Module 2: The Bloom's Taxonomy (Notes)
Cognitive domain
This domain includes those objectives which involve intellectual tasks such as naming, solving problems in algebra, etc. people simply call it a head
It has been further categorized into six levels in order of increasing complexity as follows:-
a) Knowledge - ability of the learner to recall or remember issues such as specifics, methods, structures, etc. eg. arrange, list, name, define. By the end of the period of 40’, each form IA student should be able to define the concept of curriculum correctly without referring to their textbooks.
b) Comprehension - ability of the learners to understand and grasp meaning from the learned materials. Eg. Classify, explain, describe.
c) Application - ability to use learned materials, rules and generalizations in new situations. Eg apply, rewrite, demonstrate, restructure, etc.
d) Analysis - ability to break down the whole learned material into pieces that relate in cause and effect. Eg. analyze, determine, compare, criticize, etc.
e) Synthesis - ability to put or combine together the broken learned materials into the whole entity, eg contrast, formulate, modify,
f Evaluation - ability to make value judgments on the learned materials by identifying the wealth and worse of the materials. Eg. Argue, assess, validate,
Affective domain
This domain includes those objectives which deal with the feeling, attitude or value dimension, i.e. heart
The domain has five levels arranged in sequential order from internalization of feelings on a continuum from simple awareness to a condition in which the feelings significantly operate to control behaviour
1. Receiving: sensitivity to the existence of certain phenomena or just being aware of certain phenomenon and being willing to relate them. Example to differentiate, accept, listen for, respond to, etc.
2. Responding: committed in some small measure o the ideas, materials or phenomena involved by actively responding to them. Eg. Comply with, comment, volunteer, claim, etc.
3. Valuing: perception of worth or value in phenomenon or willing to be perceived by others as valuing certain phenomena, idea. Eg. To support, debate
4. Organization: to relate the value to those already held and bring it into a harmonious and internally consistent philosophy. E.g. to discuss, theorize, formulate, balance, examine, etc.
5. Characterization: to act consistently in accordance with the values he or she has internalized or accepting, internalizing phenomena and making it a way of your life. E.g. to revise, require, resist, avoid, manage, resolve
Psychomotor domain
This concern with skills i.e. muscular learning and motor skills. It involves complex skills, sensory perception, responding to stimuli picked up by the senses and the development complex skills in manual, written and verbal forms. Focus on making learners exhibit the ability to perform something accurately. This is the development of skills. Therefore levels of psychomotor domain include the following.
i. Observing: active mental attending of physical event or attending to the performance of a more experienced person
ii. Imitating: attempted copying of a physical behaviour or basic rudiments (roots or origin) of the skills acquired. The movement involved here is not automatic or smooth.
iii. Practicing: trying a specific physical activity over and over
iv. Adapting: perfection of the skill, although further improvement is possible. i.e. fine tuning
Conceptualizing instructional objectives and effective teaching
Educational objectives can be can be classified into two major groups:
a) General objectives
b) Specific (instructional) objectives
General objectives
These are written as a guide to prepare a unit or section of a curriculum covering a term, semester or a year. They present a translation of goals into more specific directions for action, although they are expressed more generally than the specific or instructional objectives
General objectives are neither observable nor measurable because they use amorphous term that cannot be seen or measured. Such terms include, to know, to understand, to be aware, etc.
Eg. By the end of the lesson, students of form IA should be able to understand the concept of curriculum.
Specific (instructional) objectives
These are precise statements of educational intent and relate to a small amount of manageable time like 40 minutes or 80 minutes period or lesson. They are used to inform students and others what the student is to achieve.
They are observable and measurable because they use performance verbs that can be observed and measured. Eg. Define, list, calculate, assess
Another way of expressing specific curriculum intent is to use behavioural objectives which are specific statements of intended learner outcome describing the change in instruction. Therefore, behavioural objectives can be equated with specific or instructional objectives and these terms can be used interchangeably or synonymously
In writing instructional objectives, one should make sure that the objectives address four elements or components: Audience (A), Behaviour (B), Condition (C), Degree of change or performance (D). Say ABCD
Eg. By the end of the period of 40 minutes, each form IA student should be able to define the concept of curriculum correctly without referring to their text books
Instructional objectives have the characteristics of being SMART
1. Systematic: presented in sequential order, from simple to complex task
2. Measurable: they use performance verbs that can be observed and measured
3. Attainable: they lead into acquisition of new behaviour to the audience
4. Time: There should be specific time that will guide acquisition of new behaviour
Teaching documents (syllabus, scheme of work, lesson plan and lesson notes)
Syllabus
Syllabus is an outline of course of study which shows a list of topics to be covered in a certain subject. or syllabus is an official document which give guideline on content, skills and attitudes to be taught in a given class of learners. The principle purpose of a syllabus is to inform students in a formal and timely way of the nature and content of the course and procedures that will apply. In addition, it is a promise of yours that is both explicit in what it states will be part of the course and implicit in what it infers will not be the part of the course.
Format of the syllabus
It consists of two main sections:
a) Preliminary pages section: they include copyright page, table of contents, introduction of the competences of the subject, general objectives of teaching the subject and structure or organization of the syllabus
b) Subject content and pedagogy section: this part consists of class level competences, class level objectives, columns which contain columns of topics, subtopics, specific objectives, teaching or learning strategies, teaching or learning materials, assessment and estimated number of periods for each subtopic.
The syllabus analysis involves the following:
- Identification of the purpose, including the rationale or basis for why students should learn the course or subject
- Identification of the teaching and learning goal or objectives
- Identification of topics and their subtopics
- Identification of the content to be covered under each topic or subtopic
- Determination of the number of periods to cover the topic or subtopic
- Determination of teaching sequence for each topic or subtopic
- Setting of time duration and time frame for different topics or subtopics
Qualities of a good syllabus
- Its objectives must be achievable
- Must be relevant to the class or subject in question
- Must be appropriate to the learners’ age and ability
- It must have a logical sequence of content
- It must meet the needs of education policy as set by the country government
Scheme of work
This is the amount of coverage a teacher plans to teach in one term or one year of the subject based on the syllabus. Or it is a series of topics picked from the syllabuses and arranged logically to suit the teaching strategy of a certain teacher.
Importance of scheme of work
- To remind the teacher the amount of teaching load and materials ahead
- To present materials in logical, presentable sequence
- To suggest proper timing for teaching particular topic
- To suggest proper methods of assessment for specific topic
- To plan teaching for a month, term or year
- To sequence the teaching areas according to the syllabus and learners’ needs.
- To inform administrator or another teacher on teaching plan
Format of the reviewed scheme of work
i. Introductory part (these are written on top of the scheme of work)
ii. Name of school
iii. Name of the teacher who planned and who is going to use the scheme of work
iv. Subject which the scheme is planned for
v. Class which the scheme is planned for
vi. Term in which the scheme is going to be implemented
vii. Year in which the scheme is going to be implemented
Main parts: this has components as shown below
Competences + objectives + month + week + Main topic + Sub topic + Number of periods + Teaching activities + Learning activities+ teaching materials + references + project + assessment + remarks
Competence: this is the statement which specifies the skill or ability that is expected to be attained or exhibited by the students after studying some topics or a program.
Eg. By the end of this topic, pupils should have developed ability to group organisms according to their similarities and differences
Objectives: these are statements which specify the behaviour to be exhibited by students after the topic.
For example by the end of the topic, students should be able classify organisms in their respective kingdoms and phyla or divisions
Teaching activities: a list of operational or working activities which will be carried out by the teacher in the process of teaching a particular topic or subtopic. A teacher should guide, lead or facilitate.
Learning activities: a list of operational or working activities which will be carried out by the students in the process of learning a particular content area or developing a certain competence
Lesson plan: This is an instructional action plan which prepared by reflecting the scheme of work. Or it is a short-term action plan intended to be used in teaching one or two lesson periods.
Importance of lesson plan:
- To remind a teacher which class and at what time he or she is supposed to teach a particular lesson
- To make a teacher have confidence because they have a sensible framework, well organized or logical and relevant teaching and learning materials
- Future reference to reinforce the strength and improve in the previous plan
- To check whether the objectives have been achieved or not
- To use a very good basis for evaluation because one can know what is taught, to what extent, questions to ask and type of reflection to make
- To remind the teacher on the type of activities he or she together with learners should engage in
- To ensure learning occurs in well organized content and activities so that learners will benefit
- To keep teachers on the right track for effective teaching
- To keep data about number of learners who attended the lesson
Format of a lesson plan
- Introductory part (name of school, teacher, subject)
- Class details (date, class, periods, time, number of students)
- subject details (competence, G.O, M.T, S.T, S.O, T/L materials, references)
- Lesson development (stages-time-teaching activities, learning activities-assessment/introduction-new knowledge-reinforcement-reflection-consolidation). Pupil’s evaluation, teacher’s evaluation, remarks
Lesson notes is the summary of the subject matter that has been planned to be covered in the lesson
Significance of the lesson notes: helps to summarize the subject content for future use + reminds the teacher on the subject content and builds confidence in the class + helps the learners for further discussion with other learners
Components of good lesson notes: introduction + Main body + summary + Reference
Characteristics of good lesson notes: should have introduction, main body, summary and references) + should be short and clear to the point + should be arranged in a way that makes findings each step easy + should indicate the content of the lesson + should be legible and have reasonable spacing + should be well written and arranged in such a way that point can be read at a quick glance
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