowledge B. Conceptual Knowledge C. Procedural Knowledge D. Meta Cognitive Knowledge Revised TAXONOMY TABLE
- 33. The Knowledge Dimension The Cognitive Process Dimension Remember Understand Apply Analyze Evaluate Create Factual Knowledge Conceptual Knowledge Procedural knowledge Meta-cognitive knowledge Educational Objective: The student will learn to apply the reduce-reuse-recycle approach to conservation Knowledge Dimension: Factual, Conceptual, Procedural, Meta- cognitive Cognitive Process Dimension: Remember, Understand, Apply, Analyse, Evaluate, Create Mapping Specific Objectives in RBT Table
- 34. Stages of RBT- CLM Stage 1: Evocation Stage 2: Subject introduction through General and Specific objectives Stage 3: Formative assessment Stage 4: Discussion by students (Stimulating Questions) Stage 5: Drawing mind map evolving a concept Stage 6: Presentation of Summary by students
- 35. Stage 1: Evocation Discussing the history and origin of the topic to be discussed Related videos and images Latest advancements and applications related to the topic Case study discussion Showcasing of Model, Prototype, Samples Conducting experiments Activity involving students Analogy One’s own imagination…….
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