learning domains ◦ cognitive objectives describe the knowledge that learners are to acquire ◦...

Learning Domains◦Cognitive objectives

Describe the knowledge that learners are to acquire

◦Affective objectives Describe the attitudes, feelings, and

dispositions that learners are expected to develop

◦Psychomotor objectives Relate to the manipulative and motor

skills that learners are to master

Knowledge is a starting point that includes both the acquisition of information and the ability to recall information when needed.

Comprehension is the basic level of understanding. It involves the ability to know what is being communicated in order to make use of the information.

Application is the ability to use a learned skill in a new situation.

Analysis is the ability to break content into components in order to identify parts, see relationships among them, and recognize organizational principles.

Synthesis is the ability to combine existing elements in order to create something original.

Evaluation is the ability to make a judgment about the value of something by using a standard.

The Cognitive Domain (Bloom, 1956)◦Knowledge – Remembering the information

◦Comprehension – Understanding the meaning

◦Application – Using the information◦Analysis – Breaking down into parts◦Synthesis – Producing a new whole◦Evaluation – Judging the value

Anderson and Krathwohl (2001) http://coe.sdsu.edu/eet/

A is for Audience

B is for Behavior

C is for Condition

D is for Degree of Learning

They aren’t simply a list of the topics to be covered. 

They are: (A, B C, D’s of learning objectives)◦ Audience◦ Behavior: The behavior should be specific and

observable.◦ Condition: The conditions under which the

behavior is to be completed should be stated, including what tools or assistance is to be provided.

◦ Degree: The level of performance that is desirable should be stated.

◦ (Mager, 1962)

Without notes or references, the students should be able to list in order the steps in troubleshooting a BASIC computer program with no mistakes.

Observable Observable

Behavior?Behavior?

Without notes or references, the students should be able to list in order the steps in troubleshooting a BASIC computer program with no mistakes.

Observable Observable

Behavior?Behavior?

Without notes or references, the students should be able to list in order the steps in troubleshooting a BASIC computer program with no mistakes.

Condition?Condition?

Without notes or references, the students should be able to list in order the steps in troubleshooting a BASIC computer program with no mistakes.

Condition?Condition?

Without notes or references, the students should be able to list in order the steps in troubleshooting a BASIC computer program with no mistakes.

Degree of Mastery?Degree of Mastery?

Without notes or references, the students should be able to list in order the steps in troubleshooting a BASIC computer program with no mistakes.

Degree of Mastery?Degree of Mastery?

Without notes or references, the students should be able to list in order the steps in troubleshooting a BASIC computer program with no mistakes.

Given the values of two of the three variables in Ohm’s law, the students should be able to calculate the value of the remaining variable 90% of the time.

Without notes or references, the students should be able to list in order the steps in troubleshooting a BASIC computer program with no mistakes.

Given the values of two of the three variables in Ohm’s law, the students should be able to calculate the value of the remaining variable 90% of the time.

Without notes or references, the students should be able to list in order the steps in troubleshooting a BASIC computer program with no mistakes.

Given the values of two of the three variables in Ohm’s law, the students should be able to calculate the value of the remaining variable 90% of the time.

Without notes or references, the students should be able to list in order the steps in troubleshooting a BASIC computer program with no mistakes.

Given the values of two of the three variables in Ohm’s law, the students should be able to calculate the value of the remaining variable 90% of the time.

Choose technology to support

(1)Teachers’ instruction and (2)Students’ learning

Guided by California Content Standards

1. Identify what is to be learned from the California K-12 Content Standards.

2. Write learning objectives based on the Content Standards.

3. Choose technology to support the learning objective.

4. Record, share and review work inTaskStream.

Mathematics: Grade One - Number Sense

2.0 Students demonstrate the meaning of addition and subtraction and use these operations to solve problems.◦ 2.1 Know the addition facts (sums to 20) and the

corresponding subtraction facts and commit them to memory.

Learning Objective◦ Given 20 addition problems involving only sums up

to 20, 1st grade students complete problems with 90% accuracy.

Mathematics: Grade One - Number Sense

2.0 Students demonstrate the meaning of addition and subtraction and use these operations to solve problems.◦ 2.1 Know the addition facts (sums to 20) and the

corresponding subtraction facts and commit them to memory.

Learning Objective◦ Given 20 addition problems involving only sums up

to 20, 1st grade students complete problems with 90% accuracy.

Mathematics: Grade One - Number Sense

2.0 Students demonstrate the meaning of addition and subtraction and use these operations to solve problems.◦ 2.1 Know the addition facts (sums to 20) and the

corresponding subtraction facts and commit them to memory.

Learning Objective◦ Given 20 addition problems involving only sums up

to 20, 1st grade students complete problems with 90% accuracy.

Mathematics: Grade One - Number Sense

2.0 Students demonstrate the meaning of addition and subtraction and use these operations to solve problems.◦ 2.1 Know the addition facts (sums to 20) and the

corresponding subtraction facts and commit them to memory.

Learning Objective◦ Given 20 addition problems involving only sums up

to 20, 1st grade students complete problems with 90% accuracy.

To Support the Teacher’s InstructionTo Support Students in their Learning Tasks

To Support Instruction◦To Present or Introduce Information in

the Classroom (Knowledge) Find PPT Presentations through

Advanced Google Searches (File Type: choose PPT format for searches). Revise or Re-purpose the PPT Use Custom Animations - Direct Questioning

Or, create your own PowerPoint

To Support Instruction◦Provide Resources on a Teacher Web Site◦For Use by Students In the Computer Lab In the Classroom at a Computer Center At Home At Community Centers or Libraries

To Support Instruction◦ Find lessons that meet the content standards and

that use technology: Try established web sites such as Marco Polo 

http://www.marcopolo-education.org/ Use Advanced Google Searches

Within Site or Within Domain ie. “math” lessons search terms” .edu .gov .org

To Support Instruction◦Create a Teacher Web Site: TaskStream (Web Page Builder) Google Sites Tripod, or others Wikis – www.wikispaces.com Blogs – Blogger at Google Educator

Tools

Supporting Students to Complete Learning Tasks (observable behavior)

WebQuests Educational Games Specialized Web Sites Software

Use Advanced Google Searches to Support Locating Resources

1. Identify what is to be learned from the California K-12 Content Standards.

2. Write learning objectives based on the Content Standards.

3. Choose technology to support the learning objective.

4. Record, share and review work inTaskStream.