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Domains of Learning and Instructional Objectives
Dr Tamali Bhattacharyya
What do we DO?
Yesterday’s and Tomorrow’s education
Goals, Objectives and Learning Outcomes
SMART Learning Objectives
Taxonomy – Bloom and Revised Bloom
Instructional Objectives and it’s componets
In life, which is more important?
Destination or Journey?
Playing well or winning?
Enjoying or finishing a story book?
Studying or writing exams?
Yesterday’s World of Education
Limited / expensive educational resources
Teacher-centric : Lecturing and note taking
Small number of students in class
No technology tool
No global competition in World of Work
Tomorrow’s World of Education Large variety of high quality learning resources becoming available on the Net
Learner-Centric/Flip teaching to be the Norm
Class size will continue to increase ( MOOC ? )
ICT tools will make access to high quality learning resources easier with time
Learning no longer a one time affair
Lesson: Students must learn to learn on their own
Outcome
Outcomes are learning results that we want students todemonstrate at the end of significant learning experiences.
Outcomes are what learners can actually do with whatthey know and have learned - they are the tangibleapplication of what has been learned.
Spady, W. D. (1994). Outcome Based Education: Critical Issues and Answers.Arlington, VA: American Association of School Administration.
Necessity of AIMS of Education
If there is an aim, we are aware of “ what” we are doing and “why” we are doing it
Aims are necessary to access the outcomes or results of the educative activity
Do I Really Need an Aim?
Without an aim – you have no direction for yourobjectives
You should decide on the aim of your lesson beforewriting the Objectives
https://www.youtube.com/watch?v=rnrBFgm3Bzs
OBJECTIVES
A specific and measureable milestone that must beachieved in order to reach the goal
Objectives are the individual stages that learners mustachieve on the way in order to reach these goals. Thestep will take to achieve the aim
WHAT IS Learning Outcome?
Learning outcomes are simply what students are capable of doing upon completion of the course/program.
A good learning outcome states what a student will know or be able to do at the end of instruction. It focuses on student performance.
https://en.wikipedia.org/wiki/Education
Critical Thinking
Creativity
Instruction
Analysis
Discussion
What learners Produce?
InstructionAnalysisDiscussion
https://www.youtube.com/watch?v=g_Xm5IljYKQ
Syllabus
Course Goals
Objectives
Outcomes
https://www.youtube.com/watch?v=g_Xm5IljYKQ
SMART Learning Objectives
Learning objectives should be –
SMART Learning Objectives/Outcomes - Specific
S: What is specific about the goal?
Is It Specific?
Encourage more people to join the Sports Centre
Increase membership of the Sports Centre
https://www.wcasa.org/file_open.php?id=910
SMART Learning Objectives/Outcomes - Measureable
M: Is the goal measurable? How will it be determined that the goal has been achieved?
Is It Measurable?
Increase membership of the Sports Centre
Increase membership of the Sports Centre by 10%
https://www.wcasa.org/file_open.php?id=910
A: Is the goal achievable?
The objective or expectation of what will be accomplished must be realistic given the time period, resources allocated, etc.
Can we get it done in the proposed timeframe?
Has anyone else done this successfully?
Is this possible?
https://canadacollege.edu/adminservices/docs/tips_writing_smart_objectives.pdf
SMART Learning Objectives/Outcomes - Achievable
SMART Learning Objectives/Outcomes - Realistic
R: Is your goal realistic and within your reach? Are you willing to commit to your goal?
To be realistic, it must represent an objective toward which youare both willing and able to work. Your objective is probablyrealistic if you truly believe that it can be accomplished.
Objectives should be challenging but achievable i.e. theyshould not be unrealistic.
For example, it might be realistic to plan to lose 5 kg in weight but it would be unrealistic to plan to lose 5 kg in a week.
SMART Learning Objectives/Outcomes – Time Bounded
Increase membership of the Sports Centre by 10%
Increase membership of the Sports Centre by 10% over the next six months
https://www.wcasa.org/file_open.php?id=910
Taxonomies of Learning
It helps in specifying learning objectives so that learningexperiences can be build appropriately
It allows clear communication amongst educatorsregarding learning goals and experiences
Bloom’s Taxonomy Provides -
The basis for creating C-L-E-A-R student learning expectations:
Comprehensible to students
Learner-Centered
Evident observable in fulfilment
Attainable, but of a high standard
Related to the course content and goals
Historical Background
A group of college and university professors led by Benjamin Bloom published a handbook in 1956 -
“Taxonomy of Educational Objectives –The classification of Educational Goals”
Bloom’s Taxonomy is usedextensively for planning of teaching /learning activities
Why Bloom’s Taxonomy?
Considered as a classic
Bloom’s Taxonomy a solid theoretical base for
systematic planning for teaching and evaluation at
macro and micro level
Domains of Learning
Benjamin Bloom asserted that all learning can broadlybe classified into one of the following three domains :
• Knowledge based domain
• Involves intellectual and thinking skills
COGNITIVE DOMAIN
• Skills based domain
• Involves physical skills or performance of Action
PSYCHOMOTOR DOMAIN
• Attitudinal based domain
• Encompassing attitudes and valuesAFFECTIVE DOMAIN
Affective Domain
Affective domain (Krathwohl, Bloom, Masia, 1973)
Includes the manner in which we deal with things emotionally feelings, values, appreciation, enthusiasms, motivations andattitudes.
The taxonomy is ordered according to the Principle ofInternalization.
Affective Domain
Characterizing
Organizing
Valuing
Responding
Receiving
Receiving Phenomena:Awareness, willingnessto hear, selectedattention.
Examples: Listen toothers with respect.Listen for andremember the name ofnewly introducedpeople.
Responds to Phenomena:Active participation on thepart of the learners.Attend and react to aparticular phenomenon.
Examples:Participates in classdiscussions. Gives apresentation. Questionsnew ideas, concepts,models, etc. in order tofully understand them.
Valuing: The worth or value a person attaches to a particular object, phenomenon or behaviour. This ranges from simple acceptance to the more complex state of commitment.
Example - Proposes a plan to socialimprovement and follows throughwith commitment.
- Informs management onmatters that one feels strongly about.
Organization: Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating an unique value system.Examples - Recognizes theneed for balance betweenfreedom and responsiblebehaviour
Has a value system that controls theirbehaviour. The behaviour isconsistent, predictable and mostimportant characteristic of thelearner.
Examples: Shows self-reliance whenworking independently.
Uses an objective approach inproblem solving.
Values people for what they are, nothow they look.
The Psychomotor Domain The psychomotor domain (Simpson, 1972) includes physicalmovement, coordination and use of the motor-skill areas.
Development of these skills requires practice and is measured interms of speed, precision, distance, procedures or techniques inexecution
http://www.nwlink.com/~donclark/hrd/Bloom/psychomotor_domain.html
More complex tasks -> operating a complex piece
of machinery
Psychomotor skills rage from -> digging a ditch or
washing a car
Psychomotor Domain [R. H. Dave 1975]
Naturalisation
Articulation
Precision
Manipulation
ImitationObserving and patterning behaviour after someone else. ItIncludes trial and error until an appropriate response isachieved. Ex- Trying to operate an equipment by observingsomeone else
Being able to perform certain actions by followinginstructions and practicing - until it becomeshabitual. Learner still is not sure of himself / herselfEx: Trying to operate an equipment on one's own,after taking lessons, or reading about it
Refining, becoming more exact- so few errors are apparent .
Example: Working and reworking something, so it will be just right
Coordinating a series of actions, achieving harmony and internal consistency - The skills are so well developed that the individual can modify movement patterns to fit special requirements or to meet a problem situation.
Example: Using an equipment skilfully
Having high level performance - becomes natural, withoutneeding to think much about it - response is automaticExample: Can use the equipment without thinking even innovel ways
Cognitive Domain
The cognitive domain involves knowledge and the developmentof intellectual skills (Bloom, 1956). This includes the recall orrecognition of specific facts, procedural patterns, and conceptsthat serve in the development of intellectual abilities and skills.
Each category must be mastered before proceeding to the next
Cognitive Domain
Evaluation
Synthesis
Analysis
Application
Comprehensive
Knowledge
Knowledge
Recall of data. Remembering previously learned material
Knowledge of dates, events, places Knowledge of major ideas
Keywords – Defines, Lists, Name, Outlines, Points,State , Identify
The student will define the 6 levels of Bloom's taxonomy of the cognitive domain.
Types of Knowledge
Knowledge of Terminology
Define technical terms / range of meanings of words (as in dictionary) / terms & concepts in science
Knowledge of “Specific Facts”
About Cultures / organisms / major natural resources / properties ofelements & compounds / data
Knowledge of Conventions
Conventional symbols used in the domain area / rules of social behavior / forms in scientific papers / rules of circuit drawing / protocols / standards
Types of Knowledge
Knowledge of trends & sequences
Trends in data compression, sequence of a given process or operation
Knowledge of classifications & categories
Types of semiconductor devices, EM wave range names. Please name some more
Knowledge of Methodology
Methods of inquiry / techniques / procedures
Types of Knowledge
Knowledge of Principles & Generalizations
Recall of principles (in learning / biology etc.)
Knowledge of Theories & Structures
Recalling major theories in any area (civilization / science etc.)
Comprehension
The ability to grasp the meaning of previously-learned material
Translate knowledge into new context
Interpret facts, compare, contrast
Order, group, infer causes
Predict consequences
Comprehension
Example The student will explain the purpose ofBloom's taxonomy of the cognitive domain.
KeywordsExplain Summarize Paraphrase Describe Illustrate
Application
Application refers to the ability to use learned material innew and concrete situations.
This may include the application of rules, methods,concepts, principles, laws, and theories.
Learning outcomes in this area require a higher level ofunderstanding than those under comprehension.
Solve problems using required skills or knowledge
Application
Apply concepts and principles to new situations
Apply laws and theories to practical situations
Solve mathematical problems
Construct graphs and charts
Testing Application Solve problems independently, in new situations, and without prompting by the teacher.
Example - The student will write an instructional objective for each level of Bloom's taxonomy.
KeywordsApply, Demonstrate, Calculate, Complete, illustrate, show, examine, modify, classify, experiment, discover
http://www.edpsycinteractive.org/topics/cognition/bloom.html
Application
Analysis
Analysis refers to the ability to break down material into itscomponent parts so that its organizational structure may beunderstood.
This may include the identification of the parts, analysis ofthe relationship between parts, and recognition of theorganizational principles involved.
https://www.csun.edu/science/ref/reasoning/questions_blooms/blooms.html#Analysis
Analysis
KeywordsAnalyze Categorize Compare Contrast Separate
Example - The student will compare and contrast the cognitive and affective domains.
Synthesis Student originates, integrates, and combines ideas into aproduct, plan or proposal that is new to him or her.
Synthesis refers to the ability to put parts together to form a newwhole. This may involve the production of a unique communication(theme or speech), a plan of operations (research proposal), or a setof abstract relations (scheme for classifying information).
Learning outcomes in this area stress creative behaviours, withmajor emphasis on the formulation of new patterns and structures.
https://www.csun.edu/science/ref/reasoning/questions_blooms/blooms.html#Analysis
SynthesisExample - The student will design a classification scheme forwriting educational objectives that combines the cognitive,affective and psychomotor domains.
KeywordsCombine, integrate, modify, rearrange, substitute, plan,create, design, invent, compose, formulate, prepare,generalize, rewrite
EvaluationEvaluation is concerned with the ability to judge the value of material (statement, novel, poem, research report) for a given purpose.
compare and discriminate between ideas
assess value of theories, presentations
make choices based on reasoned argument
verify value of evidence
recognize subjectivity
Evaluation
KeywordsJudge Recommend Critique Justify
Example - The student will judge the effectiveness of writingobjectives using Bloom's taxonomy.
BLOOM’S REVISED TAXONOMY
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
Original Terms New Terms
Change in Terms Categories Noun to Verb
Taxonomy reflects different forms of thinking (thinking is an active process) verbs describe actions, nouns do not. As the taxonomy reflects different forms of thinking and thinking is an active process verbs were more accurate
Reorganized categories
Knowledge = product/outcome of thinking (inappropriate to describe acategory of thinking) now remembering
Comprehension now understanding
Synthesis now creating to better reflect nature of thinking described byeach category
Remembering The learner is able to recall, restate andremember learned information
Understanding The learner grasps the meaning ofinformation by interpreting and translating what has beenlearned
Applying The learner makes use of information in acontext different from the one in which it was learned
BLOOM’S REVISED TAXONOMY
Analysing The learner breaks learned information into itsparts to best understand that information
Evaluating The learner makes decisions based on in-depth reflection, criticism and assessment
Creating The learner creates new ideas and informationusing what has been previously learned
BLOOM’S REVISED TAXONOMY
Instructional ObjectivesA statement of something that students should be able to
DO
after receiving instruction
Instructional Objectives have to be
SPECIFIC and MEASURABLE
Basic Characteristics of Instructional Objectives
Action Oriented Statements – describing what is to beachieved by the learner.
Related to intended Learning Outcomes - NOT - the processfor achieving those outcomes.
Intended Learning Outcomes (ILOs) are student centeredand describe the intentions for your students’ learning; theyspecify what students should know and be able to do by theend of the module.
Specific & measurable – NOT – broad and intangible(understand algebra / know your enemy / be able tointernalize a sense of confidence)
Concerned with the “learner” – rather – than the “teacher”.
Basic Characteristics of Instructional Objectives
1. Student will know Newton's Laws of Motion
2. Feel a strong commitment to professional ethics
3. Student will understand how to operate a …… machine to………..
4. Student will appreciate the concepts of sustainabledevelopment to engineering design
5. Learn the best design for a given application
Instructional Objectives & ACTION VERBS
Instructional objectives should not be formulated with vague statements -> the student would understand / appreciate etc.
Instructional objectives are to be formulated with the help of Action verbs
Action Verbs indicate what the student will be able to actively do -> identify assess list solve analyse design compare
Course description tells us something about the content & general aims of a course.
A syllabus provides a “Topic List”.
Students cannot make out from it the depth / breadth of coverage of the topics.
The depth / breadth of coverage often varies from teacher to teacher
Syllabus does not provide external examiner with the depth / breadth of coverage.
A Course Objective describes the “desired outcome” of a course.
Need for Instructional Objectives
In Planning
It guides selection of “proper tools” for the instruction
• Mode of teaching (lecture / demonstration / hands-onexercises / problem solving) will depend on “what thelearner needs to achieve” after the instruction.
• Once objectives are fixed, instructor is free to attain thegoal in his own way.
• It allows consistent results from learners – acrossinstructors – across years.
Need for Instructional Objectives
In Design : Brings focus, objectivity to instruction
• It provides the teacher - with clear focus on –
what he needs to teach & the depth of his teaching
how to teach it
how he has to evaluate what he taught .
• It provides the student with a clear understanding of what he isexpected to learn and what he will be tested on .
• It provides the future employer of such students with clear idea ofexactly what the student has learned from the course.
Features of a well-written Instructional Objective In Evaluation
It calls for measurable results in tests – making tests very focusedand uniform.
It allows goal posts for students. They know exactly what they willbe tested on and do not have to second guess instructors regardingtest questions
It provides benchmark to determine whether the main intent hasbeen achieved.
It provides criteria to judge whether learners are competentenough in a particular area.
Three Parts of an Objective
The Performance Component
The Condition Component
The Criterion Component
http://www.nwlink.com/~%E2%80%89Donclark/hrd/isd/develop_objective.html
The Performance Component Performance describes what the learner will be doing whendemonstrating that he/she has reached the objective
What should the learner be able to do?
Performance may be “overt” – where it can be readily seen / heard (dance / draft a report).
Performance may be “covert”, i.e., is not a visible performance.
Such performances often describe something a learner can “BE” instead of something a learner can “DO”.
The Condition Component
The Conditions component of an objective is a description of the circumstances under which the performance will be carried out.
It also includes a description of what will be available to learners when they perform the desired behaviour.
For example: Travel from Kolkata to Delhi in 2 h
In an aircraft, travel from Kolkata to Delhi in 2 h
The Condition Component
Some examples :
Given a standard set of tools and a malfunctioning motor...Using a metric ruler...Given a set of whole numbers...Without the aid of class notes...Using only a screwdriver...Given a fully-functioning video camera...Given a list of chemical elements...
The Criterion Component The final component of an effective objective is the Criterion. The
criterion is a description of the criteria for acceptance of a performance as sufficient.
The Criterion component - help to gauge quality of performance
This component tells the learner – How often / how well / how much / how will we know it is OK? His performance – to be considered competent .
The Criterion ComponentSome common criteria :
Speed / time limit on the performance
Minimum marks for passing / grades
How often something needs to be done
Level of accuracy (within 0.5% accuracy)
Quality of the performance (information is factual / pertinent / treatment is courteous)
Examples of Performance Objectives
Write a customer reply letter with no spelling mistakes by using a word processor.
Observable Action: Write a customer reply letter
Measurable Criteria: with no spelling mistakes
Conditions of Performance: using a word processor
Examples of Performance Objectives
Copy a table from a spreadsheet into a word processor document within 3 minutes and without reference to the manual.
Observable Action: Copy a table from a spreadsheet into a word processor document
Measurable Criteria: within 3 minutes
Conditions of Performance: without referencing the manual
Examples of Performance Objectives Smile at all customers, even when exhausted, unless the customer is irate.
Observable action: Smile
Measurable Criteria: at all customers
Conditions: even when exhausted
Variable: unless the customer is irate
Examples of Performance Objectives After training, the worker will be able to load a dump truck with three loads with a scoop loader, in the hours of darkness, unless the work area is muddy.
Observable Action: load a dump truck
Measurable Criteria: with three loads
Conditions: with a scoop loader in the hours of darkness
Variable: unless the work area is muddy
Bad: The student will demonstrate metric measurement of length.
Better: Given a metric ruler, the students will measure the length of common linear objects to the nearest millimetre.
Bad: The students will learn about objectives.
Better: The student will construct well-written instructional objectives.
http://jan.ucc.nau.edu/pt3-p/toolbox/how-objectives.htm
Example of performance Outcome and Instructional Objectives
Performance Outcome: Students will add double-digit numbers.
Instructional Objective: Given two double-digit numbers written inequation form, the students will add them together.
Performance Outcome: Students will design controlled experiments.
Instructional Objective: Given a problem and hypothesis, thestudents will design a controlled experiment that includes a controlgroup that is not subject to the independent variable, an appropriatedependent variable, and at least three extraneous variables heldconstant between all experimental groups.
http://jan.ucc.nau.edu/pt3-p/toolbox/how-objectives.htm
In Instructional efficiency
• Often a lot of usually given instruction can be eliminatedtotally – if the objectives are very clear to students – promotesself-learning.
• It clarifies what are critical characteristics that are importantto develop in the lesson.
Thank You
How do you construct instructional objectives?
Step One: Determine Performance: The performance is a description of the behaviour that learners are expected to perform (measurable, observable).
Step Two: Identify and Describe the Conditions (“Given”): Conditions represent a description of the circumstances under which the performance will be learned and/or carried out (practice and assessment or evaluation).
Step Three: Identify and Describe the Standard (Criterion): A standard is a description of the criteria for acceptance of a performance as sufficient, indicating mastery of the objective. A standard is stated in the objective only when necessary…when the stated performance requires qualification to it. For example, the objective “Given an object with clearly-defined linear sides, students will estimate the object’s length within 10 mm of its actual length.” The standard “…within 10 mm of its actual length” helps define the performance “estimate.”
Criteria component is derived from :
Job requirements (to determine “how well” the job needs to be done)
Improvement Requirements (How much “entry-level skill” one needs to achieve the required improvements)
Academic requirements (prerequisites of the previous course like algebra I for deciding objectives for algebra II)
Distinction between “Condition” & “Criterion”
Condition is something that influences the SHAPE OF A PERFORMANCE while Criterion is something that tells HOW MUCH PERFORMANCE is required.
