LEARNING

DOMAINS & OBJECTIVES

Southern Illinois University Carbondale

Instructor Workshop

OBJECTIVES1. 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.

ADDIE – ISD MODEL

Analyze Design Develop Implement Evaluate

ADDIE – ISD MODELAnalyze

Design Develop Implement Evaluate

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.

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.

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

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

Comparison of Bloom’s TaxonomiesREVISED

Remembering

Understanding

Applying

Analyzing

Evaluating

Creating

ORIGINAL

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Krathwohl’sTaxonomy (affective)

Receiving Responding Valuing Organizing Characterizing

Cognitive and Affective TaxonomiesCharacterization

Valuing

Responding

Recall

Co

mp

rehen

sion

Ap

plicatio

n

An

alysis/Syn

thesis

AF

FE

CT

IVE

TAX

ON

OM

Y L

EV

EL

S

COGNITIVE TAXONOMY LEVELS

Organization

Evalu

ation

Receiving

Dave’sTaxonomy (psychomotor) Receiving Responding Valuing Organizing Characterizing

LEARNING OBJECTIVES

An instructional objective is…

A statement that defines the benefits of instruction by identifying what the learner is to accomplish.

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

Objective Domains

Cognitive Psychomotor Affective

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)

Cognitive Domain

Behavioral Objectives – Are well suited for mastery learning instruction.

Cognitive Objectives– Are well suited for higher levels of learning.

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…

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

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…

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

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)

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)

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.

Condition Performance CriteriaExample: 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

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?

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.

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.

Criterion have to do with:

Time Quantity Accuracy Quality

Job requirements Improvement requirements Academic requirements Personal experience

Where do criteria come from?

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.

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…

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

Summary

ADDIE (DESIGN)

TAXONOMIES

LEARNING OBJECTIVES

QUESTIONS

?