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TAXONOMY OF EDUCATIONAL OBJECTIVES

TAXONOMY OF EDUCATIONAL OBJECTIVES. AGSC 402. Our Objectives Today…. List and describe the three domains of learning List and provide an example of the levels of Bloom’s Taxonomy. Descartes Moment. What do you know about the three domains of learning?

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TAXONOMY OF EDUCATIONAL OBJECTIVES

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  1. TAXONOMY OF EDUCATIONAL OBJECTIVES AGSC 402

  2. Our Objectives Today…. • List and describe the three domains of learning • List and provide an example of the levels of Bloom’s Taxonomy

  3. Descartes Moment • What do you know about the three domains of learning? • What do you know about Bloom’s Taxonomy? • Where will WE use this information later?

  4. The Three DOMAINS Affective Psychomotor Cognitive

  5. The Three DOMAINS Affective Psychomotor Cognitive

  6. AFFECTIVE DOMIAN • EMOTIONAL LEARNING: FEELING – Concerned with attitudes, appreciations, interests, values and adjustments.

  7. PSYCHOMOTOR DOMAIN • PHYSICAL LEARNING: DOING - Emphasizes speed, accuracy, dexterity, and physical skills.

  8. COGNITIVE DOMAIN • RATIONAL LEARNING: THINKING- Emphasis upon knowledge, using the mind, and intellectual abilities.

  9. COGNITIVE DOMAIN • Often referred to as Instructional or Behavioral Objectives that begin with VERBS (refer to handout). • What we know as Bloom’s Taxonomy

  10. BLOOM’S TAXONOMY OF EDUCATIONAL OBJECTIVES • COGNITIVE DOMAIN • What do you think of when you hear the word Taxonomy? • What is a Taxonomy? • Biology Class Taught us: Phylum, Class, Order, Family, Genus, Species, Variety

  11. BLOOM’S TAXONOMY • Behaviors are taught to be cumulative, going from simple to more complex mental behaviors.

  12. COGNITIVE DOMAIN • Bloom’s Taxonomy is an order of learning with six levels. Evaluation Synthesis Analysis Application Comprehension Knowledge

  13. 1. KNOWLEDGE • Recalling, Remembering, and Recognizing. • Emphasizing facts, information, and specifics. Involves remembering material in form very close to how it was originally presented. • Depends upon memorizing or identifying facts without asking beyond.

  14. 2. COMPREHENSION • Describing and Explaining • Grasping the meaning and intent of the material. • Deals with content and involves ability to understand what is being communicated.

  15. 3. APPLICATION • Applying Information • Using what is remembered and comprehended. • Applies learning to real life, new, and/or concrete situations. • It is ability to use knowledge and learned material in meaningful ways.

  16. 4. ANALYSIS • Reasoning • Breaking material into parts and determining the relationships of these parts to each other and to thewhole.

  17. 4. ANALYSIS • Analyzing Relationships • Taking one portion or piece at a time to clarify the overall idea.

  18. 5. SYNTHESIS • Creating • Putting together parts and elements into a new form. • Organizing ideas into new patterns and putting materials together in a structure which was not there before.

  19. 6. EVALUATION • Evaluating • Judging the values of ideas, methods, materials, procedures, and solutions by developing and/or using appropriate criteria.

  20. Think, Pair, Share • Find a partner • Come up with a topic you will likely teach to a freshman ag class, Principles of AFNR • Write one cognitive activity you would like students to master when teaching the topic • Use the list of verbs from Bloom’s taxonomy to help you

  21. REVIEW

  22. What are the Three Domains of Learning?

  23. The Three DOMAINS Affective Psychomotor Cognitive

  24. Describe each domain of learning.

  25. The Three DOMAINS Affective Psychomotor Cognitive

  26. What are the six levels of Blooms Taxonomy Evaluation Synthesis Analysis Application Comprehension Knowledge

  27. What is an example of each level of Bloom’s taxonomy?

  28. Look at the Verbs! Appraise, Defend, Judge Evaluation Construct, Create, Design Synthesis Compare, Contrast, Analyze Analysis Apply, Choose, Write Application Classify, Describe, Discuss Comprehension Arrange, Define, List Knowledge

  29. Summary • We will use what we learned today for lesson planning and objective writing • FAST Meeting on Thursday—7:30 p.m. AGLS 115 • Next time—No Class on Friday! • Effective Teacher Paper (posted to your website by Monday, Feb 3rd) • Be prepared to provide the name of the school/teacher where you will present your lesson

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