1. Innovative measures in teaching

2. Purpose of Teaching
Learn the intended content

3. To what extend ?! Effect of Classroom lecturers!!
Inability of the teacher to create and sustain interest in the content being taught
Inadequate communication skills of the teacher
Casual attitude of the student
Student not being clear of why he should learn the content
Inability of the teacher to put forth abstract concepts in a concrete manner
Inability of the teacher to hold the attention of the students over the entire length of the lecture session.

4. Effect of Classroom lecturers(Contd)
Objective:“No teaching is done unless it is learnt”
Awareness of the psychology of learning
Behavior of adult learner enables a teacher to design and deliver the instruction in an effective manner
His competency to write instructional objectives
Device suitable instructional strategies

5. What is Learning? Process of acquiring information
Process of acquiring skills
Knowing problem solving
Understanding
Gaining knowledge
Getting to know something
Ability to do something

6. Characteristics of Learning
Brings about changes in behavior
Gets reinforced by practice
Imbibes values and attitudes
Is a lifelong process
Is facilitated by active participation of learner

7. Different ways of learning:
Learning from feeling
Learning from observation and listening
Learning from thinking
Learning from doing

8. Domains of learning:
Bloom (1956) considered that the human learning categorized into three domains
Thinking (Cognitive)-Head
the act or process of knowing or perceiving – brain – relate to facts, information, concepts, principles, etc.,
Doing (Psychomotor)-hand / feet
psycho – related with mind, motor – of or involving muscular activity.” Muscular activity resulting from compulsive mental processes.
Feeling (Affective)-heart
relates to values, beliefs, attitudes, emotions, etc.,

9. Taxonomy of various domains:
Simple to complex and have hierarchical levels.
Useful guides for teachers
Allow us to determine the level which a student is expected to attain
So the teacher will have to provide learning experiences to his students so that, that level is attained
Thus taxonomies is suggested by educationists in all the three domains

10. Taxonomy of cognitive domain:
Suggested by Bloom-1959
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge

11. Knowledge level in cognitive domain :
Knowledge is defined as remembering of previously learned material, involving recall or recognition of
specific facts
Common terms
Basic concepts
Laws, principles, theories
Systems, instruments, tools, machines, etc.,
Processes, methods and procedures
It is the lowest level of objective

12. Comprehension level in cognitive domain :
Comprehension is the ability to grasp the meaning of the learned material. Shown as
Understanding of concepts, laws, principles, theories, instruments, equipment, systems, machines, etc.,( represented, explained, drawing, differentiating, giving examples, etc.,)
Translating material from one form to another form
interpreting material of different forms – verbal, charts, graphs, etc.,
Requires knowledge in order to demonstrate comprehension.

13. Application level in cognitive domain :
Application is defined as ability to use learned material in a situation different from original learning content, including
applc.of concepts, rules, methods, principles, laws and theories to new situations / practical situations
Solving problems of different types
Constructing charts, graphs, drawing, etc.,
Choosing correct procedure
Application made in new situation

14. Analysis level in cognitive domain :
Analysis is defined as ability to separate whole into parts, so that relationship among elements is clear, including breaking down the material into its component parts for-
establishing relationship between component parts
Distinguishing between facts and inferences
Recognising unstated assumptions
Recognising logical fallacies in reasoninng
Determining the relevancy / sufficiency of data
Analysis requires ability to apply information in order to analyse.

15. Synthesis level in cognitive domain :
Synthesis is defined as ability to combine elements to form a new whole, including,
Integration of learning from different areas
Production of a unique communication
Preparation of a plan for an experiment, innovation, development or research
Design of a component, system, machine, etc.,
Formulation of a new scheme
Synthesis stresses creative behavior. Ability to analyse is required in order to synthesis

16. Evaluation level in cognitive domain :
Evaluation is defined as ability to decision making, judging, or selecting based on definite criteria(specified or determined), involving
Judging the adequacy with which conclusions are supported by data
Judging the logical consistency of written material / design etc.
Judging the value of a work / method / design.
Thus Learning can be at six levels according to Bloom

17. Implications of taxonomy levels in cognitive domain :
Taxonomy levels provide us an opportunity to look at the requirements for our students.
Lecture method sufficient for learning at knowledge and comprehension levels.
In Industry requirements goes at application and higher levels, so we should take care to tune our teaching and learning process to achieve higher level objectives.
Concerted and well planned efforts will have to be further made to achieve this goal.

18. Taxonomy of psychomotor domain:
Suggested by Dave -1970
Naturalisation
Articulatio
Precision
Manipulation
Imitation

19. Taxonomy of psychomotor domain:
Imitation – Observes skill and attempts to repeat it
Manipulation – performs skill according to instruction rather than observation
Precision – Performs a skill with accuracy, proportion and exactness, usually performed independent of original source.
Articulation – combines more than one skill in sequence with harmony and consistency
Naturalisation – completes one or more skills with ease and becomes automatic with limited physical or mental exertion

20. Taxonomy of Affective domain:
Suggested by Krathwohl -1964
Characterising
Organsing
Valuing
Responding
Receiving

21. Taxonomy of affective domain:
Receiving – willingness of a student to attend to a stimuli or a phenomena
Responding – Active participation
Valuing – attaches to a particular idea, belief, behaviour or phenomenon
Organising – bringing together different values and beginning to build them into a consistent value system
Characterising – consistent and predictable behavior.