PED 205 PRE MD

the ability to judge, check or even critique

the ability to put parts together to form a coherent or unique new whole.

the ability to break down/ distinguish the parts of the material into their components

ability to use learned material, or to implement material in new and concrete situations.

The ability to grasp or construct meaning from material.

remembering or retrieving previously learned material.

involves students ability to look at someones else’s ideas & the value of conclusion.

students are able to take various pieces of information and form a whole creating a pattern where one did not previously exist.

types of learning outcomes to consider 6

internal changes in students, such as attitudes, values, or understandings, which are not directly visible or measurable.

specific, measurable, & directly visible in student behavior/ performance learning outcome

specific, measurable statements that describe what students are expected to know, understand at end of lesson

tasks/exercises that students engage in to acquire knowledge, skills, or attitudes. These activities are designed to help students achieve the learning outcomes.

-students expected to exhibit at end of lesson

- specific and measurable statement of learners behavior

Outline the competencies /skills of students

- more narrowly defined statement

broad statement, Do not include specific level of performance

play an important role in both instructional and assessment process

Serve as a guide for both teaching and learning process.

Communicate the purpose of instruction to stakeholders. Provide standards for evaluating student performance

4 main things that objectives should specify

Who are the specific people the objectives

What do you expect them to do?

Under what circumstances will learning occur

Most specific criteria be met?

Educational objective is also known as

specific, measurable goals that outline what students achieve during learning period

2 Types of educational objectives

precise statement of behavior to be exhibited by students

statement wherein the behaviors are not usually specified & criterion, performance level is not specified

2Types of learning outcomes

Useful in identifying types of learning outcomes that should be considered

a former student of Bloom together with Krathwolh, revised Bloom’s taxonomy of the cognitive domain

focuses on active learning and helps educators create better learning objectives.

3 domains of educational activities

outcomes of mental activity

give 4 example of Cognitive domain

lowest cognitive level,

Retrieving, recalling, or recognizing knowledge from memory

higher level of mental ability than remembering)

Constructing meaning from different types of functions be they written or graphic message

learner to implement (use) the information.

learned material is used through products like models, presentations, interviews or simulations

requires the learners to break the information into parts and describe the relationship

student make a judgment about materials /methods based on criteria & standard

student generate new ideas, products and ways of viewing things

this process is the most difficult mental function in the new taxonomy

Emphasize feeling tone, emotion, degree of accepatnce/rejection

5 Levels of affective domain

Learners are willing to listen, Ex:listen to ideas of others w/ respect

Learners are willing to participate, Participate in class actively

Learners are willing to be involved, Demonstrate beliefs

Learners are willing to be an advocate

Learners are willing to change behavior, lifestyle, Shows self-reliance when working independently

characterized by the progressive levels of behaviors from observation to mastery of physical skills.

physical movement, coordination, and use of the motor-skill areas.

6 Levels of psychomotor domain

The ability to use sensory cues to guide motor activity. Ex: Detects nonverbal communication cues.

Readiness to act. It includes mental, physical, and emotional sets.

early stages in learning a complex skill that includes imitation and trial and error

intermediate stage in learning a complex skill.

skillful performance of motor acts that involves complex movement patterns

Skills are well developed and the individual can modify movement patterns

Observe a skill and attempts to repeat it.

Reproduce activity from instruction or memory.

Execute skill reliably, independent of help.

Coordinating a series of actions, achieving harmony

Automotive, unconscious mastery of activity

Reaction that are not learned

Inherent movement patterns which are formed by combinations of reflex movements

Response to stimuli such as visual, auditory, kinesthetic,

Stamina that must be developed for further development such as strength and agility.

Advanced learned movements found in sports/acting

Effective body language. such as gestures and facial expressions.