1. Objectives
EDUC 3100

2. What is an Objective?
A statement of what we want students to know, do, and feel.
A teacher must be able to ASSESS the objective in some way.
Synonyms: Intended Learning Outcome, Achievement Target, Standard, Indicator

3. Bloom’s Taxonomy
In 1956, Benjamin Bloom headed a group of educational psychologists.  Together,  they developed a classification of levels of thinking  behaviors thought to be important in the processes of learning.

4. Best known is the Cognitive taxonomy as follows
Bloom and co. actually identified three domains of educational activities.
Cognitive: mental skills (Knowledge)
Affective: growth in feelings or emotional areas (Attitude)
Psychomotor: manual or physical skills (Skills)
Best known is the Cognitive taxonomy as follows

5. Knowledge observation and recall of information
knowledge of dates, events, places
knowledge of major ideas
mastery of subject matter
Knowledge

6. Comprehension understanding information grasp meaning
translate knowledge into new context
interpret facts, compare, contrast
order, group, infer causes
predict consequences
Comprehension
Knowledge

7. Application use information
use methods, concepts, theories in new situations
solve problems using required skills or knowledge
Application
Comprehension
Knowledge

8. Analysis seeing patterns organization of parts
recognition of hidden meanings
identification of components
Analysis
Application
Comprehension
Knowledge

9. Synthesis use old ideas to create new ones generalize from given facts
relate knowledge from several areas
predict, draw conclusions
Synthesis
Analysis
Application
Comprehension
Knowledge

10. Evaluation compare and discriminate between ideas
assess value of theories, presentations
make choices based on reasoned argument
verify value of evidence
recognize subjectivity
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge

11. Bloom’s Mnemonic Karen Can Add And Subtract Easily Evaluation
Synthesis
Create your own mnemonic with illustration
Analysis
Application
Comprehension
Knowledge

12. Original Terms New Terms
Bloom’s Taxonomy - Revised
Original Terms New Terms
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

13. Change in Terms
The names of six major categories were changed from noun to verb forms.
As the taxonomy reflects different forms of thinking and thinking is an active process verbs were more accurate.
The subcategories of the six major categories were also replaced by verbs
Some subcategories were reorganized.
The knowledge category was renamed. Knowledge is a product of thinking and was inappropriate to describe a category of thinking and was replaced with the word remembering instead.
Comprehension became understanding and synthesis was renamed creating in order to better reflect the nature of the thinking described by each category.
( (accessed July 2003) ; Pohl, 2000, p. 8)

14. Creating
Evaluating
Analyzing
Applying
Understanding
Remembering

15. Affective Domain Attitudes
Receiving:
Awareness, willingness to hear, selected attention.
Responding
Active participation on the part of the learners. Attends and reacts to a particular phenomenon.  Learning outcomes may emphasize compliance in responding, willingness to respond, or satisfaction in responding (motivation).
Valuing
The worth or value a person attaches to a particular object, phenomenon, or behavior. This ranges from simple acceptance to the more complex state of commitment. Valuing is based on the internalization of a set of specified values, while clues to these values are expressed in the learner ín overt behavior and are often identifiable.

16. Affective Domain (cont.) Attitudes
Organization
Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating an unique value system.  The emphasis is on comparing, relating, and synthesizing values. 
Internalizing values (characterization)
Has a value system that controls their behavior. The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner. Instructional objectives are concerned with the student's general patterns of adjustment (personal, social, emotional).

17. Psychomotor Domain Skills
Perception
The ability to use sensory cues to guide motor activity.  This ranges from sensory stimulation, through cue selection, to translation.
Set
Readiness to act. It includes mental, physical, and emotional sets. These three sets are dispositions that predetermine a person’s response to different situations (sometimes called mindsets).
Guided Response
The early stages in learning a complex skill that includes imitation and trial and error. Adequacy of performance is achieved by practicing.

18. Complex Overt Response
Mechanism
This is the intermediate stage in learning a complex skill. Learned responses have become habitual and the movements can be performed with some confidence and proficiency. 
Complex Overt Response
The skillful performance of motor acts that involve complex movement patterns. Proficiency is indicated by a quick, accurate, and highly coordinated performance, requiring a minimum of energy. This category includes performing without hesitation, and automatic performance. 

19. Adaptation Origination
Skills are well developed and the individual can modify movement patterns to fit special requirements
Origination
Creating new movement patterns to fit a particular situation or specific problem.  Learning outcomes emphasize creativity based upon highly developed skills.

20. Cognitive Demand
Cognitive demand relates to how much thinking is called for by the students for a specific task. For example, routine memorization involves low cognitive demand, no matter how advanced the content. The brain can hold more information in working memory when the task is lower in cognitive demand. Applying, analyzing, and evaluating concepts involves high cognitive demand, even for basic content. When a task is higher in cognitive demand, there is less room in working memory so less information can be processed. Both types of cognitive demand are associated with student performance and are necessary in the classroom.

21. APPLICATION High cognitive demand
Identify the level of Bloom's Taxonomy and the cognitive demand of the following objectives.
Solve geometric proofs using the appropriate theorems.
APPLICATION
High cognitive demand

22. COMPREHENSION Low cognitive demand
Identify the level of Bloom's Taxonomy and the cognitive demand of the following objectives.
Explain the “melting pot” philosophy.
COMPREHENSION
Low cognitive demand

23. ANALYZE High cognitive demand
Identify the level of Bloom's Taxonomy and the cognitive demand of the following objectives.
Compare and contrast enrichment versus acceleration in terms of readiness, academic benefits, and social and emotional adjustment for precocious youth.
ANALYZE
High cognitive demand

24. SYNTHESIS High cognitive demand
Identify the level of Bloom's Taxonomy and the cognitive demand of the following objectives.
Create a poem using metaphors
SYNTHESIS
High cognitive demand

25. KNOWLEDGE Low cognitive demand
Identify the level of Bloom's Taxonomy and the cognitive demand of the following objectives.
Define the associative property of addition
KNOWLEDGE
Low cognitive demand

26. EVALUATE High cognitive demand
Identify the level of Bloom's Taxonomy and the cognitive demand of the following objectives.
Justify the selection of materials for an insulated box.
EVALUATE
High cognitive demand

27. So What Do We Use This For?
To write objectives
To help us match objectives to assessment methods and instructional tasks

28. You Try!
Put each objective on the correct level of Bloom’s taxonomy on the board.

29. Homework
Talk to your partner about the grade level, subject, and topic you would like to use for your TWS
Bring the state core to class on Friday for the topic
Remember your Contextual Factors paper is due Friday
Identify at least three contextual factors that influence student learning – positive or negative. Use one student, one classroom, and one schoolwide or community factor. Then provide suggestions for how you will respond to the factor. Typed, 1-2 pages, double spaced