To WORKSHOP 5 abstract

1. What educational purposes should the school seek to attain? (Defining appropriate learning objectives.)
2. How can learning experiences be selected which are likely to be useful in attaining these objectives? (Introducing useful learning experiences.)
3. How can learning experiences be organized for effective instruction? (Organizing experiences to maximize their effect.)
4. How can the effectiveness of learning experiences be evaluated? (Evaluating the process and revising the areas that were not effective.)

It is a well known set of three hierarchical models used to classify educatinal learnind objectives into levels of complexity and specificity.

The cognitive domain

(knowledge-based)

1 Remembering

Exhibit memory of learned materials by recalling facts, terms, basic concepts, and answers.

2 Understanding

Demonstrate understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating the main ideas (Translation, Interpretation Extrapolation).

Questions like: Compare the health benefits of eating apples vs. oranges.

3 Applying

Using acquired knowledge. Solve problems in new situations by applying acquired knowledge, facts, techniques and rules.

Questions like: Would apples prevent scurvy, a disease caused by a deficiency in vitamin C?

The third level of Taxonomy is application. Learners should be able to use information to solve problems, identify connections and relationships and how they apply. It is important for students to be able to use prior knowledge in new situations. For example, a student can be able to apply a method used to their own lives.

About this three inferior levels,
no problem.

Debates do exist about the superior levels (following items) . For some of specialists, no hierarchy must be done between Analysing, Synthetising and Evaluating. Sometimes it is said Synthetizing is the last degree.

4 Analyzing

The next level of Bloom’s Taxonomy is analysis. Analysis is being able to break down information into component parts, and determining how the part relate to one another. An example of analysis is, having students summarize something and then students analyze why certain things happened

Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations

Questions like: List four ways of serving foods made with apples and explain which ones have the highest health benefits. Provide references to support your statements.

5 Synthesizing

Builds a structure or pattern from diverse elements; it also refers the act of putting parts together to form a whole (Omari, 2006). Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions

• Production of a unique communication

• Production of a plan, or proposed set of operations

• Derivation of a set of abstract relations

Questions like: Convert an "unhealthy" recipe for apple pie to a "healthy" recipe by replacing your choice of ingredients. Explain the health benefits of using the ingredients you chose vs. the original ones.

6 Evaluating

Present and defend opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria

• Judgments in terms of internal evidence

• Judgments in terms of external criteria

It does exist too an affective domain.... Emotional based domain : objectives typically target the awareness and growth in attitudes, emoton, feelings..

You have also skills in the psychomotor domain

(ability to physically manipulate a tool). Psychomotor objectives usually focus on change or developement in behavior (and/or skills)

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To WORKSHOP 5 abstract