WELCOME TEACHERS!Professional Development WorkshopGrades 1 to 3 Teachers

Day 2: Learning Objectives

“I am a Genius!”

• The volunteer will face the audience and will not be allowed to look at the board.

• The volunteer will have to guess the word flashed on the board.

• The volunteer can ask questions addressed to the audience. The questions should help the volunteer guess the word.

• The audience will only be allowed to answer “YES”, “NO”, “MAYBE”, or “POSSIBLY.” They are not allowed to give other clues to the volunteer.

• Time limit will be 2 minutes.

Ice Cream

Laptop

New York

Shuwarma

RESULTS FROM YESTERDAY’S WORKSHOP

Today’s Objectives:

• At the end of the session, the participants should be able to:– Define the Taxonomy of Learning Domains;– Apply the taxonomy in setting their respective learning

objectives; – Select key words from the taxonomy in setting

learning objectives; and, – Choose the appropriate objectives to meet their

learners’ needs.

OBJECTIVES

• Objectives bring educational purposes into much sharper focus.

• They are often geared towards assessment.

• They should be SMART:– Specific– Measurable– Achievable– Realistic– Time Bounded

ACTIVITY

• Work in groups of 3 – 4.

• Classify the strips of paper into AIMS and OBJECTIVES.

• Remember, aims are general statements that refers to your educational outcomes.

• Behaviorists believe that learning takes place when there is a change in the student’s behavior.

• Learning involves change in ANY of the three areas– Manner of perceiving and thinking.– Physical behavior (motor skills).– Emotional reactions or attitudes.

• Reference: http://www.drillpad.net/DP_IRL_Laws.htm

Setting Learning Objectives

• Learning (or educational) objectives can be classified into three main domains: cognitive, affective, psychomotor.

Setting Learning Objectives

• Bloom’s Taxonomy* of Educational Objectives:– A classification system developed by Bloom that d

divides objectives into two main domains: cognitive and affective.

– COGNITIVE domain: classifies objectives involving intellectual tasks. (Bloom et al., 1956)

– AFFECTIVE domain: classifies objectives involving attitudes, values and interests. (Krathwohl, Bloom & Masia, 1964)

*Taxonomy: division into ordered groups or categories.

Bloom’s Cognitive Domain

Setting Learning Objectives

• PSYCHOMOTOR domain: involves physical ability.

• Simpson (1972), devised seven major categories are listed from the simplest behavior to the most complex.

• Harrow (1972) and Dave (1975) also devised categories to address the psychomotor domain. Photo credits: http://www.patmarsdenfoundation.com/

Taxonomy of Educational Objectives

     

Taxonomy of Learning Objectives

 Cognitive Domain

(Bloom et al., 1956)

Remembering (Knowledge)

Understanding (Comprehension)

Applying (Application)

Analyzing (Analysis)

Evaluating (Synthesis)

Creating (Evaluate)

Affective Domain(Krathwohl, Bloom & Masia, 1964)

 

Receiving Phenomena

Responding to Phenomena

Valuing

Organizing

Internalizing Values

 Psychomotor Domain

(Simpson, 1972)

Perception

Set

Guided Response

Mechanism

Complex Oral Response

Adaptation

Origination

Before Setting Objectives

• Keep the learning aims and the needs of your learners in mind.

• How can you determine your learners’ needs?

• How will your learners’ need affect the learning objectives that you set?

Let’s give it a try!

• What was her objective in the class lecture?

• What do you think are her learner’s needs?

• After finding out her learners’ needs, suggest a set of new objectives to improve the learning experience in her class lecture.

Planning

• Syllabus breakdown: strategically plots the different topics into the weeks and terms of the school year.

• Curriculum guide: a detailed outline of the teaching-learning practice for the school year.