1. Chapter 4: Standards and the Goals of Instruction

2. 1. Standards as a Goal Source  One person read aloud the section on p. 97 titled, “Standards as a Source of Goals.”  Another person in the group rephrase/summarize the paragraphs in their own words.

3. 2. The Child as a Goal Source  How can education help children develop into healthy and productive adults?

4. 3. Society as a Goal Source  Practical Knowledge for the good of society  Knowledge to help maintain and improve community

5. 4. Academic Discipline as a Goal Source  Transmit knowledge that has stood the “test of time”  Focus on intellectual and cognitive skills instead of life-adjustment skills  Foundational knowledge of the discipline

6. What source is pushing these goals?  First grade students will understand they have rights and responsibilities.  Sixth grade students will understand how to care for cuts and abrasions.  Biology students will know the parts and characteristics of a cell.  Fifth grade students will know how to convert a fraction to a decimal.  Junior high students will know the concept of an ecosystem.  Senior high students will know the driving regulations in the state.

7. 3 Domains of Learning  1. Psychomotor Domain: muscular strength and coordination of muscles is primary goal.  2. Affective Domain: attitudes, feelings, and values.  3. Cognitive Domain: transmission of knowledge and strategies (80-90% of classroom learning in this domain)

8. Cognitive Levels  Bloom’s Taxonomy  Remembering  Understanding  Apply  Analyze  Evaluate  Create

9. Remembering  Recall  Factual  Basis for all knowledge  Considered “low level” but not mean less important  Does not manipulate information  “What is the capital of Florida?”

10. Understanding  Demonstrate comprehension by altering or manipulating information.  Restating information  Translation to something different (changing word problems into number problems)  “Turn to your partner and state what the levels Remembering and Understanding mean in the Cognitive domain.”

11. Apply  Use information in some type of problem solving.  Original situation  Select the appropriate tool, solution, explanation or algorithm and apply to solve.  “Mary had 12 cats and gave 6 away to her neighbors. How many cats does Mary have left?”

12. Analyze  Taking a whole and breaking it into parts  Assumptions  Implications  Central themes  Persuasion  Fallacies (mythbusters)  “You have a clear substance in front of you. Experiment to determine its constituent elements.”

13. Evaluate  Make a value judgment WITH explanation or justification of decision  Establish criteria for evaluation  Note: just making a choice would be affective in nature.

14. Creating  Integration of elements into the synthesis of something unique.  Opposite of analyzing (taking apart)  Finished product is new and unique to the student (not the world)  Criterion in place to determine success

15. Facts and Abstractions  Facts: observable and singular  measured as learned- recall and comprehension  Abstractions: describe patterns and ideas that simplify our world. Concepts that group things with similar characteristics.  must learn through examples and non- examples; concepts and must be able to generalize into new situations

16. Fairy Tale Questioning Quiz