1. Mastery Learning Modules
Learning from the Learner
Let's Start

2. Disclaimer: The following presentation has been created to
aid　educators in planning a series of classes or
modules through educational taxonomic
objectives. However, thorough research by the
creator of this presentation as not been
conducted, so please refer to the References
section of this presentation to augment
comprehension and view content pragmatically.
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3. (Source: Science Monitor, 2012)
Nao-bot
4~8 children + “feeble” robot = active learning
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(Source: Science Monitor, 2012)

4. Welcome to Class Taxonomy of Learning Objectives A Brainstorming
Press here 1st A
Brainstorming
Activity
Press here 2nd
Learner
Retention
Rates
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A List
Making
Activity
Press here 4th .
Today's
Agenda
Includes..
There are many reasons why I am proud to lecture to you today. It is an honor to lecture you today because as I look out into the audience I see a room full of educators. Some teach us about life in Japan, opportunities here, and how we can handle difficult situations. Others are nearly teaching at a different school each day of the week. Some educators teach at only one school but have mountains of paperwork and responsibility that ways as much as a boulder atop their shoulders. Some of us are in our Spring and others in our Winter. The common bond we all share is that we all want salience in all that we do.. We want salience in the sense that our attitudes are shaped by accessibility. In other words, once one feels something is possible. We become motivated to move towards that goal. In previous lectures, which can be accessed on the IAJET Wordpress website, we have learned A, B, and C. Today, I will give my conjecture on the knowledge spiral, taxonomy of educational objectives, and retention rates as they apply to giving salience to language learners. Along the way, we will experience each stage of the Taxonomy of Educational Objectives Cognitive Domain. Ultimately, I want each of you to connect with each other and generate some new ideas and link them together to have a viable set of activities that are salient.
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5. Taxonomy of Learning Objectives
(It's) One of the most widely
cited yet least read books in
American education.
text
Now it is time to introduce one of the most prominent scholars whose theories will be applied to our brainstorming and list making session. Please raise your hand if you would like to take a guess. No smart phones allowed. Only smart guesses. He authored: “Taxonomy of Educational Objectives” the Cognitive Domain along with several other scholars including a cuurent scholar in the area Dr. David R. Krathwohl.
I have a quote obtained from wikipedia about the scholar in question. (The) application of his taxonomy of educational objectives: provides teachers an integrated adaptation of the scholar in questions taxonomy. Ontario's Ministry of Education specifies as its taxonomic categories: Knowledge and Understanding; Thinking; Communication; Application. Teachers can classify every 'specific' learning objective, in any given course, according to the Ministry's taxonomy.
Here is a picture of him and his famous quote. “It's one of the most widely cited yet least read books in American Education”
The scholar in questoon is Dr. Benjamin Bloom
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(Source: Benjamin_Bloom)

6. (Source: http://en.wikipedia.org/wiki/Mastery_learning)
Mastery Learning
Step-by-step
Specific Discrete Obtainable Objectives
Widely Applicable (self-learning, one-on-one, classroom)
Behaviorist Theory—Stimulus and Response (measurable)
(Source:
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7. Taxonomy of Learning Objectives
Classic ６　Steps
Knowledge Comprehension Application 
Analysis Synthesis Evaluation
(Source: Bloom, et al., 1956)
Kermit can act amphibiously so easily.
Revised ６　Steps
RememberingUnderstandingApplying 
AnalyzingEvaluating Creating
(Source: Krathwohl, 2001)
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8. Taxonomy of Learning Objectives Examples for Each Level
Lower Intermediate Upper-Intermediate
Communicative Communicative Communicative
Ability Ability Ability
Note: These categories are not exhaustive.
Taxonomy of Learning Objectives Examples for Each Level
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9. Taxonomy of Learning Objectives
Knowledge – Remembering facts
Memory Activities (Assisted), Simple “Wh-Questions”, Using flash cards, Telephone Whispers
Same as above, Memory Activities with more words
Same as above, Learning Debate Roles & Memorizing each part of a constructive speech
(Source: Pohl, 2000)
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10. Taxonomy of Learning Objectives
Comprehension – Demonstrating an understanding
Memory Activity (Unassisted), Using Total Physical response
Same as above, Cloze Activity, Predicting
Same as above, summarizing, paraphrasing, main ideas
(Source: Pohl, 2000)
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11. Taxonomy of Learning Objectives
Application – Applying the knowledge to actual situations
Skits, Playing a Game, Roleplaying (RP) with role cards
Same as above, Brainstorming
Same as above, Finding Debate Resolutions
(Source: Pohl, 2000)
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12. Taxonomy of Learning Objectives
Analysis – Breaking down generalizations into smaller
parts and backing them with evidence
Self-correction of work after an explanation of errors
Same as above, Outlining an Idea
Same as above, Creating a constructive speech for a debate
(Source: Pohl, 2000)
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13. Taxonomy of Learning Objectives
Synthesis – Compile component ideas into a new whole
or propose alternative solutions
Free writing, Original Skit, Original Poem k
Same as above, Paragraph writing, Show and Tell
Same as above, Writing an Academic Essay, Finding Data, Revising a constructive speech for debate
(Source: Pohl, 2000)
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14. Taxonomy of Learning Objectives
Evaluate – Make and defend judgments based on
internal evidence or external criteria
Judging a performance k
Same as above, Show and Tell Judgment
Same as above, Debating, and Judging
(Source: Pohl, 2000)
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15. Task 2 Brainstorming Materials Needed: Back of an A4 sheet of
Paper, pen-or-pencil
Instructions: ①　Get into pairs ② Make a word
map listing activities or games category by
category ③ Don't worry about mistakes ④ Be
mindful of the time
Example
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Flash cards
True or False
Remembering
Pictures

16. Taxonomy of Learning Objectives
Stage 2
Stage 1
Stage 3
Stage 4
Stage 5
Stage 6
Stage Complete!
Let's Begin!
Brainstorm as many
activities. You have 1
minute for each stage.
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17. Average Retention Rates
Okay well done! As you recall from the stages. The next step is analysis. To increase the salience of this activity. I would like you to go back to your word map an
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(Source: Curnan, 2011)

18. Task 3 List Making Instructions: ① Get into groups ② Make a list
③Try to use ideas from the word map ④ Add new
Ideas if you like ⑤ Explain ideas briefly in bullet
Points ⑥　Be mindful of the time
Example:　・　Remembering― Check understanding with
flash cards
― Ss respond with
arms in 'O' or 'X
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19. Evaluation – Analysis - Synthesis
Closing
Goal: Working knowledge of a foreign language
Step-by-Step Progression class by class
Ultimately, we have as much to gain if not more
Evaluation – Analysis - Synthesis
Citations
Application
Comprehension
Knowledge

20. References: Science Monitor (September 1, 2012)“Now,
'confused' robot that teaches kids better by making errors”
/news/now-confused-robot-that-teaches-kids-better-by-making-errors/996342/. Retrieved on September 14, 2012.
Pohl, Michael. (2000) Learning to Think, Thinking to Learn: Models and Strategies to Develop a Classroom Culture of Thinking. wikispaces.com/file/view/05-2Bloom Stems+for+Instruction.pdf . Retrieved on September 14, 2012.

21. References: Benjamin Bloom. In Wikipedia. http://en.wikipedia.
org/wiki/Benjamin_Bloom. Retrieved on September 14, 2012.
Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: the classification of educational goals; Handbook I: Cognitive Domain New York, Longmans, Green, 1956.ert
Forehand, Mary (2005). Bloom's taxonomy: Original and revised /epltt/index.php?title=Bloom%27s_Taxonomy

22. References:
Mastery Learning. In Wikipedia. org/wiki/Mastery_learning. Retrieved on September 14, 2012.
Curnan, Susan P. (2011, May) How People Learn: Implications for Motivation and Practice Speech presented at the Nellie Mae Education Foundation’s 2nd Convening for District Level Systems Change Grantees: “Student Centered Learning – Making Success Inevitable”, cyc.brandeis.edu/pdfs/presentations/NMEF%20L earning%20Institute.pdf Retrieved on September 14, 2012.