Often times, teachers master the art of writing very good cognitive and psychomotor instructional objectives. So good that what happens is that most of the students become not only intelligent but "airheads". Some also will aim for the grade, but after that enduring grading period, or semester, they forget everything. Affective objectives help the students appreciate the lessons, retain them longer, and find connections in the real world (yes, algebra is present in the market place). Affective objectives help the teacher integrate values formation in all subjects/courses.
Download it here: https://drive.google.com/open?id=0B-NSFQQ2b9P2Q3ZrTVVhWEZfaWc
Is it possible to explain why the student outputs is as they are through an assessment of the processes which they did in order to arrive at the final product?
YES, through Process oriented, performance-based assessment
Is it possible to explain why the student outputs is as they are through an assessment of the processes which they did in order to arrive at the final product?
YES, through Process oriented, performance-based assessment
Blooms Taxonomy of Hierarchy of learningMaunas Thaker
Bloom's Taxonomy is a hierarchical framework used to classify educational objectives. Developed by Benjamin Bloom in the 1950s, it divides educational goals into three overarching domains: cognitive, affective, and psychomotor.
This taxonomy provides educators with a framework for designing curriculum, assessments, and instructional strategies that target different levels of cognitive complexity. It helps ensure that educational objectives are clearly defined and that instruction is appropriately aligned with the desired outcomes.
Bloom's Taxonomy is a descriptive hierarchy which defines different learning levels which student or any child goes through.
It's a very important tool for teachers who want their classes interesting & innovative.
This is a slide presentation intended to orient pre-service teachers about the basics of assessment of learning. Included in the presentation are the following: definition and comparison and contrasting of terms, purpose of assessment, and classroom assessments.
This slide presentation is an updated and thoroughly explained version from the first one. I also included some question and answer slides which you can use in class for interactive purposes
Here is a slide presentation of Edgar Dale's Cone of Experience/Learning or the Learning Pyramid. Included in this presentation are some important terminologies, explanation of each mode of teaching, application of these modes, and known misconceptions. This presentation is good for your Educational Technology classes. Thank you.
Essentials of Instructional Design: Merrill's First Principles of InstructionMr. Ronald Quileste, PhD
Here is a slide presentation for your classes in Educational Technology or Technology for Teaching and Learning. In the first part of the course where you will cover about instructional design, its is important for the pre-service teacher to be oriented of Merrill's First Principles of Instruction. This slide presentation also contains application of the principles as well as a sample lesson plan. Thank you. Enjoy!
Families, Schools, and Communities: Historical and Philosophical Perspectives...Mr. Ronald Quileste, PhD
Parents, communities, and schools have changing roles in the life and education of the child from the past and in the present. This slide presentation will provide the pre-service and in-service teacher insights on these changes as well as descriptions of the varied roles of parents in the 21st century.
This is a slide presentation intended for the course on The Teacher and the Curriculum, particularly on the topic of the Teacher as a Curricularist. This presentation explores the extended important role of the teacher as an important member of the curriculum development process.
Here is a slide presentation about Robert Gagne's Nine Events of Instruction. This is fit for Educational Technology courses, particularly for TTL 1, and for Instructional Design. Thank you and enjoy the presentation.
The Rating Rubric: How to Create and Use Them Effectively in Your Performance...Mr. Ronald Quileste, PhD
This is a slide presentation for course Assessment of Learning, particularly on the topic of Rubrics. May this slide presentation help both the pre-service and in-service teacher in understanding about Rubrics. Thank you!
This is a slide presentation version of the Philippine ICT Roadmap draft as of June 2005 by the Commission on Information and Communications Technology. This is intended for the course Technology for Teaching and Learning 1.
(Systems Analysis) Social Control: Sociology of Social Change in the CommunityMr. Ronald Quileste, PhD
Here is a presentation of a topic in the PhD course Systems Analysis. This presentation covers social control and feedback of social change in the community.
This is a research-based slide presentation which talks about the use of ICT: its benefits, significance, as well as various strategies which help the pre-service and the in-service teacher.
Here is an updated version of my previous upload about the PPST. Feel free to share this presentation to your pre-service teacher training sessions. Thank you very much.
This presentation focuses on Validity and Reliability of summative assessments. This also describes the types of validity and reliability, the purpose for conducting validation, and the processes of getting the r- value of the summative test. Used in Assessment of Learning 1 lecture.
Enjoy! Namaste.
This presentation talks about the basic terms in Child and Adolescent Development, as well as the pioneers in child psychology and the history of this discipline. Enjoy!
Here is a presentation which guides the pre-service and the in-service teacher in creating basic problem-solving test items. Whether they are maths or in sciences, the guidelines will help you. Namaste!
Here is a simplified and muscled presentation of the New NCBTS or also called Philippine Professional Standards for Teachers. You may use this in your pre-service and in-service teacher trainings/seminars provided that they don't get offended with the bodybuilding images (I am into bodybuilding, that's why). Let us all empower the profession through improving the quality of our teachers and our training.
PS. I have provided a link on the second to the last slide for you to download the PPST file.
This presentation is an introduction and all about the Positivist and Post-positivist perspective in Educational Research and how these perspectives link to Quantitative Research. Determining a personal research perspective is an important move before deciding on writing the first chapters of a study.
This presentation is intended for Daycare teachers and Early Childhood Education major pre-service teachers. This will guide you on the "what" of assessment in the context of ECCD. In short, the basics.
This presentation is intended for Daycare teachers and Early Childhood Education majors. This presentation will guide you in making a harmonious classroom atmosphere, using planners, routines, and individual/group activities.
Writing True/False, Binary Choice, and Interpretive Exercises Test ItemsMr. Ronald Quileste, PhD
In this presentation, the pre-service teachers are taught what are these types of pen-and-paper tests, disadvantages and advantages, as well as the rules on how to write them.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
3. The Affective Domain
includes the manner in
which we deal with
things emotionally,
such as feelings, values,
appreciation,
enthusiasms,
motivations, and
attitudes
4. When writing
objectives under this
domain, the teacher
should get the
underlying value of the
lesson or establish
values integration in his
lessons
6. Learning Outcomes Using Bloom’s Taxonomy for the
Affective Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
receiving
7. Learning Outcomes Using Bloom’s Taxonomy for the
Affective Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
receiving
Awareness, willingness to
hear, selected attention.
8. Learning Outcomes Using Bloom’s Taxonomy for the
Affective Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
receiving
Awareness, willingness to
hear, selected attention.
Examples: Listen to others with
respect. Listen for and
remember the name of newly
introduced people.
9. Learning Outcomes Using Bloom’s Taxonomy for the
Affective Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
receiving Keywords: asks,
chooses, describes,
follows, gives, holds,
identifies, locates,
names, points to,
selects, sits, replies,
uses.
Awareness, willingness to
hear, selected attention.
Examples: Listen to others with
respect. Listen for and
remember the name of newly
introduced people.
10. Learning Outcomes Using Bloom’s Taxonomy for the
Affective Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
responding
11. Learning Outcomes Using Bloom’s Taxonomy for the
Affective Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
responding
Active participation on the part of the
learners.
Attends and reacts to a particular
phenomenon.
12. Learning Outcomes Using Bloom’s Taxonomy for the
Affective Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
responding
Active participation on the part of the
learners.
Attends and reacts to a particular
phenomenon.
Learning outcomes may emphasize
compliance in responding,
willingness to respond, or
satisfaction in responding
(motivation).
13. Learning Outcomes Using Bloom’s Taxonomy for the
Affective Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
responding
Examples: Participates in class
discussions. Gives a presentation.
Questions new ideals, concepts,
models, etc. in order to fully
understand them. Know the safety
rules and practices them.
Active participation on the part of the
learners.
Attends and reacts to a particular
phenomenon.
Learning outcomes may emphasize
compliance in responding,
willingness to respond, or
satisfaction in responding
(motivation).
14. Learning Outcomes Using Bloom’s Taxonomy for the
Affective Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
responding
Examples: Participates in class
discussions. Gives a presentation.
Questions new ideals, concepts,
models, etc. in order to fully
understand them. Know the safety
rules and practices them.
Active participation on the part of the
learners.
Attends and reacts to a particular
phenomenon. Keywords: answers, assists, aids,
complies, conforms, discusses, greets,
helps, labels, performs, practices,
presents, reads, recites, reports,
selects, tells, writes.
Learning outcomes may emphasize
compliance in responding,
willingness to respond, or
satisfaction in responding
(motivation).
15. Learning Outcomes Using Bloom’s Taxonomy for the
Affective Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
valuing
16. Learning Outcomes Using Bloom’s Taxonomy for the
Affective Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
valuing
The worth or value a person attaches
to a particular object, phenomenon, or
behavior.
17. Learning Outcomes Using Bloom’s Taxonomy for the
Affective Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
valuing
The worth or value a person attaches
to a particular object, phenomenon, or
behavior.
This ranges from simple acceptance
to the more complex state of
commitment.
18. Learning Outcomes Using Bloom’s Taxonomy for the
Affective Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
valuing
Theworth orvalue aperson attaches toa
particular object, phenomenon, or
behavior.
Thisranges from simple acceptance to the
morecomplex state of commitment.
based on the internalization ofa set of
specified values, while clues to these
values are expressed inthe learner’s overt
behavior and are often identifiable.
19. Learning Outcomes Using Bloom’s Taxonomy for the
Affective Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
valuing
Examples:
1. Demonstrates belief in the
democratic process. Is sensitive
towards individual and cultural
differences (value diversity).
2. Shows the ability to solve
problems.
3. Proposes a plan to social
improvement and follows through
with commitment.
4. Informs management on matters
that one feels strongly about.
Theworth orvalue aperson attaches toa
particular object, phenomenon, or
behavior.
Thisranges from simple acceptance to the
morecomplex state of commitment.
based on the internalization ofa set of
specified values, while clues to these
values are expressed inthe learner’s overt
behavior and are often identifiable.
20. Behavioral verbs to use in
valuing level
complete, demonstrate, differentiate,
explain, follow, form, initiate, invite,
join, justify, propose, read, report,
select, share, study, work.
21. Learning Outcomes Using Bloom’s Taxonomy for the
Affective Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
organization
22. Learning Outcomes Using Bloom’s Taxonomy for the
Affective Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
organization
Organizes values into priorities by
contrasting different values,
resolving conflicts between them,
and creating an unique value system.
23. Learning Outcomes Using Bloom’s Taxonomy for the
Affective Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
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, and synthesizing values.
24. Learning Outcomes Using Bloom’s Taxonomy for the
Affective Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
organization
Examples:
1. Recognizes the need for balance
between freedom and responsible
behavior.
2. Accepts responsibility for one’s
behavior.
3. Explains the role of systematic planning
insolving problems.
4. Accepts professional ethical standards.
Creates alife plan in harmony with
abilities, interests, and beliefs.
5. Prioritizes time effectively to meet the
needs of the organization, family, and
self.
Organizes values into priorities by
contrasting different values,
resolving conflicts between them,
and creating an unique value system.
The emphasis is on comparing,
relating, and synthesizing values.
25. Behavioral verbs to use in
organization level
adhere, alter, arrange, combine,
compare, complete, defend, explains,
formulate, generalize, identify,
integrate, modify, order, organize,
prepare, relate, synthesize.
26. Learning Outcomes Using Bloom’s Taxonomy for the
Affective Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
characterization
27. Learning Outcomes Using Bloom’s Taxonomy for the
Affective Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
characterization
Consistently behaving in accordance with
an organized value system and integrating
that system into atotal philosophy of life.
28. Learning Outcomes Using Bloom’s Taxonomy for the
Affective Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
characterization
Consistently behaving in accordance with
an organized value system and integrating
that system into atotal philosophy of life.
Instructional objectives are
concerned with the student's
general patterns of adjustment
(personal, social, emotional)
29. Learning Outcomes Using Bloom’s Taxonomy for the
Affective Domain
Levels of Learning Outcomes
(Competence)
Skills Demonstrated
characterization Examples:
1. Shows self-reliance when
working independently.
2. Cooperates in group activities
(displays teamwork).
3. Uses an objective approach in
problem solving. Displays a
professional commitment to
ethical practice on a daily basis.
4. Revises judgments and changes
behavior in light of new evidence.
5. Values people for what they are,
not how they look.
Consistently behaving in accordance with
an organized value system and integrating
that system into atotal philosophy of life.
Instructional objectives are
concerned with the student's
general patterns of adjustment
(personal, social, emotional)
30. Behavioral verbs to use in
characterization level
act, discriminate, display,
influence, listen, modify, perform,
practice, propose, qualify,
question, revise, serve, solve,
verify.
37. Topic: Parts of the Flower
Objectives: At the end of the lesson, provided with a
chart, and input sheets, the students are expected to:
Cognitive: identify the parts of the flower;
Psychomotor: color code the parts of the flower with
the appropriate label using coloring materials;
and
Affective: appreciate the value of flowering plants by
suggesting ways of taking care of them.
38. Topic: Kinds of Sentence According to Function
Objectives: At the end of the lesson, given their book
and input sheets, the students are expected to:
Cognitive: name the kinds of sentences according to
function;
Psychomotor: write examples for each kind of
sentences; and
Affective: demonstrate proper communication skills
by role playing presentation.
39. Topic: Land and Water Forms
Objectives: At the end of the lesson, given sample
pictures and worksheets, the students are expected
to accurately:
Cognitive: name examples of land and water forms;
Psychomotor: recite in the class famous land and
water forms in the Philippines (e.g. Hill –
Chocolate hills); and
Affective: promote tourism in the Philippines by
making brochures.
41. Topic: _________________________
Objectives: At the end of _______________________
Cognitive: _____________________________________
Psychomotor: _________________________________
Affective: _____________________________________
Fill In The Necessary
Information
42.
43. References:
Mager, R. F. (1984). Preparing Instructional Objectives (2nd edition). Lake
Publishing Company: Belmont, California.
Raagas, Ester L . (2010). Assessment and Evaluation of Student Learning:
Concepts and Applications (3rd edition) by Ester L Raagas, ELR
DATStat Analysis Center, Cagayan de Oro City.
http://teaching.uncc.edu/resources/best-practice-articles/goalsobjectives/
objectives-using-bloom
http://www.uams.edu/oed/resources/objectives.asp#abcds
http://www.med.fsu.edu/education/FacultyDevelopment/objectives.asp
http://www.utexas.edu/academic/mec/research/pdf/oldhtmlfiles/multichoic
eexamhandout.html