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