Using objectives to order learning

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Presented By:
Keshab Raj Rokka
M. Ed Student 2073
Sanothimi Campus, TU
Bhaktapur, Nepal

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curriculum – simple to complex
objectives – subject matter
Objectives – teaching learning activities
1. was an American educational psychologist.
2. 1956 -cognitive domain- Benjamin s. Bloom
3. 1964 - affective domain- D.R. Krathohl
4. 1972- psychomotor domain- simpson and harrow
Benjamin Samuel Bloom

3. Taxonony of Educational Objectives
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Cognitive: mental
skills (knowledge)
Psychomotor:
manual or physical
skills (skills
Affective: growth
in feelings or
emotional areas
(attitude or self)

4. Cognitive Domain
• involves knowledge and the development of intellectual skills
• mental skills (knowledge)
• This includes the recall or recognition of specific facts, procedural
patterns, and concepts that serve in the development of intellectual
abilities and skills.
• There are six major categories of cognitive an processes, starting from
the simplest to the most complex

6. Knowledge(1fg
• Recall or retrieve recognition previous learned information.
• Do not understand the meaning
• Key Words: defines, describes, identifies, knows, labels, lists,
matches, names, outlines, recalls, recognizes, reproduces, selects,
states
• Lower level of learning
• When is the first day of Spring?

7. Comprehension
• understand meaning, re-state data in one's own words, interpret,
translate
• Key word: explain, reiterate, reword, critique, classify, summaries,
illustrate, translate, review, report, discuss, re-write, estimate, interpret,
theories, paraphrase, reference, example

8. Application
• use or apply knowledge, put theory into practice, use knowledge in
response to real circumstances
• Key word: use, apply, discover, manage, execute, solve, produce,
implement, construct, change, prepare, conduct, perform, react,
respond, role-play

9. Analysis
• Part--- different---
• interpret elements, organizational principles, structure, construction,
internal relationships; quality, reliability of individual components
• Key word: analyze, break down, catalogue, compare, quantify,
measure, test, examine, experiment, relate, graph, diagram, plot,
extrapolate, value, divide

10. Synthesis
• develop new unique structures, systems, models, approaches, ideas;
creative thinking, operations
• Key word: develop, plan, build, create, design, organise, revise,
formulate, propose, establish, assemble, integrate, re-arrange, modify

11. Evaluation
• Make judgments about the value of ideas or materials.
• Key Words: appraises, compares, concludes, contrasts, criticizes,
critiques, defends, describes, discriminates, evaluates, explains,
interprets, justifies, relates, summarizes, supports

13. Affective Domain
• Receiving phenomena:
• Responding to phenomena
• Valuing
• Organization
• Charecterization

14. Responding to phenomena:
Active participation on the part of the learners.
Learning outcomes may emphasize compliance in responding,
willingness to respond, or satisfaction in responding (motivation)

15. Valuing
• The worth or value a person attaches to a particular object,
phenomenon, or behavior.
• Valuing is based on the internalization of a set of specified values,
while clues to these values are expressed in the learner’s overt
behavior and are often identifiable.

16. Organization
• Organizes values into priorities by contrasting different values,
resolving conflicts between them, and creating an unique value
system. The emphasis is on comparing, relating

17. characterization

18. Psychomotor Domain
• Perception
• Set
• Guided response
• Mechanism
• Complex overt response
• Adaption
• Origination

19. Psychomotor Domain:
 Final taxonomoy of educational objectives proposed by Benjamin S.Bloom
& his friend.
 Divided into 7 levels by E.J Simpson & his friends.
 Grouped into easy to difficult levels.
 concerned with activities related to physical and mental organs.
 Learners learn through physical & mental organ in relation to environmental
action.
1. PERCEPTION:
Focuses on understanding of situation & manipulate the mind to respond to
situation for action.
To know proper stages of dance by playing music.
Identify wrong deeds of maching through its sound.

20. 2. SET
Readiness of learners to do something.
Includes mental, physical and emotional readiness.
To show interest to type.
To be ready to play volleyball

21. 3. GUIDED RESPONSE:
Learners should be ready to follow rules & instructions. For e.g: games
Unless the learners follow instruction their activities can’t be applicable.
Learners learn through trial & error
To use microscope according to teacher’s instruction, shooting penalty ,to
play volleyball according to teacher’s instruction.
4. MECHANISM:
Students can do any activities as done by machine because of habit.
They can apply rule learnt in basic level. E.g:
To type given words without mistake, to service volleyball without instruction,
to ride cycle without other’s help.

22. 5.COMPLEX OVERT RESPONSE:
Without instruction, without mistake, with full confidence learners
perform the complex task.
They can do very hard works in a simple way with less effort without
mistake.
For eg: to repair electronic devices without any mistake, to be able to
swim in the river,etc

23. ADAPTATION:
Able to do the tasks in the similar situation as it was learned
previously & gained the knowledge.
They can apply their knowledge if they find the similar situation or
learner can modify their preknowledge for adaptation & to solve
problem.
For eg: cycling according to bends of road, to swim according to
flow of river, to adjust game according to game of rivals, etc.

24. • 7.ORIGINATION:
Highest & very complex level of psychomotor domain.
Learners should be able to create new techniques themselves.
Learners can create new rules & be able to adapt in new situation it is
called origination.
Some how difficult but learners can try to do so, according to their pre
knowledge.
For eg: to prepare new stages of dance, to prepare dress for new
games, to give music for new song.