EDUC 3100

Objectives

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

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.

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

Knowledge

observation and recall of information knowledge of dates, events, places knowledge of major ideas mastery of subject matter

Knowledge

Comprehension

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

Knowledge

Comprehension

Application

use information use methods, concepts, theories

in new situations solve problems using required

skills or knowledge

Knowledge

Comprehension

Application

Analysis

seeing patterns organization of parts recognition of hidden meanings identification of components

Knowledge

Comprehension

Application

Analysis

Synthesis

use old ideas to create new ones generalize from given facts relate knowledge from several areas predict, draw conclusions

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

compare and discriminate between ideas

assess value of theories, presentations

make choices based on reasoned argument

verify value of evidence recognize subjectivity

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Bloom’s Mnemonic

KarenCanAddAnd SubtractEasily

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Create your own mnemonic

with illustra

tion

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)

Bloom’s Taxonomy - Revised

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)

RememberingUnderstanding

Applying

Analyzing

Evaluating

Creating

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.

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).

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.

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. 

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.

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.

Solve geometric proofs using the appropriate theorems.

APPLICATION

High cognitive demand

Explain the “melting pot” philosophy.

COMPREHENSION

Low cognitive demand

Compare and contrast enrichment versus acceleration in terms of readiness, academic benefits, and social and emotional adjustment for precocious youth.

ANALYZE

High cognitive demand

Create a poem using metaphors

SYNTHESIS

High cognitive demand

Define the associative property of addition

KNOWLEDGE

Low cognitive demand

Justify the selection of materials for an insulated box.

EVALUATE

High cognitive demand

So What Do We Use This For?

To write objectivesTo help us match objectives to

assessment methods and instructional tasks

You Try!

Put each objective on the correct level of Bloom’s taxonomy on the board.

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