Making objectives in Teaching-learning process

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Making objectives in Teaching-learning process

  1. 1. GD HLY!!!
  2. 2. College of Teacher Education Holy Trinity College of General Santos City Assessment of Students Learning 1 8:30-9:30 class Objectives (Cognitive Domain) By: Group 1
  3. 3. What is objective? • Is often classified as the type of learning a teacher is seeking to accomplish in class. • Specific statements of what teachers are expected to teach and
  4. 4. Cognitive Domain (Benjamin bloom) • These are objectives that deal with recall of recognition of knowledge and the development of the intellectual abilities and skills. • Learning in this aspect refers to the mental processes like
  5. 5. Highest EVALUATION SYNTHESIS ANALYSIS APPLICATION COMPREHENSION KNOWLEDGE Levels of Cognitive Domain Lowest
  6. 6. A. KNOWLEDGE • Refers to behaviours related to recognizing and remembering facts, concepts, theories and other important data on any Examples of verbs dealing on Knowledge topic or subject. level: Attain, Conceive, Deduce, Define, Describe, Differentiate, Discuss, Distinguish, Explain. Express, Give Evidence, Identify, Label, List. Match.
  7. 7. Sample Cognitive Domain dealing to the level of knowledge. After the session, the students should be able to: • Enumerate the different organelles in plant cells. • List down the different municipalities comprising Sarangani Province. • Describe the processes that takes
  8. 8. B. COMPREHENSION • Refers to behaviours associated with the clarification and articulation of the main idea of what students are learning. • Translate, interpret, extrapolate but not see full implications or transfer to other situations, closer to literal translation. • Behaviours included in this level are
  9. 9. Examples of verbs dealing on Knowledge level: Convert, Define, Distinguish, Emphasize, Estimate, Extend, Generalize, Give Examples, Infer, Paraphrase, Predict,
  10. 10. Sample Cognitive Domain dealing to the level of Comprehension. At the end of the session, the student should be able to : • Summarize the different stages of cell reproduction. • Distinguish unicellular organisms from multicellular organisms. • Give examples of unicellular organisms and multicellular organisms.
  11. 11. C. APPLICATION • Refers to behaviours that have something to do with problem-solving and expressions. Which require students to apply what they have learned in the class to other situations or cases in their lives.
  12. 12. Examples of verbs dealing on Application level: Arrange, Change, Compute, Consider and use, Record, Correlate, Demonstrate, Discover, Disseminate, Formulate, Modify, Observe, Operate,
  13. 13. Sample Cognitive Domain dealing on the level of Application. After the session, the students should be able to: • Graph the amount of energy acquired by an organisms in every level of energy pyramid. • Record their observations about the different body parts of the dissected frog. • Disseminate information about their observations on the dissected frog.
  14. 14. D. ANALYSIS • Refers to behaviours that require student to think critically, such as looking for motives, assumptions, cause-effect relationship, differences and similarities, hypothesis and conclusions. • It includes realizing the distinction between hypothesis and fact as
  15. 15. Examples of verbs dealing on Analysis level: Analyze, breakdown, classify, diagram, discriminate, establish, examine, illustrate, infer, observe keenly, outline,
  16. 16. Sample Cognitive Domain dealing on the level of Analysis. After the session, the students should be able to: • Examine the different body parts of the dissected frog. • Point out the different diseases that our body organs may acquire. • Establish a concrete observation on the similarities and dissimilarities of human organ
  17. 17. E. Synthesis • Refers to behaviours that call for creative thinking, such as combining elements in new ways, planning original experiments, creating original solutions to a problem and building models. • Creative, mental construction of ideas and concepts from multiple sources to form complex ideas into a new, integrated and meaningful pattern
  18. 18. Examples of verbs dealing on Synthesis level: Categorize, combine, compile, compose, create, design, devise, explain, generate, modify, organize, plan, rearrange, recognize, reconstruct, relate, rewrite, and
  19. 19. Sample Cognitive Domain dealing on the level of synthesis. After the session, the students should be able to: • Create a jingle on protecting the organ systems. • Generate gathered information about the proper way of taking care of our different body organs.
  20. 20. F. EVALUATION • Refers to behaviours that necessitate judging the value or worth of a person, object or idea or giving an opinion in an issue. • To make a judgement of ideas or methods using external evidence or self-selected
  21. 21. Examples of verbs dealing on Synthesis level: Appraise, compares, conclude, contrast, criticize, critiques, defend, describe, discriminate, evaluate, explains, interpret, justifies,
  22. 22. Sample Cognitive Domain dealing on the level of synthesis. After the session, the students should be able to: • Assess the programs of the present administration in terms of their fulfilment of the current needs of the country. • Select the most effective solution on the degradation of the
  23. 23. Thank you and Good Holy

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