1. LEARNING DOMAINS & OBJECTIVES Southern Illinois University Carbondale Instructor Workshop

2. OBJECTIVES 1. DISCUSS the DESIGN portion of the ADDIE ISD Model. 2. DISCUSS the characteristics of Bloom’s, Krathwohl’s, and Dave’s taxonomies. 3. DISCUSS Mager and Gronlund learning objectives. 4. DESCRIBE the relationship between taxonomy’s and learning objectives. 5. EVALUATE student’s comprehension of Bloom’s, Krathwohl’s, and Dave’s taxonomies and Mager and Gronlund learning objectives.

3. ADDIE – ISD MODEL  Analyze  Design  Develop  Implement  Evaluate

4. ADDIE – ISD MODEL  Analyze  Design  Develop  Implement  Evaluate

5. DESIGN  The planning state. It consists of the following: developing instructional objectives, identifying learning steps required, developing tests to show mastery of the tasks to be trained, listing entry behaviors required, developing the sequence and structure of the course.

6. Introduction to Bloom's Taxonomy: In 1956, Bloom created the original taxonomy describing how people learn. The taxonomy was later revised by Anderson and Krathwohl. There are six levels in the taxonomy. As a instructor, you should attempt to move students up the taxonomy as they progress in their knowledge. * To create thinkers as opposed to students who simply recall information, we (instructors) must incorporate the higher levels into lesson plans and tests.

7. Bloom’s Taxonomy (cognitive)  Knowledge  Comprehension  Application  Analysis  Synthesis  Evaluation

8. Bloom’s Taxonomy (cognitive-R) REVISED  Remembering  Understanding  Applying  Analyzing  Evaluating  Creating

9. Comparison of Bloom’s Taxonomies REVISED Remembering Understanding Applying Analyzing Evaluating Creating ORIGINAL Knowledge Comprehension Application Analysis Synthesis Evaluation

10. Krathwohl’sTaxonomy (affective)  Receiving  Responding  Valuing  Organizing  Characterizing

11. Cognitive and Affective Taxonomies Characterization Valuing Responding Recall Comprehension Application Analysis/Synthesis AFFECTIVE TAXONOMY LEVELS COGNITIVE TAXONOMY LEVELS Organization Evaluation Receiving

12. Dave’sTaxonomy (psychomotor)  Receiving  Responding  Valuing  Organizing  Characterizing

13. LEARNING OBJECTIVES

14. An instructional objective is…  A statement that defines the benefits of instruction by identifying what the learner is to accomplish.

15. Functions of Objectives  Offer a means to design effective instruction  Provide a framework for evaluating student learning  Guide to learner in identifying they skills and knowledge they must master

16. Objective Domains  Cognitive  Psychomotor  Affective

17. Cognitive Objectives  Describe goals related to knowledge, naming, solving, predicting, and other intellectual aspects of learning. Receive the most attention in instructional programs.  May be classified according to Bloom’s Taxonomy. – Recall (knowledge level) – Intellectual activities (comprehension level and higher)

18. Cognitive Domain  Behavioral Objectives –Are well suited for mastery learning instruction.  Cognitive Objectives –Are well suited for higher levels of learning.

19.  Answer this question. –Precisely, what behaviors can the learner demonstrate to indicate that he or she has mastered the knowledge specified?  Include these essential parts. –Action verb –Subject content reference –Level of achievement –Conditions of Performance  Consider including enabling or supporting objectives. –Where do these come from? To write objectives…

20.  Register students for WED classes. – Identify term in which students must be registered. – Identify out-of-cycle students who have an individualized program. – Identify students on financial hold list. – Complete Registration Table for each term and for out-of-cycle students. – Send Registration Table to Carbondale for final processing. Examples

21.  Include two parts – General Objective (GO) -- Use the verbs associated with the six levels of the Bloom’s Taxonomy. – Specific Objective (SO) -- Use verbs related to each level of the Bloom’s Taxonomy. To write cognitive objectives…

22.  Know the meaning of common terms. – Identify the correct definitions of terms. – Identify the meaning of terms when used in context. – Distinguish between terms on the basis of meaning. – Select the most appropriate terms when describing curriculum design procedures. Examples

23.  Comprehend the relevant principles of curriculum design. – Describe each principle in his or her own words. – Match a specific example to each principle. – Explain the relevance of each principle to the major components of the curriculum design model. Examples (continued)

24.  Apply the principles in curriculum design. – Demonstrate use of curriculum design model in the development of an occupationally specific Plan of Instruction. – Modify existing Plan of Instruction to align with principles of curricular design. – Relate ethical standards to curriculum design. Examples (continued)

25. Psychomotor Objectives  Describe goals related to the physical activities of performing, manipulating and constructing.  Contain 3 characteristics.  May be classified according to Dave’s Taxonomy.

26.  Condition  Performance  Criteria Example: Given a regulation baseball, home team, opposing team, home plate umpire, and a baseball field, the pitcher will throw a fast ball at 90 miles per hour in the strike zone. Characteristics

27. Performance  An objective must state what it is that learners must do to demonstrate their mastery of the objective.  It must be visible or audible.  Objectives must be about intended outcomes, not processes. Examples of doing or hearing verbs/words?

28. Conditions  Conditions describe the givens and/or limitations within which the performance is supposed to occur.  Conditions include what: – an individual will use (e.g., tools, forms, etc.). – an individual will not use (e.g., checklists or other aids). – real-world conditions the individual will be expected to perform.

29. Criterion  A standard of success against which to test the success of instruction.  Students (employees) will know how to judge their performance.  You can prove that your students (employees) can DO what you set out to teach them.

30. Criterion have to do with:  Time  Quantity  Accuracy  Quality

31.  Job requirements  Improvement requirements  Academic requirements  Personal experience Where do criteria come from?

32. Affective Objectives  Describe goals related to attitudes, appreciations, values, and emotions such as enjoying, conserving, and respecting.  Receive the least amount of attention, although believed to be very important to education and training.  May be classified according to Krathwohl’s Taxonomy.

33.  Specify behaviors indirectly by inferring from observable behavior.  Include two parts – Identify the cognitive component that describes the attitude. – Identify a behavior that when observed would represent the attitude. To write affective behaviors…

34.  Respect the flag. – Salute the flag during the playing of the national anthem. – Display the flag with a light after sunset. – Display the flag so that it does not touch the ground. – Retire worn flags during the proper ceremony. Examples

35. Summary  ADDIE (DESIGN)  TAXONOMIES  LEARNING OBJECTIVES

36. QUESTIONS ?

37. TITLE