This document outlines a presentation on instructional objectives and Bloom's revised taxonomy. The key points covered include: 1. The purpose of stating instructional objectives, including focusing teacher instruction and student learning as well as assessing student performance. 2. Bloom's original taxonomy classified educational objectives according to cognitive, affective, and psychomotor domains. Bloom's revised taxonomy updated this to include two dimensions - a knowledge dimension and a cognitive process dimension. 3. The knowledge dimension includes factual, conceptual, procedural, and metacognitive knowledge. The cognitive process dimension covers remember, understand, apply, analyze, evaluate, and create cognitive processes.

1. Instructional Objectives
Bloom’s RevisedTaxonomy
ntvasokan@gmail.com
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Dr.N.Asokan

2. Overview of the Presentation
1 . P u r p o s e o f t h i s t r a i n i n g
2. Issues and Concerns of Teach ers
3 . I m p o r t a n t E d u c a t i o n a l G o a l s
4 . B a s i c T e a c h i n g M o d e l
5. Instructional Objectives- Definition, Advantages and Need
6. General Objectives and Specific Objectives
7. Methods of Stating Objectives
8. Six General rules for Stating Specific Objectives
9. Bloom’s Taxonomy of educational objectives
10. Advantages of Taxonomy
11. Bloom’s Revised Taxonomy of educational objectives
12. Knowledge Dimension
13. Cognitive Dimension - Examples of Objectives
14. Take away
2

3. Purpose
To expand
the capacity of individual
and
Organization
for
Best Performance

4. Teachers to Teach
Learners to Learn
Assessors to Assess

5. Mapping
Curriculum
& Syllabus
Teaching &
Learning
Process
Assessment

6. Slide # 6
O BJECTIVES
P erformance
STUDENT
(Learning)
QUESTION
PAPER SETTER
(Assessing)
TEACHER
(Instruction
/Teaching)
Aligning

7. ISSUES AND CONCERNS OF TEACHERS
• What is important for students to learn in the limited
classroom time available? (Learning Question)
• How does one plan and deliver instruction that will
result in high levels of learning for large number of
students? (Instruction Question)
• How does one select or design assessment
instruments and procedures that provide accurate
information about how well students are learning?
(Assessment Question)
• How does one ensure that objectives, instruction, and
assessment are consistent with one another?
(Alignment Question)

8. Important Educational Goals
To promote Retention
• Ability to remember
material at some later time
in much the same way it
was presented during
instruction.
• Requires that students
REMEMBER what they have
learned.
• Focuses on PAST
To Promote Transfer
• Ability to use what was
learned to solve new
problems, to answer new
questions, or to facilitate
learning new subject matter.
• Requires NOT only to
remember but also to MAKE
SENSE OF and BE ABLE TO
USE what they have learned.
• Emphasizes the FUTURE

9. Learning
• Rote Learning- focus is on
consistent with the view of
learning as knowledge
acquisition, in which
students seek to add new
info. to their memories.
• Meaningful Learning
provides students with the
knowledge and Cognitive
processes they need for
successful Problem Solving.
No Learning
Rote learning
Meaningful
Learning

10. BASIC TEACHING MODEL
Instructional
Objectives
Entering
Behaviour
Instructional
Procedures
Performance
Assessment
Slide # 10

11. Overview of the Presentation
 P u r p o s e o f t h i s t r a i n i n g
 Issues and Concerns of Teach ers
 I m p o r t a n t E d u c a t i o n a l G o a l s
 B a s i c T e a c h i n g M o d e l
5. Instructional Objectives- Definition, Advantages and Need
6. General Objectives and Specific Objectives
7. Methods of Stating Objectives
8. Six General rules for Stating Specific Objectives
9. Bloom’s Taxonomy of educational objectives
10. Advantages of Taxonomy
11. Bloom’s Revised Taxonomy of educational objectives
12. Knowledge Dimension
13. Cognitive Dimension - Examples of Objectives
14. Take away
11

12. Objectives
• In life, objectives help us to focus our
attention and our efforts, they indicate what
we want to accomplish.
• In education, objectives indicate what we
want students to learn; they are
“ explicit formulations of the ways in which
students are expected to be changed by the
educative process”

13. Teaching- intentional and
reasoned act
Intentional
• Teach for some purpose
• Primarily to facilitate
students learning.
• Concerns how teachers help
students achieve the
teachers’ objective
Reasoned
• What teachers teach their
students is judged by them
to be worthwhile.
• Relates to what objectives
teachers select for their
students
Objectives are important in teaching

14. The learning environments the
teachers create,
activities, and experience they
provide should be
aligned with, or be consistent with,
the selected objectives

15. When we teach,
we want our students to learn.
What we want them to learn
as a result of our teaching are our
objectives
• Aims
• Purpose
• Goals
• Guiding outcomes
• Content standards
• Curriculum standards
Objectives are present in virtually all teaching

16. Need for Instructional
Objectives
Specifies what the students should learn to do
Serves as sign post to the students.
Provides direction to the teacher in the
teaching learning process to attain the stated
objectives.
Provides guidance to the question paper
setter for evaluating students achievements.

17. DEFINITION OF
INSTRUCTIONAL OBJECTIVES
Instructional objectives are statements,
which communicate in behavioural terms
the expected performance of the students
at the end of instruction.

18. (i) General Objectives (G.O.)
(ii) Specific Objectives (S.O.)
TYPES OF OBJECTIVES
18

19. General Objectives- Definition
• Very general statements, which describe in
implicit terms the overall aims of the total
teaching learning process.
• They are not explicit.
• Stated in broad term to encompass a class or
domain of student performance.

20. General Objectives - Examples
• To understand women, gender and
development issues.
• To equip the students with requisite skills to
work with NGOs
• To empower the learner to actively participate
in governance
• To serve as social facilitators in bringing
transformation in the lives of youth
• To become professional youth worker

21. General Objectives - Examples
• To understand the concept of Data Flow
Diagram.
• To comprehend the use of scanner.
• To understand the concept of semiconductor.
• To understand the concept of DBMS.
On completion of the study the student will be able:

22. Specific Objectives - Definition
• Specify what the student will be able to do on completion
of learning. (Student Centered)
• Expressed in terms of student’s terminal cognitive process /
behavioral terms. ( Learning Based)
• Identify the end product of instruction in terms of
observable performance of students. (Explicit)
• Indicate a very specific learning outcome which can be
easily be tested for achievement. (Assessable
Statement)

23. Specific Objectives- Format
The most useful form of stating objectives is to
express them in terms which identify both the
kind of cognitive process/behavior to be
developed in the student and the
knowledge/content … in which this behavior is to
operate.
Objectives must be stated in terms of learner’s terminal behavior.

24. Format / Definition
• The students will be able to, (verb) or learn to,
(noun).
• Verb describes the intended the cognitive
process
• Noun describes the knowledge / content
students are expected to acquire or construct

25. Example
The students will learn
 to distinguish (the cognitive process)
among confederal, federal, and unitary
systems of government (the knowledge)
 to introduce theoretical perspectives of
Feminism
 to cite three causes of the Civil War
 to interpret various types of social data

26. Specific Objectives - Examples
(i) To list the six levels of a Data Flow Diagram
used in an application system
(i) To state Ohm’s law
(ii) To scan a given picture
(i) To transfer the scanned picture to the
appropriate module of application
.
On completion of the study the student will be able:

27. Advantages of Objectives
 Provides integral relationship between knowledge and
cognitive process.
 Provides consistency, or lack of it, among the stated
objectives for a unit, the way it was taught, and how
learning was assessed.
 Makes better sense of the wide variety of terms.
 Increases students level of precision for better
communication.
 Makes life easier.

28. METHODS OF STATING OBJECTIVES
(i) Mager’s method
(ii) Gronlund’s method
28

29. MAGER’S METHOD
(i) Specific terminal performance of the student.
(ii) Conditions under which the performance is expected to occur.
(iii) Standards of minimum acceptable performance.
In this method, the list of specific behaviours which the
students are to exhibit at the end of instruction is
prepared.
Mager has specified three criteria which every specific
objective must satisfy:
29

30. MAGER’S METHOD
The student will be able to determine
the diameter of a copper wire, given a
suitable screw gauge, to an accuracy
of 0.05 mm within 15 minutes.
Example:
30
Specific
Terminal
Performance
condition
Minimum
Acceptable
Performance

31. GRONLUND’S METHOD
In this method, the General Objectives are first
stated.
Then each General Objective is clarified by listing
a sample of the specific behaviours which are
accepted as evidence of attainment of the General
Objective.
Contd.
31

32. Example:
1. To list the two protocols that are used in Medium Access
Sub layer with respect to channel allocation.
2. To define collision with respect to channel allocation in
medium access sub-layer.
3. To calculate frame time T, for a given frame length and bit
rate in a channel.
Specific Objectives:
General Objectives:
To understand the working of medium access sub layer in OSI
Network Model.
GRONLUND’S METHOD
32

33. This model is used in TEACHING AT THE TRAINING LEVEL
S T A T E T H E
S P E C I F I C
B E H A V I O U R
T E A C H T H E
S P E C I F I C
B E H A V I O U R
T E S T T H E
S P E C I F I C
B E H A V I O U R
TEACHING AND TESTING AT THE
MINIMUM LEVEL
MAGER’S MODEL
33

34. S T A T E T H E
G E N E R A L
O B J E C T I V E A N D
A S A M P L E O F
S P E C I F I C
B E H A V I O U R
D I R E C T T E A C H I N G
T O W A R D T H E
G E N E R A L
O B J E C T I V E ( i . e .
t h e t o t a l c l a s s o f
b e h a v i o u r )
B A S E T E S T
Q U E S T I O N S O N
T H E S A M P L E O F
S P E C I F I C
B E H A V I O U R
The objectives are not overly
restrictive
TEACHING AND TESTING AT THE
DEVELOPMENT LEVEL
GRONLUND’S MODEL
34

35. SIX RULES
FOR
STATING
SPECIFIC OBJECTIVES

36. GENERAL RULES FOR STATING
SPECIFIC OBJECTIVES
Instructional Objectives should be stated in terms of
learner’s performance and not teacher’s performance
The Objective should specify what the learner will be
able to do at the end of the lesson and not what the
teacher had intended to do.
Non-example:
To teach Java Remote Method Invocation
Example:
The student will be able to distinguish between “Remote
Method Invocation and “Remote Procedure calls”
Rule 1:
36

37. GENERAL RULES FOR STATING
SPECIFIC OBJECTIVES
The mere description of subject matter should be avoided
An objective should specify both the kind of behaviour
expected and the subject or context to which that
behaviour applies.
Non-example:
Multithreading technique
Example:
The student will be able to write a Java program to show Indian
Standard Time by applying multithreading technique
Rule 2:
37

38. .
Rule 3:
Non-example:
The student will be able to know the network hardware
Example:
The student will be able to state the functions of the four
types of connectivity hardware
GENERAL RULES FOR STATING
SPECIFIC OBJECTIVES
Use verbs that refer to any observable activity
displayed by a learner
Use Action Verbs
38

39. State in terms of learning outcome instead of the
learning process
Non-example:
The student gains knowledge of Compiler
Example:
The student will be able to draw the structure of seven
phases of a compiler
GENERAL RULES FOR STATING
SPECIFIC OBJECTIVES
Rule 4:
Describe in detail the final outcome of learning
(end product) and not the process of learning itself.
39

40. Specify the standards of minimum acceptable performance
Examples:
GENERAL RULES FOR STATING
SPECIFIC OBJECTIVES
Rule 5:
1. To list any six differences between metals and non-metals
2. To determine the diameter of a given rod using a suitable screw
gauge to an accuracy of 0.05 m.m within 10 minutes
1. The student will be able to distinguish between metals and non-metals
2. The student will be able to determine the diameter of a given rod
The student will be able:
40
The standards of minimum acceptable performance must be specified
in terms of (a) the number of points / examples / differences etc. in case
of theory subjects (b) the accuracy of results and speed of performance
in the case of practical / laboratory work.
Non Examples:

41. An objective should not consist of more than one learning
outcome
Non-example:
Example:
GENERAL RULES FOR STATING
SPECIFIC OBJECTIVES
Rule 6:
1. To explain why networks are needed
2. To list the two types of networking
The student will be able to explain the need for networking
and list the types of networking.
The student will be able:
41

42. Overview of the Presentation
 P u r p o s e o f t h i s t r a i n i n g
 Issues and Concerns of Teach ers
 I m p o r t a n t E d u c a t i o n a l G o a l s
 B a s i c T e a c h i n g M o d e l
 Instructional Objectives- Definition, Advantages and Need
 General Objectives and Specific Objectives
 Methods of Stating Objectives
 Six General rules for Stating Specific Objectives
9. Bloom’s Taxonomy of educational objectives
10. Advantages of Taxonomy
11. Bloom’s Revised Taxonomy of educational objectives
12. Knowledge Dimension
13. Cognitive Dimension - Examples of Objectives
14. Take away
42

43. Objectives: Emphasis on
student-oriented
learning-based
explicit
and
assessable statements
of
intended cognitive outcomes

44. 1. Cognitive Domain (Mental abilities)
2. Affective Domain (Feeling and Attitudes)
3. Psychomotor Domain (Performing or Doing)
The three domains are in a
hierarchical order
BLOOM’S TAXONOMY OF
EDUCATIONAL OBJECTIVES
44

46. Advantages of Taxonomy
• Helps to organize the knowledge which helps
subconscious mind for faster retrieval.
• Lead to better IQ and better “First thing first”
• Provides a common way of thinking about and a
common vocabulary that enhances
communication among engineers.
• Makes working environment and life easier

47. Mental
abilities
(HEAD)
Cognitive
Domain
Affective
domain
Attitudes
(HEART)
Skills
(HANDS)
Psychomotor
Domain
MAIN CATEGORIES OF HUMAN BEHAVIOUR
47

48. Application
Analysis
Synthesis
Evaluation
HIERARCHICAL ORDER OF THE
CATEGORIES IN THE COGNITIVE DOMAIN
48
Knowledge
Comprehension Lower
Order
Thinking
skills
Higher
Order
Thinking
skills

49. BLOOM’S REVISED
TAXONOMY
OF
EDUCATIONAL
OBJECTIVES

51. Taxonomy –Two Dimensions
Knowledge Dimension
A. Factual Knowledge
B. Conceptual Knowledge
C. Procedural Knowledge
D. Metacognitive Knowledge
Cognitive Process
Dimension
1. Remember
2. Understand
3. Apply
4. Analyze
5. Evaluate
6. Create

52. Taxonomy for Teaching, Learning and
Assessing
• Cognitive Process Dimension
10/25/2016 TNAU
Knowledge
Dimension
1 2 3 4 5 6
A
B
C
D

53. Knowledge
“Historically shared knowledge”
that defines the subject
matter of a particular
discipline.
It is not static;
Changes are made as new ideas
and evidence are accepted
by the scholarly community.
The term Knowledge to reflect
our belief that disciplines are
constantly changing and
evolving in terms of the
knowledge that shares a
consensus of acceptance
within discipline.

54. Cognitive Process
• Paying attention to relevant
incoming information.
• Mentally organizing incoming information into
a coherent representation.
• Mentally integrating incoming information
with existing knowledge.

55. Knowledge Dimension
A. Factual Knowledge
B. Conceptual Knowledge
C. Procedural Knowledge
D. Metacognitive Knowledge
Knowledge plays a major role in value addition

57. 1. Factual Knowledge
• The basic elements Professionals must know to be
acquainted with a discipline or solve problems in it.
• A discrete, isolated bits of information that are
believed to have some value in and of themselves.
• Even Experts have difficulty keeping up with all the
new elements
• WHAT ?

58. 1. Factual Knowledge –
A. Terminology
• Conventions /
Agreements within a
field.
• Professionals to know
more terminology than
they really need or can
learn.
• Knowledge of specific
verbal and nonverbal
labels and symbols
• Examples:
Words – ohm, absolute
zero, Efficiency
Numerals – α, β, £
Signs - ®,™, ©
Pictures

59. Knowledge of
• Counselling
• NGOs
• Government Agencies
• Policies
• Gender issues
• Welfare programmes
• Youth empowerment

60. 1.Factual Knowledge –
B. Specific Details and Elements
• Refers to events, location, people, dates,
sources of information.
• Facts – findings arrived at by means other
than agreements made for communication.
• Knowledge of specific facts and sources of
facts

61. Examples
Facts important to health (AIDS, Diabetics).
Major products, services and location of Intel,
Microsoft, Google.
Website addresses
Mr.RatanTata, Mr.Narayanmoorthy,
August 15, September 11
Major products and exports of India

62. Examples- Knowledge of
• Major factors about particular cultures an
societies
• Practical facts important to health, citizenship,
and other human needs and concerns
• More significant names, places and events in the
news
• Reputation of a given author for presenting and
interpreting facts on government problems
• Reliable source of information for

63. 2. Conceptual Knowledge
• The interrelationships among the basic elements
within a larger structure that enable them to
function together.
• More complex, organized knowledge form.
• Disciplinary Knowledge – the way the experts in
the discipline THINK about a phenomena (Solar
System, Computer System)
• WHY?

64. Why the seasons occur
• Earth
• Sun
• Rotation
• Revolution
• These are not simple isolated facts about
Earth & Sun, rather ideas about the
relationships between them and how they are
linked to the seasonal changes

65. 2. Conceptual Knowledge –
A. Classification and Categories
• Connectivity between and among specific
elements.
• Classic sign of learning and development.
• Reflect a conceptual change.

66. Example s
• Types of materials – Magnetic
(Dia, Para, Ferro), Semi conducting, Construction.
• Parts of sentences (nouns, verbs, adjectives).
• Telecommunication Systems
(GSM, GPRS, DECT, UMTS)

67. Examples – Knowledge of
• The variety of types of literature
• The various forms of business ownership
• Different kinds of psychological problems
• The different periods of geologic time
• Different kinds of Gender issues
• The various cross-cutting areas of governance

68. 2. Conceptual Knowledge –
B. Principles and Generalizations
• Used to study phenomena or solve problems
in the discipline.
• Bring together larger number of specific facts
and events
• Describe the processes and interrelationships
among Classification and Categories.

69. ExamplesFundamental laws of thermodynamics
Law of supply and demand
Bernoulli's theorem
Faraday's law
Coulomb’s law
Principles of Chemistry that are relevant to life processes and health
Major principles involved in learning

70. Knowledge of
• Major generalization about particular culture
• Fundamental laws of marketing
• Major principles involved in learning
• Principles of federalism
• Implications of American foreign trade policy for
the international economy

71. 2. Conceptual Knowledge –
C. Theories, models and structures.
• Interrelationships
among Principles
and Generalizations.
• Examples:
Organization structure (Chairman,
Director, Principal, Registrar, HoD,
Prof, Asst.Prof, Lecturer).
Formulation of Theory of evolution
Genetic models (e.g., DNA)
8085, 8086 Microprocessor
Architecture.
8051 Microcontroller Architecture.
Theory of Computation.

72. Knowledge of
• Overall structure of multilateral organizations
• Basic structural organization of the local city
govt.
• Complete formulation of theory of evolution
• Genetic models (DNA)

73. 3. Procedural Knowledge
• How to do something, methods of inquiry, and
criteria for using skills, algorithms,
techniques, and methods (collectively known
as procedures).
• Reflects knowledge of different “processes”.
• Factual & Conceptual - Products
• HOW?

74. Examples
• Algorithms for performing long divisions
• Solving quadratic equations
• General Methods for designing and performing
experiments
• Procedures for reading maps
• Estimating the age of physical artifacts
• Collecting historical data
• Procedures for spelling words in English
• Generating grammatically correct sentences

76. 3. Procedural Knowledge –
A. Subject specific skills and Algorithms
• The process may either fixed or open, the end result is
fixed.
• The result of Procedural Knowledge is Conceptual or
Factual Knowledge.
• The emphasis is on the procedure not on the ability to
use it.
• Example: 25 / 5 = 14
Algorithms for solving quadratic equation.
Direct outcome of observation, experiment,
discovery.

77. 3. Procedural Knowledge –
B. Subject Specific Techniques and Methods
• Result open – no single predetermined answer or
solution
• Largely result of consensus, agreement or
disciplinary norms.
• Reflects how Professionals think and attack the
problem rather than result
• “Scientific way of thinking”
• Example: Project work, Interviewing technique,
research methodology, outcome of meetings.

78. Knowledge of
• Research methods relevant to the social
sciences
• Techniques used by scientist in seeking
solutions to problems
• Methods for evaluating health concepts
• Various methods of literary criticism

79. “Scientific way of thinking”
• Mathematization of problems not originally
presented as mathematics problem.
• Grocery store – choosing a check out line

80. 3. Procedural Knowledge –
C. Criteria for determining when to use
appropriate procedures.
• Know the conditions under which the procedures
are to be applied.
• Know when & where to use knowledge, which
often involves knowing the ways they have been
used in the past
• Knowledge of situations in which Professionals
may use metacognitive Knowledge.
Experience
Criteria vary markedly from subject matter to subject matter

81. • Power failure in a function
• Crisis management
• Accident
• Fire
• Knowledge of the criteria for determining
which statistical procedures to use with data
collected in a particular experiment

82. 4. Metacognitive Knowledge
• Cognition in general as well as awareness of
and knowledge about one’s own cognition.
• Emphasis on making Professionals more
aware of and responsible for their own
knowledge and thought. (There is no blame)

83. 1. Strategic knowledge
2. Contextual knowledge
3. Self knowledge
• Strategies for learning,
thinking and problem
solving
• Knowledge of the
situation
• Knowledge of one
strengths and weakness
in relation to cognition
and learning
Knowledge of the different situations and the cultural norms regarding the us e of
different strategies is an important aspect of Meta-cognitive knowledge

84. Knowledge of
• Various organizational strategies
• Planning strategies
• Solving ill-defined problem
• Local, social, conventional and cultural norms
how, when, and why to use different strategies.
• Recall task is more difficult than recognition task
• One’s goal for performing a task
• One’s personal interest in a task
• One is knowlegdable in some areas but not in
other areas

85. Know – Do not know
• Professionals need to develop self knowledge
and awareness about their own knowledge,
cognition and their own motivation
• Know what you KNOW
• Know what you DONOT KNOW

86. Important Educational Goals
To promote Retention
• Ability to remember material
at some later time in much
the same way it was
presented during instruction.
• Requires that students
REMEMBR what they have
learned.
• Focuses on PAST
To Promote Transfer
• Ability to use what was
learned to solve new
problems, to answer new
questions, or to facilitate
learning new subject matter.
• Requires NOT only to
remember but also to MAKE
SENSE OF and BE ABLE TO
USE what they have learned.
• Emphasizes the FUTURE

87. Learning
• Rote Learning- focus is on
consistent with the view of
learning as knowledge
acquisition, in which
students seek to add new
info. to their memories.
• Meaningful Learning
provides students with the
knowledge and Cognitive
processes they need for
successful Problem Solving.
No Learning
Rote learning
Meaningful
Learning

88. Cognitive Process
• Paying attention to relevant
incoming information.
• Mentally organizing incoming information into
a coherent representation.
• Mentally integrating incoming information
with existing knowledge.

89. Cognitive Process Dimension
Remember Retrieve relevant knowledge from log term
memory
Understand Construct meaning from instructional messages,
including oral, written and graphic communication
Apply Carry out or use procedure in a given situation.
Analyze Break material into its constituent parts and
determine how the parts relate to one another and
to an overall structure or purpose
Evaluate Make judgments based on criteria and standards
Create Put elements together to form a coherent or
functional whole; reorganize elements into new
pattern or structure

90. 1. Remember
• Retrieving relevant knowledge
from long term memory
• Relevant Knowledge – F,C,P & M or
some combination
• Essential for meaningful learning
• Either as isolation or as integrated within the
larger context

91. 1. Remember – 1.1. Recognizing
• Retrieving relevant knowledge from long term
memory in order to compare it with presented
information.
• Example: Important Dates, Events, Data
Resistance values, IC nos.
• Identifying

92. Assessment Format
• Verification – True or False
– To recognize the correct dates of important events
in U.S. History
• Matching – Match the following
– To recognize authors of British literary works
• Forced Choice – Multiple Choice
– To recognize the number of sides in basic
geometric shapes

93. Objective and Assessment
• To recognize the number of sides in basic
geometric shapes.
• How many sides does a pentagon have?
• To recognize the names of registers in 8085 micro
processor?
• List the names of registers of 8085 micro
processor.
• To recognize the number of transistors in Intel
4004.
• How many transistors in Intel 4004?

94. 1. Remember – 1.2. Recalling
• Retrieving relevant knowledge from long term
memory when given a prompt to do so.
• Searches long term memory for a piece of
information and brings that to working
memory.
• Retrieving
• Example. 7 X 8 =

95. Objective and Assessment
• To recall whole number multiplication facts.
• Multiply 45 X 56.
• To recall meter is a measure of length.
• What is the major exports of India?
• Who wrote Ignited Minds?

96. Cueing and Embedding
• What is a meter? (with low cueing)
• In the metric system, what is a meter? (with
high cueing).
• With low embedding – single, isolated event
• With High embedding – within a context of
larger problem

97. 2. Understand
Students understand
when they build
connections between the
“new” knowledge to be
gained and their prior
knowledge.

98. 7 WAYS OF UNDERSTANDING
1. Interpreting
2. Exemplifying
3. Classifying
4. Inferring
5. Comparing
6.Summarizing
7.Explaining

99. 2. Understand -2.1. Interpreting
• Change from one form of representation to
another.
• Words to words, words to picture, numbers to
words, musical notes to tones
• Translating, paraphrasing, representing,
clarifying.

100. • To paraphrase important speeches and
documents from the civil war period in U.S.
history

101. Objective and Assessment
• To draw a graph between Voltage and current.
• Draw a graph between Voltage and current.
• To Draw block diagrams representations of systems.
• Draw block diagrams representations of systems.
• To translate number sentences expressed in words into
algebraic equations expressed in symbols.
• Write an equation (using B for boys and G for girls) that
corresponds to the statement “ There are twice as
many boys as girls in this class.

102. • To draw pictorial representation of various
natural phenomena
(Water Cycle, Sea breeze, Land breeze).
• Constructed response – Supply an answer
• Choose an answer – Multiple choice

103. 2. Understand -2.2. Exemplifying
• Finding a specific example of a
concept or principle.
• Identifying the defining features of
the general concept or principle.
• Illustrating

104. Objective and Assessment
• To be able to give examples of
various kinds of chemical
compounds.
• Locate five inorganic compound on a
field trip and tell why its is inorganic?

105. Assessment Format
• Constructed Response – Students must create
an example
• Locate an inoragnic compound
• Selected Response – Student must select an
example from s given set

106. 2. Understand -2.3. Classifying
• Determine that something (a particular
instance or example) belongs to a category
(Concept or Principle)
• Detecting relevant features or patterns that
“fit” both the specific instant and the concept
or principle
• Complementary process to Exemplifying
• Categorizing

107. Exemplifying
• It begins with a
general concept or
principle and
requires the student
to find a specific
instance or example
Classifying
• It begins with a
specific instance or
example and
requires the student
to find a general
concept or principle.

108. To classify observed or described cases of
mental disorders
To categorize the species of various prehistoric
animals

109. Objective and Assessment
• To determine the categories to which numbers
belong.
• Circle all prime numbers for the following list.
• To classify the electrical machines.
• Classify the following electrical machines into
A.C and D.C machines.

110. 2. Understand -2.4. Summarizing
• Abstracting a general theme or major points.
• A single statement that represents presented
information or abstracts of a general theme.
• When given information, a student provides a
summary or abstracts a general theme
• Generalizing

111. Objective and Assessment
• To summarize the purposes of various
subroutines in a programme.
• Write a sentence describing the sub goal that
each section of the program accomplishes
within the overall program.
• To summarize the major contributions of
famous social workers
• To summarize the best practices

112. 2. Understand -2.5. Inferring
• Drawing a logical conclusion from presented
information.
• Involves finding a pattern within a series of
examples.
• Extrapolating, Interpolating, Predicting,
Concluding

113. Objective and Assessment
• To infer the pattern in the series of numbers.
• What number will come next in the series
1,2,3,5,8,13,21,… (completion task)
• To infer the analogy of the form. (Analogy task)
• Nation is to President, State is to ________.
• AND,OR,NOT and XOR (Oddity task)

114. 2. Understand -2.6. Comparing
• Detecting correspondence (similarities & differences)
between two ideas, objects, events, problems.
• Includes finding one-to-one correspondence between
elements and patterns in one object, event or idea.
• Determine how a well known event is like a less
familiar event
• Contrasting, Matching, Mapping

115. Objective and Assessment
• To compare an electrical circuit with a water
flow system.
• Compare battery, wire and resistor in an
electrical circuit with pump, pipes and pipe
construction in a water flow system.
• Compare TRIAC and DIAC.
• Compare Intel80386 and Intel80486

116. Mapping
A student must show how each part
of one object, idea, problem or
situation corresponds to (or maps
into) each part of another.

117. 2. Understand -2.7. Explaining
• Constructing a cause – and – effect model of a
system.
• Determine how a change in one part of the
system or one “link” in the chain affects a
change in another part.
• Reasoning, Trouble shooting, Redesigning,
Predicting.

118. Objective and Assessment
• To explain Ohm’s law.
• Explain what happens to the rate of the
current when a second battery is added to a
circuit.
• Explain masking and etching process in IC
fabrication.
• Explain 565 phase lock loop circuit
functioning.

119. Reasoning: A student is asked to offer a
reason for a given event.
Why does air enter a bicycle tire pump
when you pull up on the handle?
Answer, it is forced in because the air
pressure is less inside the pump than
outside, involves finding a principle that
accounts for a given event.

120. Troubleshooting: A student is asked to
diagnose what could have gone wrong in a
malfunctioning system.
Suppose you pull up and press down on the
handle of a bicycle tire pump several times
but no air comes out. What’s wrong?
Student must find an explanation for a
symptom. “There is a hole in the cylinder” or
“A valve is stuck in the open position”

121. Redesigning: A student is asked to change
the system to accomplish some goal
How could you improve a bicycle tire pump
so that it would be more efficient?
Student must imagine altering one or more
of the components in the system.
“Apply lubricant between the piston and the
cylinder”

122. Predicting: A student is asked to change in one
part of a system will effect a change in another
part of a system.
What would happen if you increased the diameter
of the cylinder in a bicycle tire pump?
Student “operate” the mental model of the pump
to see that the amount of air moving through the
pump could be increased by increasing the
diameter of the cylinder.

123. 3. Apply – 3.1. Execute
• Use of skills and algorithms, routinely carries
out a procedure when confronted with a
familiar task.
• Consists of a sequence of steps that are
generally followed in a fixed order , when the
steps are performed correctly, the end result is
a predetermined answer.
• Student is given a familiar task that can be
performed using a well known procedure.
• Emphasis on the procedure as well as the
result.

124. Objective and Assessment
• To compute the values of variables using scientific
formulas. (General Objective)
• To apply the reduce-reuse- recycle approach to
conservation
• To compute the density of Diamond.
• What is the density of diamond with a mass of 18
pounds and a volume of 9 cubic inches?
• Solve for x: x2 + 2x – 3 = 0

125. Objective and Assessment
• To write a program in C language for
iteratively solving load flow equations using
Gauss-Seidel method with provision for
acceleration factor and for dealing with P-V
buses.
• Solve load flow equations using Gauss-Seidel
method with provision for acceleration factor
and for dealing with P-V buses.

126. Objective and Assessment
• To carryout fault analysis for a sample power
system for LLLG fault.
• To write C programs to simulate UNIX
commands like ls, grep.
• To write a programs for String manipulation
operations using 8086.
• To study of basic digital IC’s. (General Objective)
• To verify truth table for NAND gate.

127. 3. Apply – 3.2. Implementing
• Selects and uses a procedure to perform an
unfamiliar task.
• Selects – understanding the type of problem
encountered.
• Uses – range of procedures that are available.
• No single procedure may be a ‘Perfect Fit’ for the
problem. Needs modification in the procedure.
• Use of technique and methods than skills and
algorithms.

128. Techniques and Methods
It has two qualities that make students
particularly amenable to implementing.
1. The procedure may be more like a “Flow
Chart” than a fixes sequence, that is, the
procedure may have “decision points” built
into it.
2. There often is no single, fixed answer that is
expected when the procedure is applied
correctly.

129. • To solve a variety of personal finance
problems
• To use the most effective , efficient, and
affordable method of conducting a research
study to address a specific research question

130. Objective and Assessment
• To implement the IIR and FIR filter using
MATLAB.
• To implement the processing techniques using
instructions of TMS320c5X.
• To implement the Producer-Consumer
problems using semaphores.
• To implement text compression algorithm.
• To implement Bresenham’s algorithm for line.

131. Objective and Assessment
• To solve a variety of personal finance
problems.
• Choose the most economical financing
package for a new car.
• Choose the bank which gives most economical
housing loan.

132. Student must not only apply a
procedure (engage in
implementing) but also rely on
conceptual understanding of the
problem, the procedure, or both

133. Analyze- An extension of Understanding
and prelude of Evaluating or Creating
Examples:
• Distinguish fact from opinion (or reality from
fantasy)
• Connect conclusions with supporting statements
• Determine how ideas are related to one another
• Ascertain the unstated assumptions involved in
what is said
• Find evidence in support of the author’s purpose

134. 4. Analyze – 4.1. Differentiating
• Discriminates relevant from irrelevant,
important from unimportant, and then
attends to the relevant or important
information.
• Important aspects – all aspects (compare).
• Focusing, Distinguishing, Selecting

135. • To determine the major points in research
reports
• To select the main steps in a written
description of how something working

136. Objective and Assessment
• To differentiate between apple and Orange.
• Internal seeds are relevant, Color and shape
are irrelevant. (compare – all are relevant).
• To differentiate between NAND and NOR gate.
• To differentiate between LASER and MASER

137. Ask a student to read a chapter in a book
that describes lightning formation and
then to divide the processes into major
steps including
• Moist air rising to form a cloud
• Creation of updrafts and downdrafts inside
the cloud
• Separation of charges within the cloud
• Movement of a stepped leader downward
from cloud to ground and
• Creation of return stroke from ground to cloud

138. 4. Analyze – 4.2. Organizing
• Determining how elements fit or function
within a structure.
• Builds systematic and coherent connections
among pieces of presented information.
• It occurs in conjunction with differentiating.
• Structuring, Integrating, finding, outlining.

139. • To structure a historical description into
evidence for and against a particular
explanation
• To analyze research report in terms of four
sections: hypothesis, method, data and
conclusion
• To outline textbook lessons
• To organize field work practicum

140. Objective and Assessment
• To analyze project report in terms of four
sections: Objective/ hypothesis, Method, Data
and Conclusion.
• Produce an outline of the project work.
• Content page of any book
• Table, matrix, hierarchical diagram.

141. 4. Analyze – 4.3. Attributing
• Processes of deconstruction in which a student
determines the intensions of the author of the
presented information
• An extension beyond basic understanding to infer.
• Determine the underlying point of view or intension of
the author.
• Others point of view

142. • To determine the motives for a series of
actions by characters in a story
• To determine the point of view of the author
of an essay on a controversial topic in terms of
his/her theatrical perspective

143. Examples
• Movies.

144. Attributing
• Focuses on
pragmatic issue of
determining author’s
point of view
• Read between the
line
Inferring
• Issue if inducing a
pattern based on
presented info.
• Supplies an
expectation of what
is to be inferred

145. 5. Evaluate
• Making judgments based on criteria and
standards
• Criteria – Quality, Effectiveness, Efficiency and
Consistency
• STDs.- Quantiative (Is this a sufficient amount?)
Qualitative (Is this good enough?)

146. The standards are applied to the criteria
• Is this process sufficiently effective?
• Is this product of sufficient quality?
• Judgments made by use of standards of
performance with clearly defined criteria /
specifications
Not all judgments are Evaluative

147. 5. Evaluate – 5.1. Checking (PDCA)
• Detecting inconsistencies within a process or
product.
• Determine whether a process or product has
internal consistency.
• Determine if a Director /Principal / HoD’s
conclusions follow from observed data.
• Coordinating, Monitoring, Testing
Determining how well the plan is working

148. Objective and Assessment
• To determine whether a student’s conclusion
follows from the observed data in the lab
experiments.
• Read a observation / record note of a DBMS
lab experiment and determine whether or not
a student’s conclusion follows from the
observed data in the lab experiments.
Judgments based on criteria and standards.

149. 5. Evaluate – 5.2. Critiquing
• Judging a product or operation based on
externally imposed criteria and standards.
• Judge which of two methods is the best way to
solve a given problem.
• Critiquing lies at the core of critical thinking.
• Judgment based on the positive and negative
features.

150. Examples
• To evaluate a proposed solution to asocial
problem.
• To evaluate the reasonableness of a hypothesis
• To evaluate a proposal to achieve 100% result
with in three years.
• To evaluate a proposal to achieve 100%
attendance of all the faculty.
• To evaluate a roadmap to achieve 50% placement
for the students.

151. To judge which of two alternative methods is
a more effective and efficient way of solving
given problem
• The critique could be based on positive,
negative or both kinds of criteria and yield
both positive and negative consequences.

152. 6. Create
• Make a new product by mentally reorganizing
some elements or parts into a pattern or
structure not clearly present before.
• Coordinated with the students previous learning
experiences.
• Production of unusual products, often a s result
of some special skill.
• Emphasis Originality or Uniqueness.

153. 6. Create - Process
1. Problem representation: In which student
attempts to understand the task and
generate possible solutions.
2 Solution Planning: In which student examines
the possibilities and devises a workable plan.
3. Solution Execution: In which student
successfully carries out the plan.

154. 6. Create – 6.1. Generating
• Coming up with alternative hypothesis based
on criteria.
• Transcends the boundaries or constraints or
prior knowledge and existing theories.
• Creative thinking

156. • To generate multiple useful solutions for social
problems
• To generate hypothesis to explain observed
phenomena
• To generate alternative methods for achieving
a particular result

157. Objective and Assessment
• To generate multiple useful solutions for college
problems.
• Suggest as many ways as you can to assure that
everyone has 100% attendance.
• Suggest to improve the pass %.
• What are the possible uses of WWW – uses task
• What would happen if there was a flat income tax
rather than a graduated income tax? -
consequences task

158. 6. Create – 6.2. Planning
• Devising a procedure for accomplishing task.
• Developing a plan for solving the problem.
• Designing

159. 6. Create – 6.3. Producing
• Inventing a product.
• Carry out a plan for solving a given problem
that meets certain specifications.
• Requires 4 types of knowledge
• Constructing

160. • To plan research papers on given social topics
• To design studies to test various hypothesis
• To develop worked out solutions
• To describe solution plans
• To select solution plans for a given problem

161. Student is given a functional description of a
goal and must create a product that satisfies
the description.
Eg: Period Movies
Design the living quarters of a space station
Design sets/backdrop for stage play
The specifications become the criteria for
evaluating students performance relative to
the objective

162. Ohm’s Law
Interrupting
Factual Knowledge
Students should be able to define key terms
(e.g. ,Resistance) in their own words
Explaining
Conceptual
Knowledge
To explain what happens to the rate of current
in an electrical circuit when changes are made
in the system ( e.g., two batteries that were
connected in serial are connected in parallel)
Executing
Procedural
Knowledge
To use Ohm’s law to compute the voltage
when given the current (in amperes) and the
resistance (in ohms)
Differentiating
Conceptual
Knowledge
To determine which information in words
problems involving Ohm’s law (e.g., wattage of
light bulb, thickness of wire, voltage of battery)
is needed to determine the resistance.

163. Ohm’s Law
Interrupting
Factual Knowledge
Students should be able to define key terms
(e.g. ,Resistance) in their own words
Checking
Procedural
Knowledge
To determine whether a worked-out problem
solution to a problem involving Ohm’s law is
likely to be effective in solving it.
Critiquing
Metacognitive
Knowledge
To choose a plan solve problem involving
Ohm’s law that is most consistent with his or
her current level of understanding.
Generating
Conceptual
Knowledge
To generate alternate ways of increasing the
brightness of the light in a circuit without
changing the battery

164. To solve a mathematical word problem
Interpreting To understand each sentence in the problem
Recalling To retrieve the relevant Factual Knowledge
needed to solve the problem
Organizing To build a coherent representation of the
key information in the problem
(Conceptual Knowledge)
Planning To devise a solution plan
Producing To carry out the plan
(Procedural Knowledge)

165. To write an Essay
Recalling To retrieve the relevant information needed
to include in the essay.
Planning To decide what to include in the essay,
determine what to say, and how to say.
Producing To create a written product
Critiquing To make sure the written essay “make
sense”

166. On completion of the study of this Unit the learner will be able
1.0 To understand the concept of semiconductor and its types
1.1 To define “semi conductor” (K)
1.2 To distinguish between intrinsic and extrinsic semiconductors
by stating the four differences between them (C)
1.3 To derive the carrier concentration of intrinsic and extrinsic
semiconductors (C)
1.4 To explain how a p-n junction is formed (C)
1.5 To describe the characteristic behaviour of a p-n junction, when
biased forward and reverse (C)
EXAMPLES OF OBJECTIVES
16
6
Example 1:
Name of the Unit: SEMICONDUCTORS

167. On completion of the study of this Unit the learner will be able
1.1 To define DBMS (K)
1.2 To list any three characteristic features of DBMS (K)
1.3 To distinguish between DBMS and RDBMS by stating any three
differences between them (C)
1.4 To describe the structure of DBMS (C)
EXAMPLES OF OBJECTIVES
16
7
Example 2:
1.0 To understand the concept of DBMS
2.1 To name the three types of SQL commands (K)
2.2 To write any three differences between DDL and DML (C)
2.3 To write a command to create an employee table with fields like
Name, Sex, Emp.Id, Dept., Designation and Salary (Ap)
2.0 To apply various SQL commands
Name of the Unit: DATABASE MANAGEMENT SYSTEM

168. On completion of the study of this Unit the learner will be able
1.0 To comprehend the nature of Viral diseases and methods of preventing them
1.1 To define Virus (K)
1.2 To explain the origin of Viruses on the basis of “Regressive theory” (C)
1.3 To list the four characteristic features of Viruses (K)
1.4 To define virulent cycle (K)
1.5 To give an example for (i) Spherical virus and (ii) Tadpole shaped Virus (C)
1.6 To describe the shape and general structure of Viruses (C)
1.7 To name three Viral diseases in plants (K)
1.8 To describe the structure of HIV (C)
1.9 To explain the multiplication of T4 bacteriophage with labeled sketches (C&Sk)
1.10 To describe any three Viral diseases in Human beings and methods of
preventing them (C)
EXAMPLES OF OBJECTIVES
16
8
Example 3:
Name of the Unit: VIRAL DISEASES

169. EXAMPLES OF OBJECTIVES
On completion of the study of this Unit the learner will be able
1.0 To understand the working of Open System Interconnection
(OSI) Network Model & its services
1.1 To draw the structure of OSI Network Model and name its
seven layers (C)
1.2 To list the two principles used to arrive at the seven layers
of OSI network model (C)
1.3 To list any three services provided by the application layer
to the user in an OSI Network Model (K)
Example 4:
Name of the Unit: INTRODUCTION TO NETWORK ARCHITECTURE
169

170. Overview of the Presentation
 P u r p o s e o f t h i s t r a i n i n g
 Issues and Concerns of Teach ers
 I m p o r t a n t E d u c a t i o n a l G o a l s
 B a s i c T e a c h i n g M o d e l
 Instructional Objectives- Definition, Advantages and Need
 General Objectives and Specific Objectives
 Methods of Stating Objectives
 Six General rules for Stating Specific Objectives
 Bloom’s Taxonomy of educational objectives
 Advantages of Taxonomy
 Bloom’s Revised Taxonomy of educational objectives
 Knowledge Dimension
 Cognitive Dimension - Examples of Objectives
14. Take away
170

171. Take away

172. BASIC TEACHING MODEL
Instructional
Objectives
Entering
Behaviour
Instructional
Procedures
Performance
Assessment
Slide # 172
Education System- Very Complex
Un
known
Un
certainties
Many
Variances
Curriculum
Learning
Environment
Students Faculty

173. Same Content
Different
Objectives
Different Instructional
Activities
Different
Outcome
Expected
outcome
Change
Objectives
Change
Activities

174. Tea chin g
a n d
Learn in g
Te a c h i n g ,
L e a r n i n g a n d
A s s e s s i n g
Discuss
Objectives
in the class
Instructional
Activities
Syllabus
Previous
Question
papers
Reference
& Text
Books
Reflect
Objectives
in
Question
paper
Teaching
Instructional
Objectives
Expected
Outcome
Performance
Mapping

175. Action - Immediate
 Detailed study of Syllabus
 Reference & Text books
 Decide which is important
 Previous years question papers
 Course plan Course
Plan

176. Action –Near Future
1. Pre-requisite knowledge
2. Mapping of five units
3. Mapping with other subjects
4. Delivering pre-requisite knowledge
5. Specific instructional objectives in accordance with
Bloom’s revised taxonomy
6. Lesson plan
7. Teaching learning process
8. Evaluation at the end of the semester in accordance with Bloom’s revised
taxonomy
9. Mapping of objectives, teaching learning process and assessment in the
Bloom’s revised taxonomy table.

177. Action – Long Term Future
• Train the colleague on Taxonomy
• Share the classroom experience
• Best Practices
• Lead the faculties
• Excellence

178. Teachers
to
Teach
Learners
to
Learn
Assessors
to
Assess

179. Purpose
To expand
the capacity of individual
and
Organization
for
Best Performance

180. Further Training
Thank You
Overview of Successful education
Instructional objectives
Educational Taxonomy Table,
Knowledge Dimension, Cognitive Process Dimension.
Concepts of Evaluation.
Construction of Achievement Tests.
Characteristics of a Good Test.
Different varieties of Question Papers
Result Analysis.
System Thinking for an Educational
Institution
Capacities’ Requisite for the Knowledge
Society
Preparing Professionals beyond 2020
Great books for Leadership.
Mission, Vision, Core Values, Objective
and Aim.
Best Practices.
Concept of Three –Performance
Excellence

181. Thank You
Thank You