Educational objectives and styles

1. Bloom’s Taxonomy of
educational objectives
Bloom’s Domains
Three Domains:
• Cognitive ( about knowing)
• Affective ( about attitude, feelings)
• Psychomotor (about doing)

2. Cognitive Domain
A hierarchy of six levels:
Knowledge: the recall of specific items.
Comprehension: can recall, but do a little more ( paraphrase, define,
discuss to some extent)
Application: all of the above, but can take information of an abstract nature
and use it in concrete situations.
Analysis: can break down a communication into constituent parts, revealing
the relationship among them
Synthesis: can pull together many disorganized elements or parts so as to
form a whole.
Evaluation: makes judgment about the value of materials or methods.

3. Affective Domain
A hierarchy of five levels:
• Receiving: is willing to notice a particular phenomenon.
• Responding: makes response, at first with compliance, later
willingly and with satisfaction.
• Valuing: accepts worth of a thing
• Organization: organize values, determines, interrelationships;
adopts behavior to value system
• Characterizations: generalizes certain values into controlling
tendencies; emphasis on internal consistency, later integrate these
into a total philosophy of life or world view.

4. Knowledge
(HEAD)
Cognitive
Domain
Affective
domain
Attitudes
(HEART)
Skills
(HANDS)
Psychomotor
Domain
MAIN CATEGORIES OF HUMAN BEHAVIOUR
4

5. Application
Analysis
Synthesis
Evaluation
HIERARCHICAL ORDER OF THE
CATEGORIES IN THE COGNITIVE DOMAIN
5
Knowledge
Comprehension

6. • What are Instructional Objectives?
• Instructional objectives are specific, measurable, short-term, observable
student behaviors.
• Objectives are the foundation upon which you can build lessons and
assessments that you can prove meet your overall course or lesson goals.
• Think of objectives as tools you use to make sure you reach your goals.
They are the arrows you shoot towards your target (goal).
• The purpose of objectives is not to restrict spontaneity or constrain the
vision of education in the discipline; but to ensure that learning is focused
clearly enough that both students and teacher know what is going on, and
so learning can be objectively measured. Different archers have different
styles, so do different teachers. Thus, you can shoot your arrows
(objectives) many ways. The important thing is that they reach your target
(goals) and score that bullseye!

7. • Tips for Writing Objectives
• Objectives should specify four main things:
• Audience - Who? Who is this aimed at?
• Behavior - What? What do you expect them to be able to do? This should
be an overt, observable behavior, even if the actual behavior is covert or
mental in nature. If you can't see it, hear it, touch it, taste it, or smell it, you
can't be sure your audience really learned it.
• Condition - How? Under what circumstances will the learning occur? What
will the student be given or already be expected to know to accomplish the
learning?
• Degree - How much? Must a specific set of criteria be met? Do you want
total mastery (100%), do you want them to respond correctly 80% of the
time, etc. A common (and totally non-scientific) setting is 80% of the time.

8. BASIC TEACHING MODEL
Instructional
Objectives
Entering
Behaviour
Instructional
Procedures
Performance
Assessment
Slide # 8

9. Effective Teacher
• Effective Teaching Techniques:
• Engage
• Variety
• Students teaching
• Review
• Reward System
• Goals
• Stimulate Group Work
• Evaluation
• Collaboration
• Professionals

10. PROGRESS AND
ACHIEVEMENT
OF THE
LEARNER
Resources
The
Timetable
Pastoral care,
behaviour &
discipline
Decision
making
processes
Staffing
& their
organisation
into groups
& teams
Staff
development
Premises &
school
environment
Partnerships
with the
community
Curriculum &
assessment/
organisational
policies
Schemes
of work
TEACHING
LEARNING
Adapted from
Hopkins &
MacGilchrist
1998

11. The teacher’s professional
characteristics
Attributes which contribute to effective teaching:
 Flexibility
 Ability to inspire trust in pupils (fair, consistent)
 Professionalism: (respect, confidence, optimism, challenge and
support, creating trust)
 Thinking and Planning
 Leading (managing pupils, flexible, holding people accountable)
 Relating to others
– Hay McBer Report

12. Good Classroom Climate
• Clarity purpose & context of each lesson
• Order discipline & civilized behaviour
• Standards high, explicit & consistent
• Fairness no favourites, affirmation earned
• Participation variety of discussion & activity
• Support confidence to risk, err and learn
• Safety Absence of bullying & fear
• Interest interesting & stimulating lessons
• Environment attractive, organised & clean
- Hay McBer Report

13. Teaching skills … not random
Effective teaching requires planning:
– Attention to detail
– A focus on individual pupils
– Effective use of information from pupil
assessment to inform future teaching and
learning
– Clarity about standards and expectations
– Hay McBer Report

14. Needs of the Teacher
• Professional autonomy
• Support & development
• Collaborative creativity
• Whole school policies conducive to
effective teaching
• A learning environment
• Positive accountability
• Recognition of achievement