Post on 23-Feb-2016
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SIUC Instructor WorkshopLearning Domains and Objectives
OBJECTIVES• DISCUSS the DESIGN portion of the ADDIE ISD Model
• DISCUSS the characteristics of Bloom’s, Krathwohl’s, and Dave’s taxonomies
• DISCUSS Mager and Gronlund learning objectives
• DESCRIBE the relationship between taxonomies and learning objectives
• EVALUATE student’s comprehension of Bloom’s, Krathwohl’s, and Dave’s taxonomies and Mager and Gronlund learning objectives
ADDIE – ISD MODEL
•Analyze•Design•Develop•Implement•Evaluate
DESIGNThe planning state. It consists of the following:•Developing instructional objectives•Identifying learning steps required• Developing tests to show mastery of learned tasks•Listing entry behaviors required•Developing the sequence and structure of the course
Introduction to Bloom's Taxonomy
In 1956, Bloom created the original taxonomy describing how people learn. The taxonomy was later revised by Anderson and Krathwohl
There are six levels in the taxonomy
As a instructor, you should attempt to move students up the taxonomy as they progress in their knowledge
To create thinkers as opposed to students who simply recall information, we as
instructors, must incorporate the higher levels into lesson plans and tests
Bloom’s TaxonomyREVISED
RememberingUnderstandingApplyingAnalyzingEvaluatingCreating
ORIGINALKnowledgeComprehensionApplicationAnalysisSynthesisEvaluation
(Cognitive Domain)
Krathwohl’s Taxonomy
•Receiving
•Responding
•Valuing
•Organizing
•Characterizing
(Affective Domain)
Cognitive and Affective TaxonomiesCharacterization
Valuing
Responding
Recall
Com
prehension
Application
Analysis/Synthesis
AFFEC
TIVE TAXO
NO
MY LEVELS
COGNITIVE TAXONOMY LEVELS
OrganizationEvaluation
Receiving
Dave’s Taxonomy
•Imitation
•Manipulation
•Precision
•Articulation
•Naturalization
(Psychomotor Domain)
LEARNING OBJECTIVES
An instructional objective is…
A statement that defines the benefits of instruction by identifying what the learner
is to accomplish
Functions of Objectives
•Offer a means to design effective instruction
• Provide a framework for evaluating student
learning
• Guide to learner in identifying they skills and
knowledge they must master
Objective Domains
Psychomotor
AffectiveCognitive
Cognitive Objectives• Describe goals related to knowledge, naming, solving,
predicting, and other intellectual aspects of learning
• Receive the most attention in instructional programs
• May be classified according to Bloom’s Taxonomy
– Recall (knowledge level)– Intellectual activities (comprehension level and
higher)
Cognitive Domain• Behavioral Objectives
– Are well suited for mastery learning instruction
• Cognitive Objectives– Are well suited for higher levels of learning
Answer this question.– Precisely, what behaviors can the learner demonstrate to
indicate that he or she has mastered the knowledge specified?
Include these essential parts.– Action verb– Subject content reference– Level of achievement– Conditions of Performance
Consider including enabling or supporting objectives. – Where do these come from?
To write objectives…
Register students for WED classes.– Identify term in which students must be registered.– Identify out-of-cycle students who have an
individualized program.– Identify students on financial hold list.– Complete Registration Table for each term and for
out-of-cycle students.– Send Registration Table to Carbondale for final
processing.
Examples
Include two parts– General Objective (GO) -- Use the verbs
associated with the six levels of the Bloom’s Taxonomy.
– Specific Objective (SO) -- Use verbs related to each level of the Bloom’s Taxonomy.
To write cognitive objectives…
Know the meaning of common terms.– Identify the correct definitions of terms.– Identify the meaning of terms when used in context.– Distinguish between terms on the basis of meaning.– Select the most appropriate terms when describing
curriculum design procedures.
Examples
Comprehend the relevant principles of curriculum design.– Describe each principle in his or her own words.– Match a specific example to each principle.– Explain the relevance of each principle to the major
components of the curriculum design model.
Examples (continued)
Apply the principles in curriculum design.– Demonstrate use of curriculum design model in the
development of an occupationally specific Plan of Instruction.
– Modify existing Plan of Instruction to align with principles of curricular design.
– Relate ethical standards to curriculum design.
Examples (continued)
Psychomotor Objectives
Describe goals related to the physical activities of performing, manipulating and constructing.
Contain 3 characteristics. May be classified according to Dave’s
Taxonomy.
Condition Performance CriteriaExample: Given a regulation baseball, home team,
opposing team, home plate umpire, and a baseball field, the pitcher will throw a fast ball at 90 miles per hour in the strike zone.
Characteristics
Performance
An objective must state what it is that learners must do to demonstrate their mastery of the objective.
It must be visible or audible. Objectives must be about intended outcomes,
not processes.
Examples of doing or hearing verbs/words?
Conditions
Conditions describe the givens and/or limitations within which the performance is supposed to occur.
Conditions include what:– an individual will use (e.g., tools, forms, etc.).– an individual will not use (e.g., checklists or other aids).– real-world conditions the individual will be expected to
perform.
Criterion
A standard of success against which to test the success of instruction.
Students (employees) will know how to judge their performance.
You can prove that your students (employees) can DO what you set out to teach them.
Criterion have to do with:
Time Quantity Accuracy Quality
Job requirements Improvement requirements Academic requirements Personal experience
Where do criteria come from?
Affective Objectives Describe goals related to attitudes, appreciations,
values, and emotions such as enjoying, conserving, and respecting.
Receive the least amount of attention, although believed to be very important to education and training.
May be classified according to Krathwohl’s Taxonomy.
Specify behaviors indirectly by inferring from observable behavior.
Include two parts– Identify the cognitive component that
describes the attitude.– Identify a behavior that when observed
would represent the attitude.
To write affective behaviors…
Respect the flag.– Salute the flag during the playing of the national
anthem.– Display the flag with a light after sunset.– Display the flag so that it does not touch the
ground.– Retire worn flags during the proper ceremony.
Examples
SummaryADDIE (DESIGN)
TAXONOMIES
LEARNING OBJECTIVES
QUESTIONS
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