instructional objectives: bloom's revised taxonomy

Instructional ObjectivesBloom’s RevisedTaxonomy

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Dr.N.Asokan

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Overview of the Presentation

1. Purpose o f th is t ra in ing2. Issues and Concerns of Teachers3. Important Educat iona l Goa ls4. Bas ic Teach ing Model

5. Instructional Objectives- Definition, Advantages and Need

6. General Objectives and Specific Objectives7. Methods of Stating Objectives8. Six General rules for Stating Specific

Objectives9. Bloom’s Taxonomy of educational objectives 10. Advantages of Taxonomy11. Bloom’s Revised Taxonomy of educational

objectives12. Knowledge Dimension 13. Cognitive Dimension - Examples of Objectives

14.Take away

2

PurposeTo expand

the capacity of individual and

Organization for

Best Performance

Teachers to Teach

Learners to Learn

Assessors to Assess

Mapping

Curriculum & Syllabus Teaching & Learning Process Assessment

Slide # 6

OBJECTIVESPerformance

STUDENT (Learning)

QUESTION PAPER SETTER

(Assessing)

TEACHER(Instruction /Teaching)

Aligning

Teaching

Learning and

Assessing

Process

ISSUES AND CONCERNS OF TEACHERS

• What is important for students to learn in the limited classroom time available? (Learning Question)

• How does one plan and deliver instruction that will result in high levels of learning for large number of students? (Instruction Question)

• How does one select or design assessment instruments and procedures that provide accurate information about how well students are learning? (Assessment Question)

• How does one ensure that objectives, instruction, and assessment are consistent with one another? (Alignment Question)

Important Educational Goals

To promote Retention

• Ability to remember material at some later time in much the same way it was presented during instruction.

• Requires that students REMEMBER what they have learned.

• Focuses on PAST

To Promote Transfer

• Ability to use what was learned to solve new problems, to answer new questions, or to facilitate learning new subject matter.

• Requires NOT only to remember but also to MAKE SENSE OF and BE ABLE TO USE what they have learned.

• Emphasizes the FUTURE

Learning • Rote Learning- focus is on consistent with the view of learning as knowledge acquisition, in which students seek to add new info. to their memories.

• Meaningful Learning provides students with the knowledge and Cognitive processes they need for successful Problem Solving.

No Learning

Rote learning

Meaningful Learning

BASIC TEACHING MODEL

Instructional Objectives

EnteringBehaviour

InstructionalProcedures

PerformanceAssessment

Slide # 10


Purpose o f th is t ra in ing I ssues and Concerns of Teachers Important Educat iona l Goa ls Bas ic Teach ing Model

5. Instructional Objectives- Definition, Advantages and Need

6. General Objectives and Specific Objectives7. Methods of Stating Objectives8. Six General rules for Stating Specific


objectives12. Knowledge Dimension 13. Cognitive Dimension - Examples of Objectives14. Take away

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Objectives

• In life, objectives help us to focus our attention and our efforts, they indicate what we want to accomplish.

• In education, objectives indicate what we want students to learn; they are

“ explicit formulations of the ways in which students are expected to be changed by the educative process”

Teaching- intentional and reasoned act

I n t e nti o n a l• Teach for some purpose• Primarily to facilitate

students learning.

• Concerns how teachers help students achieve the teachers’ objective

Re a s o n e d• What teachers teach their

students is judged by them to be worthwhile.

• Relates to what objectives teachers select for their students

Objectives are important in teaching

The learning environments the

teachers create,

activities, and experience they

provide should be

aligned with, or be consistent with,

the selected objectives

When we teach,we want our students to learn.What we want them to learn

as a result of our teaching are ourobjectives

• Aims• Purpose• Goals• Guiding outcomes

• Content standards• Curriculum standards

Objectives are present in virtually all teaching

Need for Instructional Objectives

Specifies what the students should learn to do

Serves as sign post to the students.Provides direction to the teacher in the teaching learning process to attain the stated objectives.Provides guidance to the question paper setter for evaluating students achievements.

DEFINITION OF INSTRUCTIONAL OBJECTIVES

Instructional objectives are statements,

which communicate in behavioural terms

the expected performance of the students

at the end of instruction.

(i) General Objectives (G.O.)(ii) Specific Objectives (S.O.)

TYPES OF OBJECTIVES

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General Objectives- Definition

• Very general statements, which describe in implicit terms the overall aims of the total teaching learning process.

• They are not explicit.

• Stated in broad term to encompass a class or domain of student performance.

General Objectives - Examples

• To understand women, gender and development issues.

• To equip the students with requisite skills to work with NGOs

• To empower the learner to actively participate in governance

• To serve as social facilitators in bringing transformation in the lives of youth

• To become professional youth worker

General Objectives - Examples

• To understand the concept of Data Flow Diagram.

• To comprehend the use of scanner.

• To understand the concept of semiconductor.

• To understand the concept of DBMS.

On completion of the study the student will be able:

Specific Objectives - Definition• Specify what the student will be able to do on completion of

learning. (S t u d e n t C e n t e r e d )

• Expressed in terms of student’s terminal cognitive process / behavioral terms. ( L e a r n i n g B a s e d )

• Identify the end product of instruction in terms of observable performance of students. ( E x p l i c i t )

• Indicate a very specific learning outcome which can be easily be tested for achievement. (A s s e s s a b l e S t a t e m e n t )

Specific Objectives- Format

The most useful form of stating objectives is to

express them in terms which identify both the kind

of cognitive process/behavior to be developed in

the student and the knowledge/content … in which

this behavior is to operate.

Objectives must be stated in terms of learner’s terminal behavior.

Format / Definition

• The students will be able to, (verb) or learn to, (noun).

• Verb describes the intended the cognitive process

• Noun describes the knowledge / content students are expected to acquire or construct

Example

The students will learn to distinguish (the cognitive process)

among confederal, federal, and unitary systems of government (the knowledge)

to introduce theoretical perspectives of Feminism

to cite three causes of the Civil War to interpret various types of social data

Specific Objectives - Examples

(i) To list the six levels of a Data Flow Diagram used in an application system

(ii) To state Ohm’s law

(iii) To scan a given picture

(iv) To transfer the scanned picture to the appropriate module of application

.

On completion of the study the student will be able:

A d v a n t a g e s o f O b j e c ti v e s

Provides integral relationship between knowledge and cognitive process.

Provides consistency, or lack of it, among the stated objectives for a unit, the way it was taught, and how learning was assessed.

Makes better sense of the wide variety of terms. Increases students level of precision for better

communication. Makes life easier.

METHODS OF STATING OBJECTIVES

(i) Mager’s method

(ii) Gronlund’s method

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MAGER’S METHOD

(i) Specific terminal performance of the student.

(ii) Conditions under which the performance is expected to occur.

(iii) Standards of minimum acceptable performance.

In this method, the list of specific behaviours which the students are to exhibit at the end of instruction is prepared.

Mager has specified three criteria which every specific objective must satisfy:

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MAGER’S METHOD

The student will be able to determine the diameter of a copper wire, given a suitable screw gauge, to an accuracy of 0.05 mm within 15 minutes.

Example:

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Specific Terminal

Performance

condition

Minimum Acceptable

Performance

GRONLUND’S METHOD

In this method, the General Objectives are first stated. Then each General Objective is clarified by listing a sample of the specific behaviours which are accepted as evidence of attainment of the General Objective.

Contd.

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Example:

1. To list the two protocols that are used in Medium Access Sub layer with respect to channel allocation.

2. To define collision with respect to channel allocation in medium access sub-layer.

3. To calculate frame time T, for a given frame length and bit rate in a channel.

Specific Objectives:

General Objectives: To understand the working of medium access sub layer in OSI Network Model.

GRONLUND’S METHOD

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This model is used in TEACHING AT THE TRAINING LEVEL

STATE THE SPEC IF IC

BEHAVIOUR

TEACH THE SPEC IF IC

BEHAVIOUR TEST THE SPEC IF IC

BEHAVIOUR

TEACHING AND TESTING AT THE MINIMUM LEVEL

MAGER’S MODEL

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S TAT E T H E G E N E R A L

O B J E C T I V E A N D A S A M P L E

O F S P E C I F I C B E H AV I O U R

D I R E C T

T E A C H I N G T O WA R D T H E

G E N E R A L O B J E C T I V E ( i . e . t h e t o t a l c l a s s o f b e h a v i o u r )

B A S E T E S T Q U E S T I O N S O N

T H E S A M P L E O F S P E C I F I C B E H AV I O U R

The objectives are not overly restrictive

TEACHING AND TESTING AT THE DEVELOPMENT LEVEL

GRONLUND’S MODEL

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SIX RULES FOR

STATING SPECIFIC OBJECTIVES

GENERAL RULES FOR STATING SPECIFIC OBJECTIVES

Instructional Objectives should be stated in terms of learner’s performance and not teacher’s performance

The Objective should specify what the learner will be able to do at the end of the lesson and not what the teacher had intended to do.

Non-example:

To teach Java Remote Method Invocation

Example:

The student will be able to distinguish between “Remote Method Invocation and “Remote Procedure calls”

Rule 1:

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The mere description of subject matter should be avoided

An objective should specify both the kind of behaviour expected and the subject or context to which that behaviour applies.

Non-example:

Multithreading technique

Example:

The student will be able to write a Java program to show Indian Standard Time by applying multithreading technique

Rule 2:

37

.

Rule 3:

Non-example:

The student will be able to know the network hardware

Example: The student will be able to state the functions of the four types of connectivity hardware


Use verbs that refer to any observable activity displayed by a learner

Use Action Verbs

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State in terms of learning outcome instead of the learning process

Non-example: The student gains knowledge of Compiler

Example: The student will be able to draw the structure of seven phases of a compiler


Rule 4:

Describe in detail the final outcome of learning (end product) and not the process of learning itself.

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Specify the standards of minimum acceptable performance

Examples:


Rule 5:

1. To list any six differences between metals and non-metals

2. To determine the diameter of a given rod using a suitable screw gauge to an accuracy of 0.05 m.m within 10 minutes

1. The student will be able to distinguish between metals and non-metals

2. The student will be able to determine the diameter of a given rod

The student will be able:

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The standards of minimum acceptable performance must be specified in terms of (a) the number of points / examples / differences etc. in case of theory subjects (b) the accuracy of results and speed of performance in the case of practical / laboratory work.

Non Examples:

An objective should not consist of more than one learning outcome

Non-example:

Example:


Rule 6:

1. To explain why networks are needed2. To list the two types of networking

The student will be able to explain the need for networking and list the types of networking.

The student will be able:

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Instructional Objectives- Definition, Advantages and Need

General Objectives and Specific Objectives Methods of Stating Objectives Six General rules for Stating Specific


objectives12. Knowledge Dimension 13. Cognitive Dimension - Examples of Objectives

14.Take away

42

Objectives: Emphasis onstudent-orientedlearning-based

explicitand

assessable statementsof

intended cognitive outcomes

1. Cognitive Domain (Mental abilities)

2. Affective Domain (Feeling and Attitudes)

3. Psychomotor Domain (Performing or Doing)

The three domains are in a hierarchical order

BLOOM’S TAXONOMY OF EDUCATIONAL OBJECTIVES

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Advantages of Taxonomy• Helps to organize the knowledge which helps

subconscious mind for faster retrieval.

• Lead to better IQ and better “First thing first”

• Provides a common way of thinking about and a common vocabulary that enhances communication among engineers.

• Makes working environment and life easier

Mental abi l i t ies(HEAD)

Cognit iveDomain

Affective domain

Att i tudes(HEART)

Ski l ls(HANDS)

PsychomotorDomain

MAIN CATEGORIES OF HUMAN BEHAVIOUR

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Application

Analysis

Synthesis

Evaluation

HIERARCHICAL ORDER OF THE CATEGORIES IN THE COGNITIVE DOMAIN

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Knowledge

Comprehension Lower Order Thinkingskills

Higher Order Thinkingskills

BLOOM’S REVISED TAXONOMY

OF EDUCATIONAL OBJECTIVES

Taxonomy –Two DimensionsKnowledge Dimension

A. Factual Knowledge

B. Conceptual Knowledge

C. Procedural Knowledge

D. Metacognitive Knowledge

Cognitive Process Dimension

1. Remember

2. Understand

3. Apply

4. Analyze

5. Evaluate

6. Create

Taxonomy for Teaching, Learning and Assessing

• Cognitive Process Dimension

05/03/2023 TNAU

Knowledge Dimension

1 2 3 4 5 6

A

B

C

D

K n o w l e d g e“Historically shared knowledge”

that defines the subject matter of a particular discipline.

It is not static;

Changes are made as new ideas and evidence are accepted by the scholarly community.

The term Knowledge to reflect our belief that disciplines are constantly changing and evolving in terms of the knowledge that shares a consensus of acceptance within discipline.

Cognitive Process

• Paying attention to relevant incoming information.

• Mentally organizing incoming information into a coherent representation.

• Mentally integrating incoming information with existing knowledge.

Knowledge Dimension

A. Factual Knowledge

B. Conceptual Knowledge

C. Procedural Knowledge

D. Metacognitive Knowledge

Knowledge plays a major role in value addition

1. Factual Knowledge

• The basic elements Professionals must know to be acquainted with a discipline or solve problems in it.

• A discrete, isolated bits of information that are believed to have some value in and of themselves.

• Even Experts have difficulty keeping up with all the new elements

• WHAT ?

1. Factual Knowledge – A. Terminology

• Conventions / Agreements within a field.

• Professionals to know more terminology than they really need or can learn.

• Knowledge of specific verbal and nonverbal labels and symbols

• Examples: Words – ohm, absolute

zero, Efficiency

Numerals – α, β, £

Signs - ®,™, ©

Pictures

Knowledge of

• Counselling• NGOs• Government Agencies• Policies• Gender issues• Welfare programmes• Youth empowerment

1.Factual Knowledge – B. Specific Details and Elements

• Refers to events, location, people, dates, sources of information.

• Facts – findings arrived at by means other than agreements made for communication.

• Knowledge of specific facts and sources of facts

Examples

Facts important to health (AIDS, Diabetics). Major products, services and location of Intel,

Microsoft, Google. Website addresses Mr.RatanTata, Mr.Narayanmoorthy, August 15, September 11 Major products and exports of India

Examples- Knowledge of

• Major factors about particular cultures an societies

• Practical facts important to health, citizenship, and other human needs and concerns

• More significant names, places and events in the news

• Reputation of a given author for presenting and interpreting facts on government problems

• Reliable source of information for

2. Conceptual Knowledge• The interrelationships among the basic elements

within a larger structure that enable them to function together.

• More complex, organized knowledge form.

• Disciplinary Knowledge – the way the experts in the discipline THINK about a phenomena (Solar System, Computer System)

• WHY?

Why the seasons occur

• Earth• Sun• Rotation• Revolution• These are not simple isolated facts about

Earth & Sun, rather ideas about the relationships between them and how they are linked to the seasonal changes

2. Conceptual Knowledge – A. Classification and Categories

• Connectivity between and among specific elements.

• Classic sign of learning and development.

• Reflect a conceptual change.

E x a m p l e s

• Types of materials – Magnetic (Dia, Para, Ferro), Semi conducting, Construction.

• Parts of sentences (nouns, verbs, adjectives).

• Telecommunication Systems (GSM, GPRS, DECT, UMTS)

Examples – Knowledge of

• The variety of types of literature

• The various forms of business ownership

• Different kinds of psychological problems

• The different periods of geologic time

• Different kinds of Gender issues

• The various cross-cutting areas of governance

2. Conceptual Knowledge – B. Principles and Generalizations

• Used to study phenomena or solve problems in

the discipline.

• Bring together larger number of specific facts

and events

• Describe the processes and interrelationships

among Classification and Categories.

ExamplesFundamental laws of thermodynamics

Law of supply and demand

Bernoulli's theorem

Faraday's law

Coulomb’s law

Principles of Chemistry that are relevant to life processes and health

Major principles involved in learning

Knowledge of

• Major generalization about particular culture

• Fundamental laws of marketing

• Major principles involved in learning

• Principles of federalism

• Implications of American foreign trade policy for

the international economy

2. Conceptual Knowledge – C. Theories, models and structures.

• Interrelationships among Principles and Generalizations.

• Examples: Organization structure (Chairman,

Director, Principal, Registrar, HoD, Prof, Asst.Prof, Lecturer).

Formulation of Theory of evolution

Genetic models (e.g., DNA)

8085, 8086 Microprocessor Architecture.

8051 Microcontroller Architecture.

Theory of Computation.

Knowledge of

• Overall structure of multilateral organizations• Basic structural organization of the local city

govt.• Complete formulation of theory of evolution• Genetic models (DNA)

3. Procedural Knowledge

• How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methods (collectively known as procedures).

• Reflects knowledge of different “processes”.• Factual & Conceptual - Products• HOW?

Examples

• Algorithms for performing long divisions• Solving quadratic equations• General Methods for designing and performing

experiments• Procedures for reading maps• Estimating the age of physical artifacts• Collecting historical data• Procedures for spelling words in English• Generating grammatically correct sentences

3. Procedural Knowledge – A. Subject specific skills and Algorithms

• The process may either fixed or open, the end result is fixed.

• The result of Procedural Knowledge is Conceptual or Factual Knowledge.

• The emphasis is on the procedure not on the ability to use it.

• Example: 25 / 5 = 14 Algorithms for solving quadratic equation. Direct outcome of observation, experiment, discovery.

3. Procedural Knowledge – B. Subject Specific Techniques and Methods

• Result open – no single predetermined answer or solution

• Largely result of consensus, agreement or disciplinary norms.

• Reflects how Professionals think and attack the problem rather than result

• “Scientific way of thinking”• Example: Project work, Interviewing technique,

research methodology, outcome of meetings.

Knowledge of

• Research methods relevant to the social sciences

• Techniques used by scientist in seeking solutions

to problems

• Methods for evaluating health concepts

• Various methods of literary criticism

“Scientific way of thinking”

• Mathematization of problems not originally presented as mathematics problem.

• Grocery store – choosing a check out line

3. Procedural Knowledge – C. Criteria for determining when to use

appropriate procedures.• Know the conditions under which the procedures are to

be applied.

• Know when & where to use knowledge, which often involves knowing the ways they have been used in the past

• Knowledge of situations in which Professionals may use metacognitive Knowledge.

Experience

Criteria vary markedly from subject matter to subject matter

• Power failure in a function• Crisis management • Accident• Fire

• Knowledge of the criteria for determining which statistical procedures to use with data collected in a particular experiment

4. Metacognitive Knowledge

• Cognition in general as well as awareness of and knowledge about one’s own cognition.

• Emphasis on making Professionals more aware of and responsible for their own knowledge and thought. (There is no blame)

1. Strategic knowledge

2. Contextual knowledge

3. Self knowledge

• Strategies for learning, thinking and problem solving

• Knowledge of the situation

• Knowledge of one strengths and weakness in relation to cognition and learning

Knowledge of the different situations and the cultural norms regarding the us e of different strategies is an important aspect of Meta-cognitive knowledge

Knowledge of• Various organizational strategies• Planning strategies• Solving ill-defined problem

• Local, social, conventional and cultural norms how, when, and why to use different strategies.

• Recall task is more difficult than recognition task

• One’s goal for performing a task• One’s personal interest in a task• One is knowlegdable in some areas but not in other

areas

Know – Do not know

• Professionals need to develop self knowledge and awareness about their own knowledge, cognition and their own motivation

• Know what you KNOW

• Know what you DONOT KNOW

Important Educational Goals

To promote Retention

• Ability to remember material at some later time in much the same way it was presented during instruction.

• Requires that students REMEMBR what they have learned.

• Focuses on PAST

To Promote Transfer• Ability to use what was

learned to solve new problems, to answer new questions, or to facilitate learning new subject matter.

• Requires NOT only to remember but also to MAKE SENSE OF and BE ABLE TO USE what they have learned.

• Emphasizes the FUTURE

Learning • Rote Learning- focus is on consistent with the view of learning as knowledge acquisition, in which students seek to add new info. to their memories.

• Meaningful Learning provides students with the knowledge and Cognitive processes they need for successful Problem Solving.

No Learning

Rote learning

Meaningful Learning

Cognitive Process

• Paying attention to relevantincoming information.

• Mentally organizing incoming information into a coherent representation.

• Mentally integrating incoming information with existing knowledge.

Cognitive Process DimensionRemember Retrieve relevant knowledge from log

term memoryUnderstand

Construct meaning from instructional messages, including oral, written and graphic communication

Apply Carry out or use procedure in a given situation.

Analyze Break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose

Evaluate

Make judgments based on criteria and standards

Create Put elements together to form a coherent or functional whole; reorganize elements into new pattern or structure

1 . R e m e m b e r• Retrieving relevant knowledge from long term memory

• Relevant Knowledge – F,C,P & M or some combination

• Essential for meaningful learning

• Either as isolation or as integrated within the larger context

1. Remember – 1.1. Recognizing

• Retrieving relevant knowledge from long term memory in order to compare it with presented information.

• Example: Important Dates, Events, DataResistance values, IC nos.

• Identifying

Assessment Format

• Verification – True or False– To recognize the correct dates of important events in

U.S. History

• Matching – Match the following– To recognize authors of British literary works

• Forced Choice – Multiple Choice– To recognize the number of sides in basic geometric

shapes

Objective and Assessment

• To recognize the number of sides in basic geometric shapes.

• How many sides does a pentagon have?• To recognize the names of registers in 8085 micro

processor?• List the names of registers of 8085 micro processor.• To recognize the number of transistors in Intel

4004.• How many transistors in Intel 4004?

1. Remember – 1.2. Recalling

• Retrieving relevant knowledge from long term memory when given a prompt to do so.

• Searches long term memory for a piece of information and brings that to working memory.

• Retrieving• Example. 7 X 8 =


• To recall whole number multiplication facts.• Multiply 45 X 56.• To recall meter is a measure of length.• What is the major exports of India?• Who wrote Ignited Minds?

Cueing and Embedding

• What is a meter? (with low cueing)• In the metric system, what is a meter? (with

high cueing).

• With low embedding – single, isolated event• With High embedding – within a context of

larger problem

2 . U n d e r s t a n d

Students understand when

they build connections

between the “new”

knowledge to be gained

and their prior knowledge.

7 WAYS OF UNDERSTANDING1. Interpreting

2. Exemplifying

3. Classifying

4. Inferring

5. Comparing

6.Summarizing

7.Explaining

2. Understand -2.1. Interpreting

• Change from one form of representation to another.

• Words to words, words to picture, numbers to words, musical notes to tones

• Translating, paraphrasing, representing, clarifying.

• To paraphrase important speeches and documents from the civil war period in U.S. history

Objective and Assessment• To draw a graph between Voltage and current.• Draw a graph between Voltage and current.

• To Draw block diagrams representations of systems.• Draw block diagrams representations of systems.

• To translate number sentences expressed in words into algebraic equations expressed in symbols.

• Write an equation (using B for boys and G for girls) that corresponds to the statement “ There are twice as many boys as girls in this class.

• To draw pictorial representation of various natural phenomena (Water Cycle, Sea breeze, Land breeze).

• Constructed response – Supply an answer• Choose an answer – Multiple choice

2. Understand -2.2. Exemplifying

• Finding a specific example of a concept or principle.

• Identifying the defining features of the general concept or principle.

• Illustrating


• To be able to give examples of various kinds of chemical compounds.

• Locate five inorganic compound on a field trip and tell why its is inorganic?

Assessment Format

• Constructed Response – Students must create an example

• Locate an inoragnic compound

• Selected Response – Student must select an example from s given set

2. Understand -2.3. Classifying

• Determine that something (a particular instance or example) belongs to a category (Concept or Principle)

• Detecting relevant features or patterns that “fit” both the specific instant and the concept or principle

• Complementary process to Exemplifying• Categorizing

Exemplifying• It begins with a

general concept or principle and requires the student to find a specific instance or example

Classifying• It begins with a

specific instance or example and requires the student to find a general concept or principle.

To classify observed or described cases of mental disorders

To categorize the species of various prehistoric animals


• To determine the categories to which numbers belong.

• Circle all prime numbers for the following list.• To classify the electrical machines.• Classify the following electrical machines into

A.C and D.C machines.

2. Understand -2.4. Summarizing

• Abstracting a general theme or major points.

• A single statement that represents presented information or abstracts of a general theme.

• When given information, a student provides a summary or abstracts a general theme

• Generalizing


• To summarize the purposes of various subroutines in a programme.

• Write a sentence describing the sub goal that each section of the program accomplishes within the overall program.

• To summarize the major contributions of famous social workers

• To summarize the best practices

2. Understand -2.5. Inferring

• Drawing a logical conclusion from presented information.

• Involves finding a pattern within a series of examples.

• Extrapolating, Interpolating, Predicting, Concluding


• To infer the pattern in the series of numbers.• What number will come next in the series

1,2,3,5,8,13,21,… (completion task)

• To infer the analogy of the form. (Analogy task)• Nation is to President, State is to ________.

• AND,OR,NOT and XOR (Oddity task)

2. Understand -2.6. Comparing

• Detecting correspondence (similarities & differences) between two ideas, objects, events, problems.

• Includes finding one-to-one correspondence between elements and patterns in one object, event or idea.

• Determine how a well known event is like a less familiar event

• Contrasting, Matching, Mapping


• To compare an electrical circuit with a water flow system.

• Compare battery, wire and resistor in an electrical circuit with pump, pipes and pipe construction in a water flow system.

• Compare TRIAC and DIAC.• Compare Intel80386 and Intel80486

Mapping

A student must show how each part

of one object, idea, problem or

situation corresponds to (or maps

into) each part of another.

2. Understand -2.7. Explaining

• Constructing a cause – and – effect model of a system.

• Determine how a change in one part of the system or one “link” in the chain affects a change in another part.

• Reasoning, Trouble shooting, Redesigning, Predicting.


• To explain Ohm’s law.• Explain what happens to the rate of the

current when a second battery is added to a circuit.

• Explain masking and etching process in IC fabrication.

• Explain 565 phase lock loop circuit functioning.

Reasoning: A student is asked to offer a reason for a given event.

Why does air enter a bicycle tire pump when you pull up on the handle?

Answer, it is forced in because the air pressure is less inside the pump than outside, involves finding a principle that accounts for a given event.

Troubleshooting: A student is asked to diagnose what could have gone wrong in a malfunctioning system.

Suppose you pull up and press down on the handle of a bicycle tire pump several times but no air comes out. What’s wrong?

Student must find an explanation for a symptom. “There is a hole in the cylinder” or “A valve is stuck in the open position”

Redesigning: A student is asked to change the system to accomplish some goal

How could you improve a bicycle tire pump so that it would be more efficient?

Student must imagine altering one or more of the components in the system.“Apply lubricant between the piston and the cylinder”

Predicting: A student is asked to change in one part of a system will effect a change in another part of a system.

What would happen if you increased the diameter of the cylinder in a bicycle tire pump?

Student “operate” the mental model of the pump to see that the amount of air moving through the pump could be increased by increasing the diameter of the cylinder.

3. Apply – 3.1. Execute• Use of skills and algorithms, routinely carries

out a procedure when confronted with a familiar task.

• Consists of a sequence of steps that are generally followed in a fixed order , when the steps are performed correctly, the end result is a predetermined answer.

• Student is given a familiar task that can be performed using a well known procedure.

• Emphasis on the procedure as well as the result.


• To compute the values of variables using scientific formulas. (General Objective)

• To apply the reduce-reuse- recycle approach to conservation

• To compute the density of Diamond.• What is the density of diamond with a mass of 18

pounds and a volume of 9 cubic inches?

• Solve for x: x2 + 2x – 3 = 0


• To write a program in C language for iteratively solving load flow equations using Gauss-Seidel method with provision for acceleration factor and for dealing with P-V buses.

• Solve load flow equations using Gauss-Seidel method with provision for acceleration factor and for dealing with P-V buses.


• To carryout fault analysis for a sample power system for LLLG fault.

• To write C programs to simulate UNIX commands like ls, grep.

• To write a programs for String manipulation operations using 8086.

• To study of basic digital IC’s. (General Objective)• To verify truth table for NAND gate.

3. Apply – 3.2. Implementing• Selects and uses a procedure to perform an unfamiliar

task.

• Selects – understanding the type of problem encountered.

• Uses – range of procedures that are available.

• No single procedure may be a ‘Perfect Fit’ for the problem. Needs modification in the procedure.

• Use of technique and methods than skills and algorithms.

Techniques and Methods

It has two qualities that make students particularly amenable to implementing.

1. The procedure may be more like a “Flow Chart” than a fixes sequence, that is, the procedure may have “decision points” built into it.

2. There often is no single, fixed answer that is expected when the procedure is applied correctly.

• To solve a variety of personal finance problems

• To use the most effective , efficient, and affordable method of conducting a research study to address a specific research question


• To implement the IIR and FIR filter using MATLAB.

• To implement the processing techniques using instructions of TMS320c5X.

• To implement the Producer-Consumer problems using semaphores.

• To implement text compression algorithm.• To implement Bresenham’s algorithm for line.


• To solve a variety of personal finance problems.

• Choose the most economical financing package for a new car.

• Choose the bank which gives most economical housing loan.

Student must not only apply a

procedure (engage in

implementing) but also rely on

conceptual understanding of the

problem, the procedure, or both

Analyze- An extension of Understanding and prelude of Evaluating or Creating

Examples:• Distinguish fact from opinion (or reality from

fantasy)• Connect conclusions with supporting statements• Determine how ideas are related to one another• Ascertain the unstated assumptions involved in

what is said• Find evidence in support of the author’s purpose

4. Analyze – 4.1. Differentiating

• Discriminates relevant from irrelevant, important from unimportant, and then attends to the relevant or important information.

• Important aspects – all aspects (compare).

• Focusing, Distinguishing, Selecting

• To determine the major points in research reports

• To select the main steps in a written description of how something working


• To differentiate between apple and Orange.• Internal seeds are relevant, Color and shape

are irrelevant. (compare – all are relevant).

• To differentiate between NAND and NOR gate.• To differentiate between LASER and MASER

Ask a student to read a chapter in a book that describes lightning formation and then to divide the processes into major steps including• Moist air rising to form a cloud• Creation of updrafts and downdrafts inside the

cloud• Separation of charges within the cloud• Movement of a stepped leader downward

from cloud to ground and• Creation of return stroke from ground to cloud

4. Analyze – 4.2. Organizing

• Determining how elements fit or function within a structure.

• Builds systematic and coherent connections among pieces of presented information.

• It occurs in conjunction with differentiating.

• Structuring, Integrating, finding, outlining.

• To structure a historical description into evidence for and against a particular explanation

• To analyze research report in terms of four sections: hypothesis, method, data and conclusion

• To outline textbook lessons• To organize field work practicum


• To analyze project report in terms of four sections: Objective/ hypothesis, Method, Data and Conclusion.

• Produce an outline of the project work.

• Content page of any book• Table, matrix, hierarchical diagram.

4. Analyze – 4.3. Attributing

• Processes of deconstruction in which a student determines the intensions of the author of the presented information

• An extension beyond basic understanding to infer.

• Determine the underlying point of view or intension of the author.

• Others point of view

• To determine the motives for a series of actions by characters in a story

• To determine the point of view of the author of an essay on a controversial topic in terms of his/her theatrical perspective

Examples

• Movies.

Attributing• Focuses on

pragmatic issue of determining author’s point of view

• Read between the line

Inferring• Issue if inducing a

pattern based on presented info.

• Supplies an expectation of what is to be inferred

5 . Ev a l u a t e

• Making judgments based on criteria and standards

• Criteria – Quality, Effectiveness, Efficiency and Consistency

• STDs.- Quantiative (Is this a sufficient amount?) Qualitative (Is this good enough?)

The standards are applied to the criteria

• Is this process sufficiently effective?• Is this product of sufficient quality?

• Judgments made by use of standards of performance with clearly defined criteria / specifications

Not all judgments are Evaluative

5. Evaluate – 5.1. Checking (PDCA)

• Detecting inconsistencies within a process or product.

• Determine whether a process or product has internal consistency.

• Determine if a Director /Principal / HoD’s conclusions follow from observed data.

• Coordinating, Monitoring, Testing

Determining how well the plan is working


• To determine whether a student’s conclusion follows from the observed data in the lab experiments.

• Read a observation / record note of a DBMS lab experiment and determine whether or not a student’s conclusion follows from the observed data in the lab experiments.

Judgments based on criteria and standards.

5. Evaluate – 5.2. Critiquing

• Judging a product or operation based on externally imposed criteria and standards.

• Judge which of two methods is the best way to solve a given problem.

• Critiquing lies at the core of critical thinking.

• Judgment based on the positive and negative features.

Examples• To evaluate a proposed solution to asocial problem. • To evaluate the reasonableness of a hypothesis

• To evaluate a proposal to achieve 100% result with in three years.

• To evaluate a proposal to achieve 100% attendance of all the faculty.

• To evaluate a roadmap to achieve 50% placement for the students.

To judge which of two alternative methods is a more effective and efficient way of solving given problem

• The critique could be based on positive, negative or both kinds of criteria and yield both positive and negative consequences.

6. Create• Make a new product by mentally reorganizing some

elements or parts into a pattern or structure not clearly present before.

• Coordinated with the students previous learning experiences.

• Production of unusual products, often a s result of some special skill.

• Emphasis Originality or Uniqueness.

6. Create - Process1. Problem representation: In which student

attempts to understand the task and generate possible solutions.

2 Solution Planning: In which student examines the possibilities and devises a workable plan.

3. Solution Execution: In which student successfully carries out the plan.

6. Create – 6.1. Generating

• Coming up with alternative hypothesis based on criteria.

• Transcends the boundaries or constraints or prior knowledge and existing theories.

• Creative thinking

• To generate multiple useful solutions for social

problems

• To generate hypothesis to explain observed

phenomena

• To generate alternative methods for achieving

a particular result


• To generate multiple useful solutions for college problems.

• Suggest as many ways as you can to assure that everyone has 100% attendance.

• Suggest to improve the pass %.• What are the possible uses of WWW – uses task• What would happen if there was a flat income tax

rather than a graduated income tax? -consequences task

6. Create – 6.2. Planning

• Devising a procedure for accomplishing task.

• Developing a plan for solving the problem.

• Designing

6. Create – 6.3. Producing

• Inventing a product.

• Carry out a plan for solving a given problem that meets certain specifications.

• Requires 4 types of knowledge• Constructing

• To plan research papers on given social topics

• To design studies to test various hypothesis

• To develop worked out solutions• To describe solution plans• To select solution plans for a given problem

Student is given a functional description of a goal and must create a product that satisfies the description.

Eg: Period Movies Design the living quarters of a space station Design sets/backdrop for stage play

The specifications become the criteria for evaluating students performance relative to the objective

O h m ’s L a wInterrupting Factual Knowledge

Students should be able to define key terms (e.g. ,Resistance) in their own words

Explaining Conceptual Knowledge

To explain what happens to the rate of current in an electrical circuit when changes are made in the system ( e.g., two batteries that were connected in serial are connected in parallel)

Executing Procedural Knowledge

To use Ohm’s law to compute the voltage when given the current (in amperes) and the resistance (in ohms)

Differentiating Conceptual Knowledge

To determine which information in words problems involving Ohm’s law (e.g., wattage of light bulb, thickness of wire, voltage of battery) is needed to determine the resistance.

O h m ’s L a wInterrupting Factual Knowledge

Students should be able to define key terms (e.g. ,Resistance) in their own words

Checking Procedural Knowledge

To determine whether a worked-out problem solution to a problem involving Ohm’s law is likely to be effective in solving it.

Critiquing Metacognitive Knowledge

To choose a plan solve problem involving Ohm’s law that is most consistent with his or her current level of understanding.

Generating Conceptual Knowledge

To generate alternate ways of increasing the brightness of the light in a circuit without changing the battery

To solve a mathematical word problemInterpreting

To understand each sentence in the problem

Recalling To retrieve the relevant Factual Knowledge needed to solve the problem

Organizing

To build a coherent representation of the key information in the problem (Conceptual Knowledge)

Planning To devise a solution plan

Producing

To carry out the plan (Procedural Knowledge)

To write an Essay

Recalling To retrieve the relevant information needed to include in the essay.

Planning To decide what to include in the essay, determine what to say, and how to say.

Producing

To create a written product

Critiquing

To make sure the written essay “make sense”

On completion of the study of this Unit the learner will be able

1.0 To understand the concept of semiconductor and its types

1.1 To define “semi conductor” (K)

1.2 To distinguish between intrinsic and extrinsic semiconductors by stating the four differences between them (C)

1.3 To derive the carrier concentration of intrinsic and extrinsic semiconductors (C)

1.4 To explain how a p-n junction is formed (C)

1.5 To describe the characteristic behaviour of a p-n junction, when biased forward and reverse (C)

EXAMPLES OF OBJECTIVES

166

Example 1:

Name of the Unit: SEMICONDUCTORS


1.1 To define DBMS (K)

1.2 To list any three characteristic features of DBMS (K)

1.3 To distinguish between DBMS and RDBMS by stating any three differences between them (C)

1.4 To describe the structure of DBMS (C)


167

Example 2:

1.0 To understand the concept of DBMS

2.1 To name the three types of SQL commands (K)

2.2 To write any three differences between DDL and DML (C)

2.3 To write a command to create an employee table with fields like Name, Sex, Emp.Id, Dept., Designation and Salary (Ap)

2.0 To apply various SQL commands

Name of the Unit: DATABASE MANAGEMENT SYSTEM


1.0 To comprehend the nature of Viral diseases and methods of preventing them

1.1 To define Virus (K)

1.2 To explain the origin of Viruses on the basis of “Regressive theory” (C)

1.3 To list the four characteristic features of Viruses (K)

1.4 To define virulent cycle (K)

1.5 To give an example for (i) Spherical virus and (ii) Tadpole shaped Virus (C)

1.6 To describe the shape and general structure of Viruses (C)

1.7 To name three Viral diseases in plants (K)

1.8 To describe the structure of HIV (C)

1.9 To explain the multiplication of T4 bacteriophage with labeled sketches (C&Sk)

1.10 To describe any three Viral diseases in Human beings and methods of preventing them (C)


168

Example 3:

Name of the Unit: VIRAL DISEASES



1.0 To understand the working of Open System Interconnection (OSI) Network Model & its services

1.1 To draw the structure of OSI Network Model and name its seven layers (C)

1.2 To list the two principles used to arrive at the seven layers of OSI network model (C)

1.3 To list any three services provided by the application layer to the user in an OSI Network Model (K)

Example 4:

Name of the Unit: INTRODUCTION TO NETWORK ARCHITECTURE

169



Instructional Objectives- Definition, Advantages and Need

General Objectives and Specific Objectives Methods of Stating Objectives Six General rules for Stating Specific

Objectives Bloom’s Taxonomy of educational objectives Advantages of Taxonomy Bloom’s Revised Taxonomy of educational

objectives Knowledge Dimension Cognitive Dimension - Examples of Objectives

14.Take away

170

Take away

BASIC TEACHING MODEL


EnteringBehaviour

InstructionalProcedures

PerformanceAssessment

Slide # 172

Education System- Very Complex

Un known

Uncertainties

Many Variances

Curriculum Learning Environment Students Faculty

Same Content

Different Objectives

Different Instructional

Activities

Different Outcome

Expected outcome

ChangeObject ives

ChangeAct iv i t ies

Teach ing and Learn ingTeach ing , Learn ing

and Assess ing

Discuss Objectives in

the class

Instructional Activities

Syllabus

Previous Question

papers

Reference & Text Books

Reflect Objectives

in Question

paper

Teaching


Expected Outcome

Performance

Mapping

Action - Immediate

Detailed study of Syllabus

Reference & Text books

Decide which is important

Previous years question papers

Course plan Microsoft Word 97 - 2003 DocumentCourse

Plan

Action –Near Future1. Pre-requisite knowledge

2. Mapping of five units

3. Mapping with other subjects

4. Delivering pre-requisite knowledge5. Specific instructional objectives in accordance with Bloom’s revised taxonomy

6. Lesson plan

7. Teaching learning process

8. Evaluation at the end of the semester in accordance with Bloom’s revised taxonomy

9. Mapping of objectives, teaching learning process and assessment in the Bloom’s revised taxonomy table.

Action – Long Term Future

• Train the colleague on Taxonomy• Share the classroom experience

• Best Practices• Lead the faculties

• Excellence

Teachers to Teach

Learners to Learn

Assessors to Assess

PurposeTo expand

the capacity of individual and

Organization for

Best Performance

Further Training

Thank You

Overview of Successful education

Instructional objectives

Educational Taxonomy Table, Knowledge Dimension, Cognitive Process Dimension.

Concepts of Evaluation.

Construction of Achievement Tests.

Characteristics of a Good Test.

Different varieties of Question Papers

Result Analysis.

System Thinking for an Educational Institution

Capacities’ Requisite for the Knowledge Society

Preparing Professionals beyond 2020

Great books for Leadership.

Mission, Vision, Core Values, Objective and Aim.

Best Practices.

Concept of Three –Performance Excellence

Thank You

Thank You