Module #6

Begin with the end in mind

begin with a clearly defined lesson objective

lesson objectives must be in the two-or three domains (CPA)

• knowledge (cognitive)

• (psychomotor)

• values (affective)

cognitive

meant primarily for knowledge acquisition

psychomotor

intended for acquisition of knowledge and honing of skills

affective

mainly focused on attitude and value formation

SMART — accountability of learning

• specific

• measurable

• attainable

• result-oriented andrelevant

• time-bounded and terminal

bloom’s taxonomy (ESAACK) (1956)

• evaluation - judgement

• synthesis - putting things together; creative thinking

• analysis - breaking things down; critical thinking

• application - using knowledge in new situations

• comprehension - understanding

• knowledge - recall

Bloom’s taxonomy

benjamin bloom, 1956; cognitive domain

anderson’s taxonomy (2001) (CEA AU R)

• create - own ideas/ provide own view point

• evaluate - justify own view point or decision

• analyse - distinguish between different aspects/parts

• apply - use information — in new way

• understand - explain idea or concept

• remember - recall info

anderson

bloom’s former student who revisited bloom’s taxonomy in the light of 21st century skills (1990s)

David Krathwohl’s taxonomy (COVRR)

• characterization by value

• organization

• valuing

• responding

• receiving

affective domain

behaviors including attitudes, awareness, attention, concern, interest, and responsibility

affective domain

often assessed by ability to listen an respond in the environment and by attitudes and values appropriate for the field of study

characterization by value

does the student act consistently with the new value?

characterization by value

concerned with pattern of adjustment; act, discriminate, display, influence…

organization

has the student combined and conceptualized a new value giving it priority?

organization

philosophy of life; adhere, arrange, generalize, defend, explain…

valuing

does the student show involvement and commitment ?

valuing

attitudes and appreciation; accept, complete, defend, describe, differentiate, pursue, justify, study work

responding

can the student show a new behavior due to an experience?

responding

interest, seeking, enjoyment; cooperate, discuss, help, obey, answer, conform

receiving

is the student aware of or responding to the environment

receiving

simple awareness and selective attention; accept, ask, choose, develop, follow, recognize

anita harrow’s toxonomy

psychomotor domain

anita harrow’s taxonomy (NSPPBR)

• non -discursive communication - conveying of feelings w/ actions

• skilled movements - eg dancing

• physical activities - eg endurance, fitness

• perceptual - parang badminton

• basic fundamental movement

• reflex movements

psychomotor domain

organized according to the degree of coordination including involuntary responses as well as learned capabilites

psychomotor domain

simple reflexes begin at the lowest level of the taxonomy, while complex neuromuscular coordination make up the highest levels

moore 1998 psychomotor domain (PMI)

• precision - exhibit kills effortlessly

• manipulation - perform skills independently

• imitation - models skills