This document discusses performance objectives and Bloom's taxonomy. It begins by stating the objectives of the session which are for participants to write performance objectives incorporating the three key elements and to utilize Bloom's taxonomy to raise objectives to higher levels of learning. Several reference materials on writing objectives and Bloom's taxonomy are then listed. Key points include that performance objectives should describe what students will be able to do, include conditions and criteria. Objectives guide teaching and learning. Bloom's taxonomy organizes learning objectives according to cognitive levels from basic recall to evaluation. The document emphasizes using higher-level objectives and assessment to challenge students.

1. StatingStating
Performance ObjectivesPerformance Objectives
&&
Bloom’s TaxonomyBloom’s Taxonomy
Mohamed Nasir & Junaina IsmailMohamed Nasir & Junaina Ismail
Irushadhiyya SchoolIrushadhiyya School

2. School Based Professional DevelopmentSchool Based Professional Development
5th August5th August
20102010
08:00 – 16:0008:00 – 16:00
22

3. StatingStating
Performance ObjectivesPerformance Objectives
&&
Bloom’s TaxonomyBloom’s Taxonomy
Mohamed Nasir & Junaina IsmailMohamed Nasir & Junaina Ismail
Irushadhiyya SchoolIrushadhiyya School

4. A Fundamental TruthA Fundamental Truth
We don’t see theWe don’t see the
world as it is; weworld as it is; we
see the worldsee the world
through the lensthrough the lens
through which wethrough which we
look at it.look at it.

5. Objectives of the SessionObjectives of the Session
• Participants will e able to writeParticipants will e able to write
performance objectivesperformance objectives
incorporating the 3 elementsincorporating the 3 elements
of an effective performanceof an effective performance
objective.objective.
• Participants will be able toParticipants will be able to
utilize Bloom’s Taxonomy ofutilize Bloom’s Taxonomy of
Cognitive Behaviours to raiseCognitive Behaviours to raise
performance objectives toperformance objectives to
higher levels of learning.higher levels of learning.

6. The following books and other materialsThe following books and other materials
are used as a basis for thisare used as a basis for this
presentationpresentation..
Psychology of Teaching and Learning
By
Martinez-Pons. M

7. The following books and other materialsThe following books and other materials
are used as a basis for thisare used as a basis for this
presentationpresentation..
Teaching Strategies
A Guide to Effective Instruction
By
Orlich Harder
Callahan Trevisan

8. The following books and other materialsThe following books and other materials
are used as a basis for thisare used as a basis for this
presentationpresentation..
Guidelines for Writing Learning Objectives
By
AAFP

9. The following books and other materialsThe following books and other materials
are used as a basis for thisare used as a basis for this
presentationpresentation..
http://www.idaho-post.org/
Reg2/Attachments/ID%20workbook.pdf

10. The following books and other materialsThe following books and other materials
are used as a basis for thisare used as a basis for this
presentationpresentation..
http://www.adprima.com/objectives.htm
http://med.fsu.edu/education/facultydevelopment/objectives.
asp

11. The following books and other materialsThe following books and other materials
are used as a basis for thisare used as a basis for this
presentationpresentation..
http://education.calumet.purdue.edu/vockell/
edPsybook/Edpsy3/edpsy3_bloom.htm
http://www.you-can-teach-
writing.com/writing-objectives.html

12. What is performance objective?What is performance objective?
A performance objective is a detailedA performance objective is a detailed
description of what students will be able todescription of what students will be able to
do when they complete a unit ofdo when they complete a unit of
instructioninstruction..
(Dick and Carey , 1978)(Dick and Carey , 1978)

13. What is performance objective?What is performance objective?
A collection of words and/ or pictures andA collection of words and/ or pictures and
diagrams intended to let others know whatdiagrams intended to let others know what
you intend for your students to achieve”you intend for your students to achieve”
(Mager, 1999, p. 3)(Mager, 1999, p. 3)
Behavioural objective
Explicit instructional objectives

14. Purposes of objectivesPurposes of objectives
• By knowing where you intoned to go, youBy knowing where you intoned to go, you
increase the chances of you and the learnerincrease the chances of you and the learner
ending up there.ending up there.
• Guides the teacher relative to the planning ofGuides the teacher relative to the planning of
instruction and evaluation of studentinstruction and evaluation of student
achievementachievement
• Guides the learner, helps him/her focus and setGuides the learner, helps him/her focus and set
prioritiespriorities
• Allows for analysing in terms of the levels ofAllows for analysing in terms of the levels of
teaching and learning.teaching and learning.

15. Purposes of objectivesPurposes of objectives
• Guide the learner relative to self-assessment.Guide the learner relative to self-assessment.
• Basis for analysing the level of cognitiveBasis for analysing the level of cognitive
thinking we are expecting from the learner.thinking we are expecting from the learner.
• Makes teaching more focused andMakes teaching more focused and
organized.organized.
• Provides models so that students can writeProvides models so that students can write
their own objectives and thus helps developtheir own objectives and thus helps develop
important life long learning skills, ‘ the settingimportant life long learning skills, ‘ the setting
of objective’.of objective’.

16. Formulation of Aims, Goals &Formulation of Aims, Goals &
ObjectivesObjectives
Aims
Goals
Subject Specific Course goals
Learning Objectives
Performance Objective
National Reports,
Guide Books,
Government
Circulars
MoE Documents/
Circulars
Curriculum Guides,
Teacher Yearly,
Term & Unit Plans
Teacher Unit and
Weekly Plan
Teacher Daily
Lesson Plans

17. What is …What is …
Aim?Aim?
Goal?Goal?

18. Formulation of Aims and GoalsFormulation of Aims and Goals
Aim: Broader statements about intent of
education.
Goals: Statements that will describe what schools are
expected to accomplish – more specific than aims
but do not specify the achievement levels.

19. Formulation of Aims and GoalsFormulation of Aims and Goals
RealityReality
AimAim is a target. Something to which you aspire,is a target. Something to which you aspire,
or something you aim to achieve.or something you aim to achieve.
ObjectiveObjective is something that you can achieve.is something that you can achieve.

20. Formulation of Aims and GoalsFormulation of Aims and Goals
My aim isMy aim is
To lose weight.To lose weight.
My Objective isMy Objective is
To lose 200g a week.To lose 200g a week.
..

21. Formulation of Aims and GoalsFormulation of Aims and Goals
Aim: Desires (things you would like toAim: Desires (things you would like to
achieve)achieve)
Goals: Milestones that you can achieve andGoals: Milestones that you can achieve and
tick a box ontick a box on
Objectives: Methods to achieve the goal.Objectives: Methods to achieve the goal.

22. Stating Performance ObjectivesStating Performance Objectives
A Performance Objective does notA Performance Objective does not
describe what the instructor will bedescribe what the instructor will be
doing, but instead the skills,doing, but instead the skills,
knowledge, and attitudes that theknowledge, and attitudes that the
instructor will be attempting toinstructor will be attempting to
produce in learners.produce in learners.

23. The 3-main componentsThe 3-main components
of a performance.of a performance.
? ? ?? ? ?

24. The 3-main components of aThe 3-main components of a
performanceperformance
1.1. AN ACTION OR PERFORMANCEAN ACTION OR PERFORMANCE
STATEMENTSTATEMENT -- that the teacher expectsthat the teacher expects
the students to perform. It should bethe students to perform. It should be
measurable and observable.measurable and observable.
Example:Example:
write an essay describing the process ofwrite an essay describing the process of
election of members of the parliamentelection of members of the parliament

25. The 3-main components of aThe 3-main components of a
performanceperformance
• Conditions statementConditions statement – the condition– the condition
under which the action occurs. It alsounder which the action occurs. It also
includes a description of what will beincludes a description of what will be
available to learners when they performavailable to learners when they perform
the desired behavior.the desired behavior.
Example:Example:
using information found in the textbookusing information found in the textbook

26. The 3-main components of aThe 3-main components of a
performanceperformance
• Criterion statementCriterion statement – identifies criteria– identifies criteria
or level of performance expected of theor level of performance expected of the
student. Only important criteria should bestudent. Only important criteria should be
imposed.imposed.
Example:Example:
all major steps central to the election processall major steps central to the election process
listed in the text must be presentlisted in the text must be present

27. The 3-main components of aThe 3-main components of a
performanceperformance
Let’s place all those parts together!Let’s place all those parts together!
The students will be able to write an essayThe students will be able to write an essay
describing the process of selection ofdescribing the process of selection of
members of the parliamentmembers of the parliament (ACTION),(ACTION),
incorporating the five major steps centralincorporating the five major steps central
to the election processto the election process (CRITERION)(CRITERION)
listed in the booklisted in the book (CONDITION).(CONDITION).

28. The 3-main components of aThe 3-main components of a
performanceperformance
Example 2Example 2
After practicing during class in small groupsAfter practicing during class in small groups
(CONDITION)(CONDITION) , the students will underline, the students will underline
the key information needed to solve eachthe key information needed to solve each
of 10 word problemsof 10 word problems (ACTION)(ACTION) with 80%with 80%
accuracyaccuracy (CRITERION).(CRITERION).

29. The 3-main components of aThe 3-main components of a
performanceperformance
Let’s apart the components of this performance objective.Let’s apart the components of this performance objective.
Students willStudents will tell the timetell the time representedrepresented
on an analog clock to theon an analog clock to the
nearest minute.nearest minute.
Action
Condition
Criteria
tell the time
analog clock
tell the time

30. The 3-main components of aThe 3-main components of a
performanceperformance
ConditionCondition
PerformancePerformance
Criterion measureCriterion measure
With the use of a protector,With the use of a protector,
that meets a 3, 4, 5 ratio.that meets a 3, 4, 5 ratio.
the students will construct athe students will construct a
right triangleright triangle

31. Sample ConditionalSample Conditional
StatementsStatements
•““From memory….”From memory….”
•““Using a map, a compass, a ruler, and aUsing a map, a compass, a ruler, and a
protector, ….”protector, ….”
•““On a computer disk, which describes ….’On a computer disk, which describes ….’
•““Given six different material samples with labels,Given six different material samples with labels,
…”…”
•““From notes taken while viewing ……”From notes taken while viewing ……”
•““Within a ten-minute time span and fromWithin a ten-minute time span and from
memory….”memory….”

32. Sample Criterion StatementsSample Criterion Statements
•“……70 percent of a given list of problems”70 percent of a given list of problems”
•“…“…... nine out of the ten elements …….”... nine out of the ten elements …….”
•“……“…… within 5 minutes with no more than two errorswithin 5 minutes with no more than two errors
of any kind”of any kind”
•“…“…... without any grammatical or spelling errors”... without any grammatical or spelling errors”

33. Magic TriangleMagic Triangle
Learning ActivitiesLearning Activities
What does this
What does this
triangle
triangle
represent?
represent?ObjectivesObjectives
EvaluationEvaluation

34. Magic TriangleMagic Triangle
Objective > Learning Activities>EvaluationObjective > Learning Activities>Evaluation
If they areIf they are not congruentnot congruent studentsstudents
become discouraged and unhappy.become discouraged and unhappy.

35. ReflectReflect
How do teachers select a particularHow do teachers select a particular
performance?performance?

36. Teachers must analyse:Teachers must analyse:
• the skills or knowledge thethe skills or knowledge the
teachers hope students will retainteachers hope students will retain
for future use in school or workfor future use in school or work
environmentsenvironments
Then what?Then what?

37. TheThe teacherteacher identifies an action verb.identifies an action verb.
Upon completion of the class theUpon completion of the class the
learner should be able tolearner should be able to
repair a dripping tap.repair a dripping tap.

38. Words open to manyWords open to many
interpretationsinterpretations
• To knowTo know
• To understandTo understand
• To appreciateTo appreciate
• To enjoyTo enjoy
• To believeTo believe

39. Words open to limitedWords open to limited
interpretations are desiredinterpretations are desired
To writeTo write
To identifyTo identify
To differentiateTo differentiate
To contrastTo contrast
To list


40. Teachers must analyse:Teachers must analyse:
• The goals of the courseThe goals of the course
• The content and materialsThe content and materials
available for teachingavailable for teaching

41. What is an acceptable performanceWhat is an acceptable performance
objective?objective?
When u finish writing an objective, stop toWhen u finish writing an objective, stop to
look at it and ask yourselflook at it and ask yourself whywhy you wantyou want
students to be able to do what you havestudents to be able to do what you have
described in the objective. If the answer is,described in the objective. If the answer is,
‘because that is one of the things they need‘because that is one of the things they need
to be able to do when they leave hereto be able to do when they leave here
today.’ then the objective is probablytoday.’ then the objective is probably
acceptable.acceptable.

42. Group work:Group work:

43. Group work:Group work:

44. Group work:Group work:

45. Group work:Group work:
Working in groups the participants willWorking in groups the participants will
identify the main points in the textidentify the main points in the text
provided.provided.
• After identifying the main points in theAfter identifying the main points in the
given text about stating objectives, thegiven text about stating objectives, the
participants will write 3 performanceparticipants will write 3 performance
objectives correctly.objectives correctly.

46. To prepare a useful, well-writtenTo prepare a useful, well-written
objective, make sure these questionsobjective, make sure these questions
are answered:are answered:
1.1.What do I want students to be ableWhat do I want students to be able
to do?to do?
2.2.What are the important conditionsWhat are the important conditions
or constraints under which I wantor constraints under which I want
them to perform?them to perform?
3.3.3. How well must students perform3. How well must students perform
for me to be satisfied?for me to be satisfied?

47. Teachers are powerfulTeachers are powerful
people and keepers ofpeople and keepers of
the future. Help yourthe future. Help your
students dream big!students dream big!
Learning DomainLearning Domain

48. Learning DomainLearning Domain
This world isThis world is
but a canvasbut a canvas
for ourfor our
imaginations.imaginations.
(Henry David Thoreau)

50. A committee of colleagues, led byA committee of colleagues, led by
Benjamin Bloom (1956), identifiedBenjamin Bloom (1956), identified
three domains of educationalthree domains of educational
activities.activities.
 Cognitive :Cognitive : mental skills (knowledge)mental skills (knowledge)
 Affective:Affective: growth in feelings or emotionalgrowth in feelings or emotional
areas (Attitude)areas (Attitude)
 Psychomotor:Psychomotor: manual or physical skillsmanual or physical skills
(Skills)(Skills)

51. LearningLearning
DomainsDomains

53. So what?

54. It is important that teachersIt is important that teachers carefullycarefully
considerconsider the performance objectivesthe performance objectives
when preparing lesson plans.when preparing lesson plans.
Because the objectives will dictateBecause the objectives will dictate
the nature of the content to bethe nature of the content to be
taught.taught.

55. In a complex world thatIn a complex world that
demands complexdemands complex
decisions and thinking,decisions and thinking,
it is important that weit is important that we
challenge our studentschallenge our students
with higher-levelwith higher-level
learning objectives,learning objectives,
questions andquestions and
assessment.assessment.
(Raymond, 2004)(Raymond, 2004)

56. Many criterion-Many criterion-
referenced tests nowreferenced tests now
include ainclude a
preponderant amountpreponderant amount
of higher-levelof higher-level
questions andquestions and
problems for students.problems for students.

57. Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
The Original “Bloom’s TaxonomyThe Original “Bloom’s TaxonomyThe Original Bloom’s Taxonomy 1956

58. Synthesis
Analysis
Application
Comprehension
Knowledge
The Original Bloom’s Taxonomy 1956
Group Work

59. Bloom’s Cognitive Taxonomy (1956)
1.1. KnowledgeKnowledge:: Remembering or retrievingRemembering or retrieving
previously learned material. Examples of verbspreviously learned material. Examples of verbs
that relate to this function are: that relate to this function are:
knowknow
identifyidentify
relaterelate
listlist
definedefine
memorizememorize
recordrecord
namename
recognizerecognize
acquireacquire
recallrecall
repeatrepeat

60. Bloom’s Cognitive Taxonomy (1956)
1. Knowledge:Knowledge: (recall data or information)(recall data or information)
•The student will be able to identify the capitals of each atoll.The student will be able to identify the capitals of each atoll.
•The students will be able to write the formula for sulphuricThe students will be able to write the formula for sulphuric
acid.acid.
•The students will be able to list the principal parts of a speech.The students will be able to list the principal parts of a speech.
•The students will be able to state quadratic formula.The students will be able to state quadratic formula.

61. Bloom’s Cognitive Taxonomy (1956)
2. Comprehension: The ability to grasp or
construct meaning from material. Examples of verbs
that relate to this function are:
restaterestate
locatelocate
reportreport
recognizerecognize
explainexplain
expressexpress
identifyidentify
discussdiscuss
describedescribe
reviewreview
inferinfer
concludeconclude
illustrateillustrate
interpretinterpret
differentiatedifferentiate
concludeconclude

62. Bloom’s Cognitive Taxonomy (1956)
Comprehension: (understand the meaning,(understand the meaning,
translation, interpolation. State a problem intranslation, interpolation. State a problem in
one’s own words)one’s own words)
•The student will be able to identify transitive verbs.The student will be able to identify transitive verbs.
•The students will be able to describe photosynthesis in his ownThe students will be able to describe photosynthesis in his own
words.words.
•The student will be able to interpret the symbols on a weatherThe student will be able to interpret the symbols on a weather
map.map.
•The students will be able to interpret the quadratic formula.The students will be able to interpret the quadratic formula.

63. Bloom’s Cognitive Taxonomy (1956)
3. Application: The ability to use learned
material, or to implement material in new and concrete
situations. Examples of verbs that relate to this function are:
apply
relate
develop
translate
use
operate
Practice
Exhibit
organize
employ
restructure
interpret
demonstrate
illustrate
calculate
dramatize

64. Bloom’s Cognitive Taxonomy (1956)
3. Application: (Use a concept in a new situationUse a concept in a new situation
or unprompted use of an abstraction. Appliesor unprompted use of an abstraction. Applies
what was learned in the classroom into a novelwhat was learned in the classroom into a novel
situations)situations)
• The student will be able to compute miles per gallonThe student will be able to compute miles per gallon
for an auto trip.for an auto trip.
• The student will be able to predict the effects ofThe student will be able to predict the effects of
combining paint colours.combining paint colours.
• The student will be able to apply the formula toThe student will be able to apply the formula to
determine the area of a triangle.determine the area of a triangle.
• The student will be able to use the quadratic formulaThe student will be able to use the quadratic formula

65. Bloom’s Cognitive Taxonomy (1956)
4. Analysis: The ability to break down orThe ability to break down or
distinguish the parts of material into itsdistinguish the parts of material into its
components so that its organizational structurecomponents so that its organizational structure
may be better understood. Examples of verbs thatmay be better understood. Examples of verbs that
relate to this function are: relate to this function are:
analyzeanalyze
comparecompare
probeprobe
inquireinquire
examineexamine
contrastcontrast
SurveySurvey
classifyclassify
categorizecategorize
differentiatedifferentiate
contrastcontrast
investigateinvestigate
detectdetect
experimentexperiment
scrutinizescrutinize
DiscoverDiscover
inspectinspect

66. Bloom’s Cognitive Taxonomy (1956)
4. Analysis:
• The student will be able to identify bias in a newsThe student will be able to identify bias in a news
story.story.
• The student will be able to identify relevant data in aThe student will be able to identify relevant data in a
report on consumer product.report on consumer product.
• The student will be able to point out the effects ofThe student will be able to point out the effects of
public opinion in the election of political candidates.public opinion in the election of political candidates.
• The student will be able to explain why theThe student will be able to explain why the
quadratic formula may give imaginary answersquadratic formula may give imaginary answers

67. Bloom’s Cognitive Taxonomy (1956)
5. Synthesis5. Synthesis:: The ability to put partsThe ability to put parts
together to form a coherent or unique newtogether to form a coherent or unique new
whole. Examples of verbs that relate to thiswhole. Examples of verbs that relate to this
function are: function are:
composecompose
produceproduce
designdesign
assembleassemble
createcreate
prepareprepare
predictpredict
modifymodify
planplan
inventinvent
formulateformulate
collectcollect
set upset up
generalizegeneralize
documentdocument
CombineCombine
RelateRelate
ProposePropose
arrangearrange

68. Bloom’s Cognitive Taxonomy (1956)
5. Synthesis:
• The student will be able to plan for a completing a
class project.
• The student will be able to write an acceptable term
paper.
• The student will be able to design an experiment for
testing a hypothesis.
• The student will be able to graph a quadratic
equation.
• The students will be able to write a company
operations or process manual.

69. Bloom’s Cognitive Taxonomy (1956)
6. Evaluation:Evaluation: The ability to judge, check,The ability to judge, check,
and even critique the value of material for aand even critique the value of material for a
given purpose. Examples of verbs thatgiven purpose. Examples of verbs that
relate to this function are: relate to this function are:
judgejudge
assessassess
comparecompare
evaluateevaluate
concludeconclude
measuremeasure
deducededuce
argueargue
decidedecide
choosechoose
SelectSelect
estimateestimate
ValidateValidate
considerconsider
appraiseappraise
ValueValue
criticizecriticize
inferinfer

70. Bloom’s Cognitive Taxonomy (1956)
6. Evaluation:
• The student will be able to determine which writing
project meets the stated criteria.
• The student will be able to discriminate which
conclusions are supported by evidence.
• The student will be able to appraise fallacies in an
argument.
• The student will be able to explain the relationship
between the graph and the results of the quadratic
equation.

71. The RevisionThe Revision
 Began in November 1996Began in November 1996
 Led by David KrathwohlLed by David Krathwohl
 Involved cognitive psychologists, curriculumInvolved cognitive psychologists, curriculum
theorists, teacher educators, and measurementtheorists, teacher educators, and measurement
and assessment specialists.and assessment specialists.
 Group met twice a year for four years.Group met twice a year for four years.
 Draft completed in 2000; text published in 2001.Draft completed in 2000; text published in 2001.
 Two books – soft cover for teachers and otherTwo books – soft cover for teachers and other
“practitioners” and hard cover for academicians.“practitioners” and hard cover for academicians.

73. The RevisionThe Revision

74. The mind is not a vessel to beThe mind is not a vessel to be
filled, but a fire to be ignited.filled, but a fire to be ignited.
(Plutarch)(Plutarch)

75. Bloom’s Taxonomy and higher-orderBloom’s Taxonomy and higher-order
thinkingthinking
Take a walk down memory laneTake a walk down memory lane
Investigate the RevisedInvestigate the Revised
TaxonomyTaxonomy
- New terms- New terms
- New emphasis- New emphasis
Explore each of the six levelsExplore each of the six levels
See how questioning plays anSee how questioning plays an
important role within the framework (oralimportant role within the framework (oral
language)language)
OverviewOverview

76. Bloom Revised BloomBloom Revised Bloom
• Remember
• Apply
• Understand
• Analyze
• Evaluate
• Create• Evaluation
• Analysis
• Synthesis
• Application
• Comprehension
• Knowledge

77. The SUBJECT is the Learner orThe SUBJECT is the Learner or
the Student.the Student.
The student (will)The student (will)
The student (should)The student (should)
The students (might)The students (might)
Quite often, the subject is
implicit or understood.

78. Cognitive ProcessesCognitive Processes
 RememberRemember
 UnderstandUnderstand
 RecognizingRecognizing
 RecallingRecalling
 InterpretingInterpreting
 ExemplifyingExemplifying
 ClassifyingClassifying
 SummarizingSummarizing
 InferringInferring
 ComparingComparing
 ExplainingExplaining

79. Cognitive ProcessesCognitive Processes
(continued)(continued)
 ApplyApply
 AnalyzeAnalyze
 EvaluateEvaluate
 CreateCreate
 ExecutingExecuting
 ImplementingImplementing
 DifferentiatingDifferentiating
 OrganizingOrganizing
 AttributingAttributing
 CheckingChecking
 CritiquingCritiquing
 GeneratingGenerating
 PlanningPlanning
 ProducingProducing

80. Four Types of KnowledgeFour Types of Knowledge
 Factual KnowledgeFactual Knowledge
 Conceptual KnowledgeConceptual Knowledge
 Procedural KnowledgeProcedural Knowledge
 Metacognitive KnowledgeMetacognitive Knowledge

81. Why is Alignment Important?Why is Alignment Important?
 Increases validity of assessmentIncreases validity of assessment
 Increases students’ opportunity toIncreases students’ opportunity to
learnlearn
 Provides more accurate estimatesProvides more accurate estimates
of teaching effectivenessof teaching effectiveness
 Permits better instructionalPermits better instructional
decisions to be madedecisions to be made

82. ALIGNMENT
USING THE
TAXONOMY
TABLE
Objectives Assessments
Instructional
Activities
RememberRemember UnderstandUnderstand ApplyApply AnalyzeAnalyze EvaluateEvaluate CreateCreate
FactualFactual
ConceptualConceptual
ProceduralProcedural
Meta-Meta-
CognitiveCognitive

83. 1. Focus students’ attention on important facts and terms, using,
among other things, study guides, colors, and verbal markers.
2. Structure the information to be remembered (e.g., outlines,
diagrams, pictures).
3. Use repetition, incorporating songs and rhythmic activities (e.g.,
clapping, chanting, cheering).
4. Use mnemonic devices & acronyms; teach memory strategies
(e.g., rehearsal, elaboration, making connections with familiar
places and things).
5. Use distributed practice.
Teaching Students to
"Remember Factual Knowledge"

84. Teaching Students to "Understand Conceptual
Knowledge“
1. Emphasize defining features or key characteristics; ask
"what makes X, X?"
2. Give examples, non-examples, and “near” examples.
3. Teach concepts in relation to one another; show
connections and relationships using visual
representations and graphic organizers.
4. Use metaphors and similes.
5. Use “hands-on” activities and manipulatives; build
models.

85. What happened after...?What happened after...?
How many...?How many...?
What is...?What is...?
Who was it that...?Who was it that...?
Can you name ...?Can you name ...?
Find the meaning of…Find the meaning of…
Describe what happened after…Describe what happened after…
Who spoke to...?Who spoke to...?
Questions for Remembering

86. Can you write in your own words?Can you write in your own words?
How would you explain…?How would you explain…?
Can you write a brief outline...?Can you write a brief outline...?
What do you think could have happened next...?What do you think could have happened next...?
Who do you think...?Who do you think...?
What was the main idea...?What was the main idea...?
Can you clarify…?Can you clarify…?
Can you illustrate…?Can you illustrate…?
Questions for Understanding

87. Can you group by characteristics such as…?Can you group by characteristics such as…?
Do you know of another instance where…?Do you know of another instance where…?
Can you write a brief outline...?Can you write a brief outline...?
Which factors would you change if…?Which factors would you change if…?
What questions would you ask of…?What questions would you ask of…?
From the information given, can you develop a set ofFrom the information given, can you develop a set of
instructions about…?instructions about…?
Questions for Applying

88. Which events could not have happened?Which events could not have happened?
If. ..happened, what might the ending have been?If. ..happened, what might the ending have been?
How is...similar to...?How is...similar to...?
What do you see as other possible outcomes?What do you see as other possible outcomes?
Why did...changes occur?Why did...changes occur?
Can you distinguish between...?Can you distinguish between...?
What were some of the motives behind..?What were some of the motives behind..?
What was the turning point?What was the turning point?
Can you explain what must have happened when...?Can you explain what must have happened when...?
What was the problem with...?What was the problem with...?
Questions for Applying

89. Is there a better solution to...?Is there a better solution to...?
Judge the value of... What do you think about...?Judge the value of... What do you think about...?
Can you defend your position about...?Can you defend your position about...?
Do you think...is a good or bad thing?Do you think...is a good or bad thing?
How would you have handled...?How would you have handled...?
What changes to.. would you recommend?What changes to.. would you recommend?
Do you believe...? How would you feel if. ..?Do you believe...? How would you feel if. ..?
How effective are. ..?How effective are. ..?
What are the consequences..?What are the consequences..?
What influence will....have on our lives?What influence will....have on our lives?
Questions for Evaluating

90. Can you design a...to...?Can you design a...to...?
Can you see a possible solution to...?Can you see a possible solution to...?
If you had access to all resources, how wouldIf you had access to all resources, how would
you deal with...?you deal with...?
Why don't you devise your own way to...?Why don't you devise your own way to...?
What would happen if ...?What would happen if ...?
How many ways can you...?How many ways can you...?
Can you create new and unusual uses for...?Can you create new and unusual uses for...?
Can you develop a proposal which would...?Can you develop a proposal which would...?
Questions for Creating

100. Lunch BreakLunch Break
1 hr1 hr

101. He who learns but
does not think is
lost
(Chinese Proverb)

102. Thank youThank you
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103. The End
A Special thanks to
The Lab Assistant & other
Support Staff for arranging
the room for the session.