Nothing Special   »   [go: up one dir, main page]
Scribd Logo
Upload

Welcome to Scribd!

  • 21 views

    8619 Unit 3

    Uploaded by

    Aqsa
    This document discusses educational objectives and taxonomies in learning domains. It covers: 1) Benjamin Bloom's cognitive domain which progresses from basic recall to higher-order thinking skills like analysis and evaluation. 2) Affective domain objectives focus on attitudes, appreciation, emotions and values. They range from receiving phenomena to characterizing by consistent behaviors. 3) Psychomotor domain objectives involve physical skills from reflex actions to complex coordination. 4) Robert Mager's contribution in defining instructional objectives as specific, measurable statements of what learners will be able to do after instruction. Well-written objectives clearly define performance, conditions and criteria of acceptable outcomes.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd

    8619 Unit 3

    Uploaded by

    Aqsa
    21 views33 pages
    This document discusses educational objectives and taxonomies in learning domains. It covers: 1) Benjamin Bloom's cognitive domain which progresses from basic recall to higher-order thinking skills like analysis and evaluation. 2) Affective domain objectives focus on attitudes, appreciation, emotions and values. They range from receiving phenomena to characterizing by consistent behaviors. 3) Psychomotor domain objectives involve physical skills from reflex actions to complex coordination. 4) Robert Mager's contribution in defining instructional objectives as specific, measurable statements of what learners will be able to do after instruction. Well-written objectives clearly define performance, conditions and criteria of acceptable outcomes.

    Original Description:

    Computers in Education

    Original Title

    8619 UNIT 3

    Copyright

    © © All Rights Reserved

    Available Formats

    PPTX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    This document discusses educational objectives and taxonomies in learning domains. It covers: 1) Benjamin Bloom's cognitive domain which progresses from basic recall to higher-order thinking skills like analysis and evaluation. 2) Affective domain objectives focus on attitudes, appreciation, emotions and values. They range from receiving phenomena to characterizing by consistent behaviors. 3) Psychomotor domain objectives involve physical skills from reflex actions to complex coordination. 4) Robert Mager's contribution in defining instructional objectives as specific, measurable statements of what learners will be able to do after instruction. Well-written objectives clearly define performance, conditions and criteria of acceptable outcomes.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    21 views33 pages

    8619 Unit 3

    Uploaded by

    Aqsa
    This document discusses educational objectives and taxonomies in learning domains. It covers: 1) Benjamin Bloom's cognitive domain which progresses from basic recall to higher-order thinking skills like analysis and evaluation. 2) Affective domain objectives focus on attitudes, appreciation, emotions and values. They range from receiving phenomena to characterizing by consistent behaviors. 3) Psychomotor domain objectives involve physical skills from reflex actions to complex coordination. 4) Robert Mager's contribution in defining instructional objectives as specific, measurable statements of what learners will be able to do after instruction. Well-written objectives clearly define performance, conditions and criteria of acceptable outcomes.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 33

    DEVELOPING EDUCATIONAL

    OBJECTIVES

    MARIAM RAFIQUE
    MPHIL SCHOLAR DNFCE
    AIOU
    Receiving
    Willingness to receive or to attend to a particular
    phenomena or stimuli.
    Receiving has been divided into three sub-categories:
    -Awareness- being conscious of something
    -Willingness to receive- being willing to tolerate a
    given stimulus
    -Controlled or selected attention
    Responding
    Refers to active participation on the part of the
    student.
    - the student is sufficiently motivated to be actively
    attentive.
    - the student becomes committed to the lesson or
    subject.
    -learning outcomes involve obedience or willingness.
    Valuing
    Student sees worth or value in the activity.
    - the student is motivated not by the teacher to
    comply but by his underlying value guiding the
    behavior.
    - learning outcomes are concerned with behavior that
    is consistent to make the value clearly identifiable.
    Organizing
    The students actively participates and shows
    commitment by organizing activities such as
    meetings.
    The student develops an internally consistent value
    system that results from bringing together a set of
    values and resolving any conflicts between them.
    The student begins to develop a philosophy of life.
    Students accepts responsibility of their own behavior.
    Acknowledge and accepts their weaknesses and
    strengths.
    Characterizing
    Implies a consistent and predictable behavior.
    These instructional objectives are concerned with the
    student’s general patterns of adjustment (personal,
    social, emotional)
    Example
    Cooperates in group activities.
    Show punctuality and self-discipline
    PSYCHOMOTOR DOMAIN
    Focus on motor skills and perceptual processes.
    Includes physical movements, coordination, and use
    of motor skills.
    According to Seel and Glasgow (1990), Harrow’s
    taxonomy of the psychomotor domain is organised
    according to degree of coordination including
    involuntary responses as well as learned capabilities.
    Simple reflexes are at the lowest level of the taxonomy
    while complex neuromuscular coordination makes up
    the highest levels.
    ROBERT MAGER’S INSTRUCTIONAL OBJECTIVES

    What is an Instructional Objective?


    Words, pictures and diagrams that can identify what
    is needed to achieve the goal.
    Intended Outcomes are:
    Specific
    Measurable
    What a learner will be able to do after instruction?
    (Mager, 2007)
    Characteristics of Objectives
    “Objective is a subject in which you are familiar with
    and will be able to identify (label) correctly”
     Performance – Competency Level
     Conditions – Under what conditions do you
    want the learner to be able to do?
     Criteria – How well must it be done?
    (Mager, 2007)
    Well-Written Objectives

    Performance is what the learner


    will be able to do
    Condition is under what conditions the learner will be able
    to do it
    Criterion is how well it must be done

    Mager (1997)
    Outcomes VS Process
    The objective is an intended outcome of instruction
    rather than the process of instruction.

    Example: Teachers lecture to help students learn.


    It is a process – the lecture is not the purpose.
    The purpose is to facilitate learning.
    Teachers will teach (process).
    Students will learn (outcome).

    Mager (1997)
    Impact of Mager’s Contribution
    Idea of an instructional objectives was ground breaking, to be
    able to assist educators on how to write clear objectives.
    Mager’s work is still used today to direct educators with
    instruction (Mager, 1962).
    Contribution to the field: transitioned from traditional
    training to Human Performance Improvement.
    Contribution on organizations: to provide more effective
    training procedures.
    Contribution personally: to understand the value of
    performance objectives and how they effect training, goals,
    and results.

    You might also like