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By Dr.

Jennifer Levin-Goldberg
WATCH INTRODUCTORY VIDEO
http://goanimate.com/videos/0TXtCqmCA2uM
1. What exactly is an objective and how does it differ from
a goal?
2. What does an instructional objective need to include in
order to be effective?
3. Take a moment to write two objectives you recently
wrote and then put it aside.well revisit it later
Goal Objective
This is the overall These are the
end result you want explicit and
the students to measureable
accomplish after the performances the
instruction. students must
accomplish in order
to reach the goal.
OK..NOW LETS GET STICKY

Goals Objectives Learner Outcomes


What the The specific, The expected behaviors/skills
the student should be able to
student is measurable, perform at the end of the
course/unit.
intended to observable These are more bored and tend
behaviors the to not state specifically how the
master/perform student will perform the skill,
student will just that they are expected to
by the end of perform to reach
perform it.

the the goal.


course/lesson.
The difference between goals and learner outcomes are still
Debated. Some allege they are one and the same!
WHY THE CHANGES?????
1. Knowledge is a product of
thinking, not a category of
thinking in itself. So it was
changed to Remembering.
2. The taxonomy changed from
nouns to actionable verbs.
3. Comprehension changed to
Understanding.
4. Synthesis changed to Creating
because creative thinking is a
more complex skill than critical
thinking (synthesis) and
therefore, not only did the word
change but where it is located on
the taxonomy.
5. Older Bloom was more
applicable toward younger
audiences (elementary) but the
New Blooms accommodates a
more comprehensive audience.
THINK OF THE TAXONOMY MORE
LIKE A LADDER
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Creating

Evaluating

Analyzing

Applying

Understanding

Remembering
Recalling or restating facts

identify, describe, name, label,


recognize, reproduce, follow, define,
list, locate, name, find, retrieve, repeat,
re/state, duplicate, memorize
Ability to create own meaning from new learning

Examples:
classify, describe, discuss, explain, identify, locate,
recognize, report, select, translate, paraphrase
Using the new knowledge in a familiar or different
context.

Examples:
choose, demonstrate, dramatize, employ, illustrate, interpret,
operate, schedule, sketch, solve, use, write
Breaking the new knowledge down into discrete parts
and identifying how the parts relate to the whole.

Examples:
Differentiating, attributing, organizing, appraise,
compare, contrast, criticize, discriminate, distinguish,
examine, experiment, question, test.
Making judgments and critiquing

Examples:
Critique, appraise, argue, defend, judge,
select, support, value, evaluate
Putting pieces together to form something new.

Examples:
Generating, producing, planning, assemble, construct,
create, design, develop, formulate, write.
I will give you several examples and you tell me which o
cognitive domains it exemplifies and be prepared to defe
Why you made your choices.
1. What events led to the Civil War?
2. What is the definition an ionic bond?
3. Who wrote War and Peace?
4. What is an example of a primary source document?
5. What is the relationship between sine and cosine?
6. What changes to Obama Care would you make? Why?
7. Do you believe the Civil War was fought more for Political or Economic reasons? Defend your position.
8. Design a re/solution to the Israeli/Palestinian Conflict.
9. Explain why energy plays a role in living systems.
10. What would happen if we mix ammonia and bleach together?
11. By developing your own plan of action, how would you resolve the obesity problem in America?
12. What other instance does Shakespeare portray good v evil in Othello?
Create your own questions
exemplifying each of the
cognitive taxonomies applicable
to your own class(es).
NOWTHERE ARE THREE DOMAINS TO
LEARNING EACH WITH THEIR OWN
TAXONOMIES
I knowmore things to learn
LEARNING DOMAINS

Cognitive Affective Psychomotor


Mental skills Emotions, motivation, Physical skills,
This is the knowledge coordination, and gross
and attitudes. and fine motor skills.
portion.
These are sequential
like the cognitive
This is what we just went Some researchers domain.
over thus far with
Blooms taxonomy. allege these stages There are several
Critical thinking and are not sequential like proposed taxonomies
cognitive processes for this domain;
progress in the levels of the cognitive domain however, this
complexity the further while others disagree. presentation will focus
you go up. on Dave's (1975).
Hierarchical Classification of the
Internalizing Affective Domain

Organizing

Valuing

Responding

Receiving
Internalizing

Organizing

Valuing

Responding

Receiving
Receiving Responding Valuing Organizing Internalizing
Stimuli to Stimuli Willing to support
The worth or A value system
Active and be an established that
Listening to value one advocate.
participation; controls behavior;
others with
willingness to
assigns to the Prioritizing values,
it is consistent and
Non-sequential
respect; stimuli. Even comparing and
listening to
respond and though they contrasting pervasive. Work Classification of
satisfaction in are internalized, well with others
new responding they are overtly
values;
managing and The Affective
knowledge. (motivation). identifiable. conflict and independently,
self-advocacy
Domain
Examples: Examples: Willing to be creating
replies, selects, involved. resolutions based practiced. Willing
Answers, aids, upon these values to change
names, assists, complies, Examples: and the priorities
follows, behavior for good
conforms, Differentiates, ascribe to each. and revise
describes, presents, read, demonstrates, judgment when
Examples:
identify, points write, labels, completes, new insight comes
to, asks, and helps, performs, justifies, reads, Compare,
contrast, into play.
chooses practices proposes, shares,
selects, initiates, organize, adhere, Examples:
resolve, prepares,
follows Influences, acts,
relate,
discriminates,
proposes, questions,
revises, re/solves
WHICH DO YOU PREFER???
I will be showing you short clips from
various videos; you tell me which
Of the affective domains it represents
and why.
VIDEO 1
Click onto the following link and tell me what affective domain trait each of
the characters are exhibiting.

http://goanimate.com/videos/0X0n1XPEtN2A
VIDEO 2
Click onto the following link and tell me what affective domain trait each of
the characters are exhibiting.
http://goanimate.com/videos/0k8SKdMHCh2c
VIDEO 3
Click onto the following link and tell me what affective domain trait each of
the characters are exhibiting.

http://goanimate.com/videos/0VlJFL0y_vG0
Naturalization-mastering skill to automaticity.
Examples: design, develop, create

Articulation- combining, producing, and performing


several skills consistently.
Examples: adapt, construct, generate, create, modify,
teach, solve, combine, coordinate
Precision- performing a skill independently without
assistance.
Examples: demonstrate, master, perfect, complete,
control, show
Manipulating- performing by memory or following
instructions.
Examples: act, execute, produce, perform,
implement
Imitation- mimicking and observing behavior.
Examples: copy, follow, mimic, reproduce,
replicate, trace
Naturalization

Articulation

Precision

Manipulating

Imitating
Naturalization

Articulation

Precision

Manipulating

Imitating
You will be placed into groups. Within your groups, you will have to
create an example for each of the psychomotor domains.
NOW THAT WE KNOW ALL THE LEARNING
DOMAINS, HOW DO WE EFFECTIVELY
CREATE INSTRUCTIONAL OBJECTIVES???
1. Are specific! Leave little room for interpretation or ambiguity.
Examples of poor objectives:
The student will appreciate the crescendos in Rachmaninovs Concerto No.
2.
The student will know what metamorphosis is.
The student will understand quadratic equations.
The student will see the significance of the Cold War.
2. Include the three cardinal characteristics for articulating the
objective.
a. Performance- what exactly will they be able to do in observable
terms. It is measureable! Example: Differentiate between the
American and French Revolutions
b. Condition- the condition under which they will be asked to perform
the task. Example: Create a power point presentation or using
presentation software systems
c. Criteria- how well they will be performing the task (if possible).
Example: In 15 to 20 slides

The student will differentiate between the American and French


revolutions by creating a 15 to 20 slide power point presentation .
Another way to look at this is via the A,B,C, Ds
A= Audience (Student will be able to)
B= Behavior: What they are expected specifically to do and how to
demonstrate it
C= Condition: Condition in which the task will be performed.
D= Degree: How well they will be expected to perform the task.
S.M.A.R.T Objectives
S= Specific
M= Measureable
A= Attainable/Achievable. Can the students actually perform
the objective within the skill sets and time frame assigned?
R= Relevant. Is the objective relevant to the lesson, its overall
goal or end result, the age group, and prerequisite knowledge?
T= Time bound
EXAMPLES OF INSTRUCTIONAL
OBJECTIVES
Cognitive Domain Affective Domain Psychomotor Domain
The student will create a The student will decide and The student will be able to
website discussing the verbally defend their give a well articulated and
history of the Israeli and position on what they deem effectively delivered 8 to 10
Palestinian Conflict and the most important human minute speech demonstrating
eye contact with the
proffer propose their own right issue in a 3 to 5 audience, clear and non-
re/solution following the minute speech following montonous voice tone,
criteria outlined in a the guidelines of a appropriate use of body
furnished rubric. furnished rubric. language, relaxed disposition,
succinct word choice, and an
accurate informative message.
Create one cognitive, affective, and psychomotor instructional objective for
a class you are teaching utilizing the A,B,C, Ds and guidelines you have
been furnished.
Please click onto the following link:
http://goanimate.com/videos/0gpBojoxEKgw