CURRICULUM AND PEDAGOGYSGDC 5013

LECTURER : ABDUL RAZAK BIN HASHIM

PRESENTED BY :

ZUHAIDA BT ABD WAHAB 818788

NOR HAMISAH BT RAHAMAN 816990

WAN NOR LIYANA SHAMIRA BT WAN ZAKARIA 820163

SRI FATIHAH BINTI MAHMUD 816986

Bloom’s theory advocates this structure and sequence for developing attitudes.

As with the other domain, this domain provides a framework for teaching, training, assessing, and evaluating the effectiveness of training and lesson design and delivery and also the retention by and affect upon the learner.

It describes learning objectives that emphasize a feeling of tone, an emotion of acceptance or rejection.

This domain can be divided into five categories.

The characteristics are arranged from the simplest to the most complex.

1) RECEIVING Awareness, listening and paying

attention.

Start with being aware of the fact that learner’s have to receive the information in order to learn it.

Learner must be willing to listen and pay selective attention to what is being learned.

If learner are doing self study, they have to motivate their self to pay attention when receiving the information.

Example : listen to others with respect.

: Read to intent

Keywords : asks, chooses, describes, follows, gives, holds, identifies, locates, names, point to, select, replies, uses.

2) RESPONDING responding by active participation.

Learning cannot be a static one way process.

If learner simply sit in the class and listen passively, minimum learning will take place.

Attends and react to a particular phenomenon.

Learning outcomes may emphasize compliance in satisfaction in responding (motivation).

Example : participate in the class: gives the

presentation.

Keywords : answers, assists, complies, discusses, greets,

helps, label, perform, presents, writes

3) VALUINGThe worth or value a person

attaches to a particular object, phenomenon or behaviour.

Starts by simple acceptance of the fact and ends with the more complex of commitment.

Valuing is based on the internalization of a set of specified values, while these values are expressed in the learner’s behaviour and often identifiable.

Examples : showing the ability to solve problem.

Keywords : completes, demonstrates, joint, follow,

reports, selects, shares, works.

4) ORGANIZINGOrganizes values into

priorities by contrasting different values,

resolving conflicts between them, and creating an unique value system.

Based on comparing, relating, synthesizing these values.

Learner will have to prioritize the value based on practically and learner desire.

Examples : accepting professional ethical

standards. : creating a life

plan in harmony with abilities, interests and

beliefs.

Keywords : arranges, combines, compares,

defends, explains, prepares, relates.

5) CHARACTERIZINGHas a value system that

controls their behaviour.

The behaviour is consistent and most importantly, characteristics of the learner.

Instructional objectives are concerned with the students general patterns of adjustment (personal, social, emotional).

Examples : cooperate in group activities.

: Display good teamwork

Keywords : acts, displays, influence,

listens, qualifies, solves, verifies.

Classroom recommendation

Engage parents in education

Conduct classroom with respect between student-teacher, student-student.

Maintain clear and consistent rules of behaviour and apply them with compassion and equity.

Integrate all learning.

Model all behaviour seek in others.

CONCLUSION

REFERENCES