Page 1 :
Bloom taxonomy, and action verb, DR.KALPANA SINGH, ASSISTANT PROFESSOR, DEV SANGHA INSTITUTE OF PROFESSIONAL STUDIES, AND EDUCATIONAL RESEARCH
Page 2 :
Introduction, , , Dr.Benjamin Bloom and some experts made domains, of learning. They, first of all, came up with this idea., The three domains are- cognitive, psychomotor, and, affective domains. Because of its importance, all, teachers must know about them. So, every person of, education must learn them. These domains make, learning better., , Domains of, , Learning, Cognitivee Domain, Affective Domain, Psychomotor Domain
Page 12 :
As education aims at bringing out an all round development in a, person so effective and continuous changes are to be brought, about in three dominance of behaviour for this purpose some, guidelines are essentials and those guidelines the strength are, for educational objectives instructional objectives will stop these, are a statements trained by using action verbs which Express the, behavioral modes., How to write specific /general and no objectives, 1., , To enable child will be able to understand how the process of, photosynthesis take place (general), , 2., , ----------------Will be able to identify the seat of, photosynthesis (specific), , 3., , ----------------will be able to know about the process of, photosynthesis. (No objectives) at the end of instruction.
Page 13 :
Educational, , objective, , , , objectives/ instructional, , behavioral objective /performance objective are, statements concerning observable behaviour which learner, is expected to display during or after a course of instruction., , Aims versus objectives, Aims: children or global statements of intent mean by, teachers and other educators teams are prescriptive schools, which are achieved in long term., , Objectives: statement which describe what the learner is, intended to do at the end of the process.
Page 14 :
Specific objectives /instructional objectives/, behavioral objectives, , , instructional objectives should be a specific the, objectives should reflect to the terminal behaviour of, the learner in specific terms generally in teaching of, subjects behavioural objectives are also known as, operational objectives., , , , according to Montaque..objective is a goal for for a, desired outcome of learning which is expressed in, terms of observable behaviour Or performance of the, learner., , , , hence objectives stated in terms of behaviour desired, office students at the end of instruction are called, behaviour specific instructional objectives.
Page 15 :
Condition for writing objectives, , , There are three conditions for writing a good and appropriate, objectives., , , , ,1. The behaviour desire or what the student would be able to do, perform at the end of the instruction it should be clearly, identified., , , , Example (desired behaviour learner) after the instruction is over, the student will be able To label different parts of a flower., , , , 2. The condition under which the behaviour is to occur, , , , Example (condition of performance)given the diagram of a, flower the students will be able to level the flower whole of the, flower., , , , 3. the label of expected performance, , , , Example(plevel of performance) The students will be able to the, label The sepals petals, androecium and gynaecium in a given, diagram
Page 16 :
Characteristics of behavioral objectives, , , Robert if mega 1974 indicated the three characteristics, of a clearly stated behavioral instruction objective, , Performance specifies the observable behaviour to be, exhibited by learner, 2. Condition specify the condition under which the, learning outcome will be assessed, 3. Criterion the specifies the minimal level of acceptable, performance that the learner will be expected to, exhibit., 4. The above-mentioned characteristics are helpful in, clearly stating the behavioural instruction and specific, objectives. These are also helpful to teacher for, specifying objective in three educational dominance, of cognitive affective and psychomotor., 1.
Page 17 :
Function of behavioral objectives, , Behavioural objectives, 1., , Are useful in identifying those students behaviour which, correspond to a given set of content., , 2., , Provide criteria for the selection of learning activities., , 3., , Are helpful in organising contained in two sequences and in, selecting instructional strategies., , 4., , Provide situations to analyse and improve learning activities., , 5., , Are useful in performance assessment., , 6., , Provide accurate means to evaluate the progress of the learner., , 7., , Are the important aspects of lesson planning and help in the, construction of evaluation test items., , 8., , minimise vagueness in the process of teaching learning.
Page 18 :
Suggestion to a classroom teacher for writing behavioural, objective effectively, , , Answer classroom teacher one should;, , 1., , Define his her goal is specific terms., , 2., , Content to be useful for achieving these, goals., , 3., , Write a tentative specific objective., , 4., , Modify and finally write the specific objective.
Page 19 :
Example of action verb for writing specific behavioural, objectives represent in the three domains of behaviour, Cognitive domain Psychomotor, Affective domain, domain, To, To, To, appreciate, Define, Draw, Understand the values, Identify, Demonstrate, Justify, Distinguish, Sketch, Recall, Compare, Arrange, Differentiate, Generalise, Compose, Categories, Practice, Design, calibrate, Realise, Describe, Synthesise etc., Explain, Assemble, Summarise, Measure, Read write, Display, solve, Rewrite etc..
Page 23 :
Learning objectives and learning, outcomes:, Objective – A, , course objective describes what a, faculty member will cover in a course. ..., Student Learning Outcome – A detailed description, of what a student must be able to do at the, conclusion of a course. When writing outcomes, it is, helpful to use verbs that are measurable or that, describe an observable action.
Page 24 :
WRITING LEARNING OBJECTIVES, (Action verb), , , KNOWLEDGE ie ‘cognitive’ domain:, , , , Knowledge: define, describe, examine, extract, find, identify,, , , , Comprehension: clarify, compare, contrast, defend,, , label, list, name, order, organise, outline, present, recall,, recognise, select, show, state, write., , demonstrate (an understanding),discuss, distinguish, estimate,, explain, express, formulate, give examples of, illustrate,, indicate, interpret, judge, justify, perform, predict, present,, report, review, select, summarise
Page 25 :
Application: apply, assess, change,, , classify, construct, demonstrate, develop,, examine, explain how, find, give examples, of, illustrate, interpret, modify, organise,, practice, predict, prepare, produce, relate,, show, select, transfer, translate, use, verify., , Analysis:, , analyse, appraise, arrange,, categorise, classify, compare, conclude,, connect, criticise, debate, deduce,, develop, diagnose, differentiate,, discriminate, distinguish between, elucidate,, evaluate, illustrate how, infer, justify, order,, outline, point out, question, recognise,, relate, resolve, select, test., Continue…..
Page 26 :
Synthesis: Account for, argue, categorise, combine,, compile, compose, conclude, create, derive, design,, develop, establish, explain, formulate, generate, generalise,, integrate, manage, modify, organise, plan, present,, prescribe, propose, put together, structure, suggest,, rearrange, relate, reconstruct, reorganise, report, select,, summarise,synthesisee, teach, tell, write., , , Evaluation: appraise, ascertain, assess, choose, compare,, conclude, consider, contrast, criticise, critique, decide,, defend, detect, describe how, determine, discriminate, between, evaluate, grade, interpret, judge, justify,, persuade, predict, question, recommend, resolve, select,, standardise, summarise, support, validate, value, verify, , ….., , Continue
Page 27 :
ATTITUDES: ie the ‘affective’, domain:, , , Act, adhere, appreciate, ask, accept, answer,, assist, attempt, challenge, combine, complete,, conform, co-operate, defend, demonstrate (a, belief in), differentiate, discuss, display, dispute,, embrace (a value / philosophy), follow, hold (a, value / attitude), initiate, integrate, justify, listen,, order, organise, participate, practice, join,, share, judge, praise, question, relate, report,, resolve, share, support, synthesise, value.
Page 28 :
SKILLS ie ‘psychomotor’ domain:, Adapt,, , adjust, administer, alter, arrange, assemble,, balance, build, calibrate, combine, communicate,, construct, copy, delegate, design, deliver, detect,, demonstrate, differentiate (by touch), dismantle,, display, dissect, drive, estimate, examine, execute,, fix, grasp, grind, handle, heat, manipulate, identify,, insert, measure, mend, mix, operate, organise,, perform, present, record, refine, sketch, react, use.
Page 29 :
Thank you
