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Objectives

Objectives. EDUC 3100. What is an Objective?. A statement of what we want students to know, do, and feel. A teacher must be able to ASSESS the objective in some way. Synonyms: Intended Learning Outcome, Achievement Target, Standard, Indicator. Bloom’s Taxonomy.

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Objectives

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  1. Objectives EDUC 3100

  2. What is an Objective? • A statement of what we want students to know, do, and feel. • A teacher must be able to ASSESS the objective in some way. Synonyms: Intended Learning Outcome, Achievement Target, Standard, Indicator

  3. Bloom’s Taxonomy In 1956, Benjamin Bloom headed a group of educational psychologists.  Together,  they developed a classification of levels of thinking  behaviors thought to be important in the processes of learning.

  4. Bloom and co. actually identified three domains of educational activities. • Cognitive: mental skills (Knowledge) • Affective: growth in feelings or emotional areas (Attitude) • Psychomotor: manual or physical skills (Skills) • Best known is the Cognitive taxonomy as follows

  5. Knowledge • observation and recall of information • knowledge of dates, events, places • knowledge of major ideas • mastery of subject matter Knowledge

  6. Comprehension • understanding information • grasp meaning • translate knowledge into new context • interpret facts, compare, contrast • order, group, infer causes • predict consequences Comprehension Knowledge

  7. Application • use information • use methods, concepts, theories in new situations • solve problems using required skills or knowledge Application Comprehension Knowledge

  8. Analysis • seeing patterns • organization of parts • recognition of hidden meanings • identification of components Analysis Application Comprehension Knowledge

  9. Synthesis • use old ideas to create new ones • generalize from given facts • relate knowledge from several areas • predict, draw conclusions Synthesis Analysis Application Comprehension Knowledge

  10. Evaluation • compare and discriminate between ideas • assess value of theories, presentations • make choices based on reasoned argument • verify value of evidence • recognize subjectivity Evaluation Synthesis Analysis Application Comprehension Knowledge

  11. Bloom’s Mnemonic • Karen • Can • Add • And • Subtract • Easily Evaluation Synthesis Create your own mnemonic with illustration Analysis Application Comprehension Knowledge

  12. Bloom’s Taxonomy - Revised Original Terms New Terms • Evaluation • Synthesis • Analysis • Application • Comprehension • Knowledge • Creating • Evaluating • Analyzing • Applying • Understanding • Remembering (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

  13. Change in Terms • The names of six major categories were changed from noun to verb forms. • As the taxonomy reflects different forms of thinking and thinking is an active process verbs were more accurate. • The subcategories of the six major categories were also replaced by verbs • Some subcategories were reorganized. • The knowledge category was renamed. Knowledge is a product of thinking and was inappropriate to describe a category of thinking and was replaced with the word remembering instead. • Comprehension became understanding and synthesis was renamed creating in order to better reflect the nature of the thinking described by each category. (http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html (accessed July 2003) ; Pohl, 2000, p. 8)

  14. Creating Evaluating Analyzing Applying Understanding Remembering

  15. Affective DomainAttitudes • Receiving: • Awareness, willingness to hear, selected attention. • Responding • Active participation on the part of the learners. Attends and reacts to a particular phenomenon.  Learning outcomes may emphasize compliance in responding, willingness to respond, or satisfaction in responding (motivation). • Valuing • The worth or value a person attaches to a particular object, phenomenon, or behavior. This ranges from simple acceptance to the more complex state of commitment. Valuing is based on the internalization of a set of specified values, while clues to these values are expressed in the learner ín overt behavior and are often identifiable.

  16. Affective Domain (cont.)Attitudes • Organization • Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating an unique value system.  The emphasis is on comparing, relating, and synthesizing values.  • Internalizing values (characterization) • Has a value system that controls their behavior. The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner. Instructional objectives are concerned with the student's general patterns of adjustment (personal, social, emotional).

  17. Psychomotor DomainSkills • Perception • The ability to use sensory cues to guide motor activity.  This ranges from sensory stimulation, through cue selection, to translation. • Set • Readiness to act. It includes mental, physical, and emotional sets. These three sets are dispositions that predetermine a person’s response to different situations (sometimes called mindsets). • Guided Response • The early stages in learning a complex skill that includes imitation and trial and error. Adequacy of performance is achieved by practicing.

  18. Mechanism • This is the intermediate stage in learning a complex skill. Learned responses have become habitual and the movements can be performed with some confidence and proficiency.  • Complex Overt Response • The skillful performance of motor acts that involve complex movement patterns. Proficiency is indicated by a quick, accurate, and highly coordinated performance, requiring a minimum of energy. This category includes performing without hesitation, and automatic performance. 

  19. Adaptation • Skills are well developed and the individual can modify movement patterns to fit special requirements • Origination • Creating new movement patterns to fit a particular situation or specific problem.  Learning outcomes emphasize creativity based upon highly developed skills.

  20. Cognitive Demand • Cognitive demand relates to how much thinking is called for by the students for a specific task. For example, routine memorization involves low cognitive demand, no matter how advanced the content. The brain can hold more information in working memory when the task is lower in cognitive demand. Applying, analyzing, and evaluating concepts involves high cognitive demand, even for basic content. When a task is higher in cognitive demand, there is less room in working memory so less information can be processed. Both types of cognitive demand are associated with student performance and are necessary in the classroom.

  21. Identify the level of Bloom's Taxonomy and the cognitive demand of the following objectives. • Solve geometric proofs using the appropriate theorems. APPLICATION High cognitive demand

  22. Identify the level of Bloom's Taxonomy and the cognitive demand of the following objectives. • Explain the “melting pot” philosophy. COMPREHENSION Low cognitive demand

  23. Identify the level of Bloom's Taxonomy and the cognitive demand of the following objectives. • Compare and contrast enrichment versus acceleration in terms of readiness, academic benefits, and social and emotional adjustment for precocious youth. ANALYZE High cognitive demand

  24. Identify the level of Bloom's Taxonomy and the cognitive demand of the following objectives. • Create a poem using metaphors SYNTHESIS High cognitive demand

  25. Identify the level of Bloom's Taxonomy and the cognitive demand of the following objectives. • Define the associative property of addition KNOWLEDGE Low cognitive demand

  26. Identify the level of Bloom's Taxonomy and the cognitive demand of the following objectives. • Justify the selection of materials for an insulated box. EVALUATE High cognitive demand

  27. So What Do We Use This For? • To write objectives • To help us match objectives to assessment methods and instructional tasks

  28. You Try! • Put each objective on the correct level of Bloom’s taxonomy on the board.

  29. Homework • Talk to your partner about the grade level, subject, and topic you would like to use for your TWS • Bring the state core to class on Friday for the topic • Remember your Contextual Factors paper is due Friday • Identify at least three contextual factors that influence student learning – positive or negative. Use one student, one classroom, and one schoolwide or community factor. Then provide suggestions for how you will respond to the factor. Typed, 1-2 pages, double spaced

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