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Module 5:Module 5: CURRICULUM DEVELOPMENT PROCESSCURRICULUM DEVELOPMENT PROCESS
1
OVERVIEW0 Introduction
1 The curriculum
development process
2 Models of curriculum
development
5.2.1 Tylers model
5.2.2 Tabas model
5.2.3 Aleander ! Taylors
model
3 "oals of #ducation
$ %evels of &oals
5.$.1 #ducational philosophy5.$.2 #ducation &oals
5.$.3 'urriculum &oals
5.$.$ 'urriculum ob(ectives
5.$.5 Instructional &oals
5.$.) Instructional ob(ectives
5 Instructional ob(ectives or
learnin& outcomes
) 'lassifyin& instructional
ob(ectives or learnin&
outcomes
5.).1 'o&nitive domain
5.).2 Affective domain
5.).3 *sychomotor domain
+iscussion ,uestions-eadin&s
Drug prevention, road safety
education
National unity, racial
tolerance, citizenship
education
Language &
uantitative
literacy
Ethics, !oraleducation, religiouseducation
LE"RNIN# O$%O'E(
When you co!plete this !odule you )ill *e a*le to+
+escribe Tylers model of curriculum development
#plain the features of Tabas curriculum development model
+escribe the aylor and Aleander model
'ompare the Tyler/ Taba and the aylor ! Aleander models
+ifferentiate beteen the levels of educational &oals
'ompare the co&nitive/ affective and psychomotor domains
ormulate ob(ectives usin& the different taonomies.
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Source+ adaptation of )))freeclipartco!-
In Module 2/ 3 and $/ e discussed ho philosophy/ psycholo&y/ society and history
events influence curriculum. In Modules 5/ )/ and 4/ e ill eamine the different
phases of the curriculum development process. The first phase is curriculum plannin&
folloed by curriculum desi&n/ curriculum
implementation and curriculum evaluation. In
this chapter e eamine in &eneral the
curriculum development process by referrin&
to three ell6non curriculum development
model7 namely/ the Tyler model/ the Taba
model and the aylor ! Aleander model. In
the second part of the chapter/ e focus on the
first phase of the process namely/ curriculumplanning )hich involves esta*lishing the
goals and o*.ectives of a curriculu! *ased
on the agreed educational philosophy
/Source+ )))iconandclipartco!-
'urriculum is the foundation of the teachin&learnin& process hether it is a
school/ colle&e/ university or trainin& or&anisation. The tetboo6s used/ ho teachers
are trained/ development of instructional plans/ evaluation of students/ preparation of
&uides for both students and teachers/ and settin& of standards/ are all based on the
curriculum. Thus ithout a curriculum no educational institution can functionefficiently. "iven such importance to curriculum a number of 8uestions are raised.
2
5.0 Introduction
5.1 The Curriculu De!elo"ent Proce##
$CTIVIT% 5.19hat is the messa&e of the cartoon:
;o far is this characteristic of your education system:
(cience and technology,
Environ!ental education
#lo*alisation,
0no)ledge
econo!y
1o) can )e help children !a0e sense of these2
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;o is it developed: ;o is it or&anised: 9ho develops it: 9hat are the principles
in developin& a curriculum: ;o do e 6no hether the curriculum is successful:
'urriculum is a plan for orderin& and directin& the teachin&learnin&
eperiences that students encounter in an educational institution. The process of
providin& the plan and 6eepin& it runnin& smoothly is 6non as curriculum
development. 'urriculum development is the more comprehensive term/ hichincludes plannin& ne of the best 6noncurriculum models is The Tyler Model introduced in
1?$? by -alph Tyler in his classic boo6 Basic Principles of Curriculum and
Instructionin hich he as6ed $ 8uestions@1. 9hat educationalpurposesshould the school see6 to attain:
2. 9hat educational experiences can be provided that are li6ely to attain
these purposes:
3. ;o can these educational eperiences be effectively organised:
$. ;o can e determine hether these purposes are bein& attained:
In essence/ Tylers 8uestions represent the fourstep se8uence of
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eperiences learners brin& to a situation. The learnin& eperiences ill have to be
selected based on hat is 6non about human learnin& and human development.
Det/ Tyler tal6ed about the organisationand se8uencin& of these learnin&
eperiences. ;e emphasised that the eperiences should be properly or&anised so as
to enhance learnin& and su&&ested that ideas/ concept/ values and s6ills be used as
or&anisin& elements oven into the curriculum. These elements ould serve asor&anisers lin6in& content ithin a particular sub(ect b(ectives
(creeInstructional
>b(ectives
election of
%earninperiences
Psychology
Philosophy
SELF-TEST 5.19hat is the role of ob(ectives in Tylers model:
9hy do ob(ectives have to be screened by philosophy and
psycholo&y:
"ive 3 specific eamples of Flearnin& eperiences accordin& to the
Tyler Model/
9hat are elements: "ive specific eamples
9hat is the purpose of evaluation:
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urriculu! Design urriculu!
Evaluation
7igure 35 %yler8s urriculu! Develop!ent 'odel
Source@ adapted from Allan '. >rnstein ! rancis *. ;un6ins/ Curriculum !oundations"
Principles and Issues/
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%eacher Input
7igure 34 %a*a8s urriculu! Develop!ent 'odel
Taba proposed ma(or steps to her &rassroots model in hich teachers ould have
ma(or input throu&hout the curriculum development process@
1. #iagnosis of needThe teacher ho is also the curriculum desi&ner starts the
process by identifyin& the needs of students for hom the curriculum is
planned. or eample/ the ma(ority of students are unable to thin6 critically.
2. !ormulation of objectives After the teacher has identified needs that re8uire
attention/ he or she specifies ob(ectives to be accomplished.
3. Selection of content The ob(ectives selected or created su&&est the sub(ect
matter or content of the curriculum. Dot only should ob(ectives and content
match/ but also the validity and si&nificance of the content chosen needs to be
determined. i.e. the relevancy and si&nificance of content.
$. (rganisation of content A teacher cannot (ust select content/ but must
or&anise it in some type of se8uence/ ta6in& into consideration the maturity of
learners/ their academic achievement/ and their interests. We will discuss
curriculum design in more detail in Module 6E.
5. Selection of learning experiences'ontent must be presented to students andstudents must be en&a&ed ith the content. At this point/ the teacher selects
instructional methods that ill involve the students ith the content.
). (rganisation of learning activities Gust as content must be se8uenced and
or&anised/ so must the learnin& activities. >ften/ the se8uence of the learnin&
activities is determined by the content. ut the teacher needs to 6eep in mind
the particular students hom he or she ill be teachin&.
. )valuation and means of evaluation The curriculum planner must determine
(ust hat ob(ectives have been accomplished. #valuation procedures need to
be desi&ned to evaluate learnin& outcomes. We will discuss curriculumevaluation in more detail in Module 8E.
)
(election of
ontent
Organisation of ontent
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Taba model has much merit. ;oever/ some ar&ue that teacher involvement
throu&hout the process assumes that they have the epertise and/ perhaps more
importantly/ the time to en&a&e in such an etensive and intensive curricular activity.
Teachers bein& involved in the early sta&es of curriculum development may not
necessarily be an advanta&e as it ill not necessarily &uarantee an effectivecurriculum since it is a hi&hly specialised process.
;oever/ it cannot be denied that curriculum development re8uires the
involvement of many parties at various sta&es of the process. It involves individuals
from the 'entral >ffice or the Ministry of #ducation/ district education officers/
principals/ teachers/ community leaders/ sub(ect matter eperts/ academics and even
students. Hsually/ curriculum developers at the 'entral >ffice are &iven the tas6 of
directin& those actions that brin& toðer various participants in curriculum
development. Teachers may only be involved in implementin& the curriculum hile
the main part of the curriculum is determined by the Ministry of #ducation/
academics/ content specialists and employers.
349 %he (aylor and "le:ander 'odel"alenaylor and 9illiam Aleander
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a= *oals" (bjectives and #omains@ The model indicates that curriculum planners
be&in by specifyin& the ma(or educational &oals and specific ob(ectives they
ish to accomplish. #ach ma(or &oal represents a curriculum domain and they
advocate $ ma(or &oals or domains@ personal development/ human relations/
continued learnin& s6ills and specialisation. The &oals/ ob(ectives and domainsare selected after careful consideration of several eternal variables such as
findin&s from educational research/ accreditation standards/ vies of
community &roups and others.
b= Curriculum #esigning@ >nce the &oals/ ob(ectives and domains have been
established/ planners move into the process of desi&nin& the curriculum. ;ere
decision is made on the appropriate learnin& opportunities for each domain
and ho and hen these opportunities ill be provided. 9ill the curriculum
be desi&ned alon& the lines of academic disciplines/ or accordin& to student
needs and interests or alon& themes: These are some of the 8uestions that need
to be ansered at this sta&e of the development process We will discuss
curriculum design in more detail in Module 6E.c= Curriculum Implementation@ After the desi&ns have been created the net step
is implementation of the desi&ns by teachers. ased on the desi&n of the
curriculum plan teachers ould specify instructional ob(ectives and then select
relevant teachin& methods and strate&ies to achieve the desired learnin&
outcomes amon& students in the classroom We will discuss curriculum
implementation in more detail in Module +E.
d= )valuation@ inally/ curriculum planner and teachers en&a&e in evaluation.
The model proposed that evaluation should be comprehensive usin& a variety
of evaluation techni8ues. #valuation should involve the total educational
pro&ramme of the school and the curriculum plan/ the effectiveness of
instruction and the achievement of students. Throu&h the evaluation process/
curriculum planner and developers can determine hether or nor the &oals of
the school and the ob(ectives of instruction have been met. We will discuss
curriculum evaluation in more detail in Module 8E.
The three models (ust discussed reveal both similarities and differences. All
models outline a se8uence of steps to be ta6en in curriculum development.
Interestin&ly/ the Taba model emphasises the role of teachers in curriculum
development hile the Tyler model focuses on the to screens ob(ectives have to
pass throu&h. ;oever/ you should 6eep in mind that models often are incomplete7
they do not and cannot sho every detail and aspect of the complicated curriculum
process. To depict every aspect in detail of the curriculum development processould re8uire an eceedin&ly comple and intricate model.
4
SELF-CHECK 5.31= 9hat is meant by Fdomains in the aylor and Aleander
model:
2= 9hat must teachers do to implement a curriculum:
3= 9hat is the role of evaluation in the aylor and Aleandermodel:
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In loo6in& at the three models e cannot say that any one model is superior to
another model. ome curriculum planners have folloed the Tyler model ith
considerable success. ut this does not mean that the Tyler model represents the
ultimate in models for curriculum development or that all educators are satisfied ith
it.
The cartoon at the be&innin& of this chapter shos the 6inds of decisions that
curriculum or6ers have to ma6e in some education system somehere in the orld.
ome decisions are relatively simple such as addin& a course/ deletin& a course or
ma6in& some minor chan&es to content. >ther decisions are seepin& and far
reachin& such as chan&in& the levels of schoolin& from )322
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The educational philosophy of an educational system is a reflection of
national policies. or eample/ use of one lan&ua&e of instruction to unite the
different communities7 free primary education to reduce dropouts and a common
national curriculum to reduce varyin& interpretations. The educational philosophy ill
also reflect national prioritiessuch as the development aspects of the nation/ socio
cultural needs of the people and levels of achievement of the children at differentcycles. +evelopment needs have to be identified in relation to the priorities. or
eample does the country ant more &raduates or should the emphasis be on basic
education.
In relation to sociocultural needs/ the culture of peace/ conflict resolutions
etc. could emer&e as important aspects that should be hi&hli&hted in the school
curriculum. The needs of disabled persons and adults ho have lost opportunities for
learnin& have to be incorporated too. >pportunities for vocational and career
education have to be provided in the curriculum. Therefore/ vocational interests of
students have to be assessed.
In addition/ curriculum planners should not only study current best practices/
customs/ and beliefs about education in the local schools but should compare these tothe educational research literature on best practices in teachin&/ learnin&/ and
curriculum desi&n. %evels of achievements relate to understandin& of concepts at
different &rades by children to enable them to complete the s6ills needed to move on
to hi&her &rades. These have to be identified in order to brin& 8uality to learnin& and
avoid asta&e in the learnin& pro&rammes.
"(E (%$D< +%he Vision of (outh "frica8s urriculu! 7ra!e)or0 4==3
10
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National 6olicies &
6riorities
Educational
6hilosophy
Research and >est
6ractices
urriculu!
#oals
urriculu!
O*.ectives
Instructional
#oals
Instructional
Educational
#oals
Source 'H--I'H%HM 2005 %ifelon& %earnin& for the 21 st 'entury@ A Hsers "uide.
[email protected]&.KaJhtmlJ&ovdocsJmiscJcurr2005.html:reboo6mar6L1*rinciplesE
11
$CTIVIT% 5.&
-ead the 'ase tudy and anser the folloin& 8uestions@
9hy do you thin6 that in the vision it is emphasised that outh Africa
should befree of violence" discrimination and prejudice:
9hat are the &oals of the curriculum frameor6 of outh Africa:
;o are these educational &oals similar or different from those of your
country:
$CTIVIT% 5.&
-ead the 'ase tudy and anser the folloin& 8uestions@
9hy do you thin6 that in the vision it is emphasised that outh Africa
should befree of violence" discrimination and prejudice:
9hat are the &oals of the curriculum frameor6 of outh Africa:
;o are these educational &oals similar or different from those of your
country:
The curriculum frameor6 is a set of principles and &uidelines hich provides
both a philosophical base and an or&anisational structure for curriculum development
initiatives at all levels/ be they nationally/ provincially/ community or schoolbased.
The vision for outh Africa encompasses a prosperous/ truly united/ democratic and
internationally competitive country ith literate/ creative and critical citiKens/ leadin&
productive/ selffulfilled lives in a country free of violence/ discrimination andpre(udice. The realisation of this vision re8uires appropriate/ lifelon& education/
trainin& and development to empoer people to participate effectively in all the
processes of a democratic society and to ecel in fields li6e human and natural
resource development/ human and natural sciences/ the arts and technolo&y.
The primary tas6 of educational policy ma6ers is the establishment of a (ust
and e8uitable education and trainin& system hich is relevant/ of hi&h 8uality and is
accessible to all learners/ irrespective of race/ colour/ &ender/ a&e/ reli&ion/ ability or
lan&ua&e. A priority for both national and provincial education departments is/
therefore/ the creation of a transformative/ democratic/ open learnin& system/
fosterin& in all its users/ a stron& commitment to lifelon& learnin& and development.
The curriculum frameor6 serves as a strate&ic intervention desi&ned to
facilitate and &uide the development of a transformed education and trainin& system
in a practicable and sustainable ay. It ta6es as point of departure/ that successful
modern economies and societies re8uire citiKens ith a stron& foundation of &eneral
education/ the desire and ability to continue to learn to adapt to/ and develop ne
6noled&e/ s6ills and technolo&ies/ to move fleibly beteen occupations/ to ta6e
responsibility for personal performance/ to set and achieve hi&h standards/ and to
or6 cooperatively.
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urriculu! 6hase
Instructional *hase
7igure 3; Levels of urriculu! 6lanning
3;4 Education #oals
12
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#ducational &oals are outcomes to be achieved by students at the end of a
particular period of time in school. 9hile certain &oals are universal and run
throu&hout the period some are specific to particular levels and times. This means that
a child ill be facin& different &oals at different levels. The &oals are the basic
elements in curriculum plannin& and should be clear and ell articulated ithout
ambi&uities. All these relate to human behaviour. In a country recoverin& from a civil
ar/ its 6ey educational &oals mi&ht be peace/ developin& selfconfidence/
cooperation/ responsible citiKenship needed to overcome the eistin& conflicts.Actually/ there could be a plethora of &oals such as developin& creativity/ mental
health/ copin& ith chan&e/ informed participation/ basic s6ills and so forth/ endin&
on the vision and cultural needs of the society. 'onnectin& development needs to
education is an important strate&y to achieve &reater impact of education on society.
.
3;9 urriculu! #oals
A curriculum &oal is a purpose or desired end stated in &eneral terms. Do time
period is specified hen the &oals must be reached. Deither is mention of the criteria
for achievement or mastery. 'urriculum planners epect students to accomplish it as
13
$CTIVIT% 5.(
In 1??0/ the *resident of the Hnited tates and state &overnors issued
a list of si &oals for the nations schools hich stated that by the year
2000@
all children in America ill start school ready to learn
the hi&h school &raduation rate ill increase to at least ?0N
American students ill leave &rades $/ 4 and 12 havin& demonstrated
competency in challen&in& sub(ect mater
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a result of eposure to se&ments or all of a pro&ramme in a particular educational
institution. "oals provide direction for the curriculum.
or eample@
Btudents shall ac8uire 6noled&e and s6ills necessary for functionin& as
&ood citiKens in their on school and communityC.
Bchools should see6 to promote the physical and emotional health ofstudentsC
3;; urriculu! O*.ectives
'urriculum ob(ectives are derived from the curriculum &oal. A curriculum
ob(ective is a purpose or end stated in specific/ measurable terms. It is a refinement of
the curriculum &oals. They specify the performance standards for the students for
hom the curriculum is desi&ned. rom the curriculum &oal7 Btudents shall ac8uire
6noled&e and s6ills necessary for functionin& on a daily basis/ as &ood citiKens in
their on school and community settin&C7 the folloin& curriculum ob(ectives can be
derived@
BThe ma(ority of students ill obey the rules and re&ulations of the schoolC
BMore than 40N of students ill be involved in at least one voluntary activityC
Dote ho the curriculum ob(ective refines the curriculum &oal. Many curriculum
ob(ectives can emanate from a sin&le curriculum &oal.
1$
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3;3 Instructional #oals
At the instructional phase/ curriculum ob(ectives are translated initially into
instructional &oals. An instructional &oal is a statement of performance epected of
each student in a class stated in &eneral terms. It is the &eneral intentions of a course
of instruction ithout criteria of achievement. or eample/ Ftudents ill sho an
understandin& about the tropical rainforest. It indicates the performance expected; i.e.understand, but the performance level or criteria is not stated. So it is not easily measured.Instructional goals points the way to instructional objectives.
3;? Instructional O*.ectives
An instructional ob(ective is a statement of performance to be demonstrated by
each student in a class. It is stated in a form that is measurable and observable. >ther
names &iven for instructional ob(ectives are specific instructional objectives" specific
15
$CTIVIT% 5.+ 'alaysian 6ri!ary (chool (cience urriculu!urriculu! #oal or "i!
*rimary cience education aims to develop 6noled&eable/ s6ilful/ thin6in&/carin&/ dynamic and pro&ressive individuals able to contribute toards the creationof a society that practices science and technolo&y culture/ responsible toards the
environment and appreciative of nature and "ods creations.
(a!ple urriculu! O*.ectives
The *rimary chool cience 'urriculum ill enable students to@Ac8uire an understandin& of science concepts and principles in an inte&rated
manner and able to relate them ith natural phenomena and everyday eperiences/Apply science 6noled&e and s6ills creatively and intelli&ently in problem solvin&and decision ma6in&+evelop further the intrinsic values of science such as in8uisitiveness/ openmindedness/ intellectual honesty and perseverance/
+evelop scientific and manipulative s6ills throu&h the discoveryin8uiry approach+evelop s6ills in conductin& scientific investi&ations and research
(a!ple Instructional #oals for
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learning outcomes" be%avioural objectives performance objectives"and competencies.
An eample of an instructional ob(ective is@ FAt the end of the lesson students should
be able to describe five characteristics of the tropical rainforest. It is important that
you state clearly the instructional ob(ectives you intend to achieve at the end of a
period of instruction. It determines the selection of content
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The classification of learnin& ob(ectives or outcomes was developed by a teamled by (enjamin (loom in the )*+s. #hree domains were addressed and for each taxonomy of
abilities, emotions and s!ills were developed. - taxonomy is a system for classifying something,and in this case; the classifying of learning objectives or learning outcomes. #axonomies of
learning objectives or learning outcomes are used to categorise goals for student learning.#axonomies are based on the assumption that different types of objectives are learned throughdifferent mental processes. #he three taxonomies are
The ognitive Do!ain hich is concerned ith mental or intellectual s6ills
and abilities
The "ffective Do!ainhich is concerned ith feelin&s/ values and attitudes
The 6sycho!otor Do!ainhich is concerned ith physical s6ills
#he three taxonomies remain a useful conceptual tool for thin!ing about what a body ofcontent re/uire students to do, and for thin!ing about how students should be able to
demonstrate their learning through their behaviour. It is valuable because it draws attention tothe need to be clear about the complexity of intellectual tas!s which a subject might re/uire to
perform.
ognitive
Levels
0escription 1xamples of 2erbs for Stating3bjectives or 3utcomes
Knowledge -ememberin& previously learned material.
The s6ill may involve recall of a ideran&e of material/ from specific facts to
+efine/ describe/ identify/ label/
list/ match/ name/ select/ state/
1
5./. Cl*##i'in In#truction*l O,-ecti!e# or Le*rnin Outcoe# $CTIVIT% 5.5
6roponents of >ehavioural O*.ectives argue that it+
forces the teachers to be precise about hat is to be accomplished
enables the teacher to tell students hat they must achieve
ma6es evaluation easier because it is measurable
ma6es it easier for the selection of instructional ob(ectives
ma6es accountability easier
Opponents of >ehavioural O*.ectives argue that it+
restricts creativity
lead to trivial or unimportant competencies
is dehumanisin&
donplays affective outcomes
;o do behavioural ob(ectives restrict creativity amon& students:
+o you a&ree ith the opponents of behavioural ob(ectives:
tate >D# other reason each supportin& the proponents and
opponents of behavioural ob(ectives.
Sourceadapted from *eter >liva
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complete theories/ but all that is re8uiredis the brin&in& to mind of the appropriate
information.
outline/ recite
Comprehension The ability to &rasp meanin& of material.This s6ill may be shon by translatin&
material from one form to another/ byinterpretin& material
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9eceiving involves the willingness toreceive or accept and focussing
attention
tolerate, follow, as!.
$esponding -efers to active participation by thestudent. The student is actively attendin&
by respondin& in the class and isinvolved in the teachin&learnin& settin&.
;e or she &ains satisfaction fromen&a&in& in activities.
A&ree/ anser/ communicate/
comply/ consent/ contribute/
cooperate/ help/ in8uire/ obey/participate/ 8uestion/ re8uest/
report/ respond/ see6/ volunteer
%al#ing The students sees orth or value in hatis bein& learned or the activity bein&
done. The student does not merely obeyor complies but does so because he orshe is intrinsically motivated.
Accept/ adopt/ approve/ complete/commit/ desire/ display/ ehibit/
epress/ initiate/ invite/ prefer/share/ study/ or6.
&rganisaion The student brin&s toðer many
different values and attempt to resolvethe conflicts beteen the value. Throu&h
this process he or she builds a valuesystem. ;e or she sees ho ne values
are related to eistin& values and tries toestablish a balance.
Adapt/ alter/ arran&e/ classify/
compare/ defend/ establish/&eneralise/ inte&rate/ modify/
order/ ran6/ synthesise.
Characerisaion The student internalises the values. Inother ords/ he or she adopts the values
as his or her on. The valuesinternalised determines the behaviour of
the student. The behaviour is consistentand predictable.
Act/ behave/ conform/ devote/display/ endure/ eemplify/
function/ maintain/ practice/perform/ uphold/ use/ influence.
Sourceen(amin loom and +. Orathohl b(ectivesE
#able +.: #he -ffective #axonomy
3?4 "ffective Do!ain
-fter the appearance of the cognitive taxonomy, 0avid 9. rathwohl and others,
including (enjamin (loom, developed a taxonomy of objectives in the affective domain in )*6sychomotor 0omain
The psychomotor domain is less 6non compared to the other two taxonomies.#here are several interpretations of the domain and one of them was developed by 9. 0ave in
)*? 5see #able +.=7. #he psychomotor domain involves physical movement, coordination anduse of the motors!ill areas. 0evelopment of these s!ills re/uire practice and is measured in
terms of speed, precision, distance, procedures, or techni/ues in execution.
1?
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ognitive
Levels
0escription 1xamples of 2erbs for Stating3bjectives or 3utcomes
'miaion The student indicates a readiness to learna certain complex s!ill. Imitationincludes repeating an act that has been
demonstrated or explained. It includestrial and error until an appropriateresponse is achieved.
Assemble/ carryout/ copy/
construct/ repeat/ duplicate/
practice/ reproduce/ start/ try/
volunteer/ s6etch/ follo.
(anip#laion The student continues to practice the s6illuntil it becomes habitual and can be
performed ith some confidence. Theresponse is more comple but he or she is
still not sure of himself or herself.
all the verbs for Imitation plus thefolloin&E@ ac8uire/ conduct/ do/
eecute/ operate/ perform/ produce/pro&ress/ use/ operate.
)recision The student attains the s6ill andproficiency is indicated by a 8uic6/smooth and accurate performance. The
response is comple and performedithout hesitation.
all the verbs for Imitation and
Manipulation plus the folloin&E@achieve/ automatise/ eceed/ ecel,
master, reach, refine, surpass,accomplish.
Aric#laion The student is involved at an even hi&herlevel of precision. The s6ill is ell
developed. The student can adapt the s6illaccordin& to different re8uirements.
Adapt/ chan&e/ alter/ reor&anise/rearran&e/ revise.
*a#ralisaion The s6ill is automatic and the student isable to eperiment and create ne ays of
usin& the s6ill.
Arran&e/ compose/ refine/ create/desi&n/ ori&inate/ transcend.
&Source 9. 0ave. >sychomotor 0omain, )*?
7/22/2019 Module 5.Process
21/21
RE"DIN#(
;enchey/ D.