SIUC Instructor WorkshopLearning Domains and Objectives

OBJECTIVES• DISCUSS the DESIGN portion of the ADDIE ISD Model

• DISCUSS the characteristics of Bloom’s, Krathwohl’s, and Dave’s taxonomies

• DISCUSS Mager and Gronlund learning objectives

• DESCRIBE the relationship between taxonomies and learning objectives

• EVALUATE student’s comprehension of Bloom’s, Krathwohl’s, and Dave’s taxonomies and Mager and Gronlund learning objectives

ADDIE – ISD MODEL

•Analyze•Design•Develop•Implement•Evaluate

DESIGNThe planning state. It consists of the following:•Developing instructional objectives•Identifying learning steps required• Developing tests to show mastery of learned tasks•Listing entry behaviors required•Developing the sequence and structure of the course

Introduction to Bloom's Taxonomy

In 1956, Bloom created the original taxonomy describing how people learn. The taxonomy was later revised by Anderson and Krathwohl

There are six levels in the taxonomy

As a instructor, you should attempt to move students up the taxonomy as they progress in their knowledge

To create thinkers as opposed to students who simply recall information, we as

instructors, must incorporate the higher levels into lesson plans and tests

Bloom’s TaxonomyREVISED

RememberingUnderstandingApplyingAnalyzingEvaluatingCreating

ORIGINALKnowledgeComprehensionApplicationAnalysisSynthesisEvaluation

(Cognitive Domain)

Krathwohl’s Taxonomy

•Receiving

•Responding

•Valuing

•Organizing

•Characterizing

(Affective Domain)

Cognitive and Affective TaxonomiesCharacterization

Valuing

Responding

Recall

Com

prehension

Application

Analysis/Synthesis

AFFEC

TIVE TAXO

NO

MY LEVELS

COGNITIVE TAXONOMY LEVELS

OrganizationEvaluation

Receiving

Dave’s Taxonomy

•Imitation

•Manipulation

•Precision

•Articulation

•Naturalization

(Psychomotor Domain)

LEARNING OBJECTIVES

An instructional objective is…

A statement that defines the benefits of instruction by identifying what the learner

is to accomplish

Functions of Objectives

•Offer a means to design effective instruction

• Provide a framework for evaluating student

learning

• Guide to learner in identifying they skills and

knowledge they must master

Objective Domains

Psychomotor

AffectiveCognitive

Cognitive Objectives• Describe goals related to knowledge, naming, solving,

predicting, and other intellectual aspects of learning

• Receive the most attention in instructional programs

• May be classified according to Bloom’s Taxonomy

– Recall (knowledge level)– Intellectual activities (comprehension level and

higher)

Cognitive Domain• Behavioral Objectives

– Are well suited for mastery learning instruction

• Cognitive Objectives– Are well suited for higher levels of learning

Answer this question.– Precisely, what behaviors can the learner demonstrate to

indicate that he or she has mastered the knowledge specified?

Include these essential parts.– Action verb– Subject content reference– Level of achievement– Conditions of Performance

Consider including enabling or supporting objectives. – Where do these come from?

To write objectives…

Register students for WED classes.– Identify term in which students must be registered.– Identify out-of-cycle students who have an

individualized program.– Identify students on financial hold list.– Complete Registration Table for each term and for

out-of-cycle students.– Send Registration Table to Carbondale for final

processing.

Examples

Include two parts– General Objective (GO) -- Use the verbs

associated with the six levels of the Bloom’s Taxonomy.

– Specific Objective (SO) -- Use verbs related to each level of the Bloom’s Taxonomy.

To write cognitive objectives…

Know the meaning of common terms.– Identify the correct definitions of terms.– Identify the meaning of terms when used in context.– Distinguish between terms on the basis of meaning.– Select the most appropriate terms when describing

curriculum design procedures.

Examples

Comprehend the relevant principles of curriculum design.– Describe each principle in his or her own words.– Match a specific example to each principle.– Explain the relevance of each principle to the major

components of the curriculum design model.

Examples (continued)

Apply the principles in curriculum design.– Demonstrate use of curriculum design model in the

development of an occupationally specific Plan of Instruction.

– Modify existing Plan of Instruction to align with principles of curricular design.

– Relate ethical standards to curriculum design.

Examples (continued)

Psychomotor Objectives

Describe goals related to the physical activities of performing, manipulating and constructing.

Contain 3 characteristics. May be classified according to Dave’s

Taxonomy.

Condition Performance CriteriaExample: Given a regulation baseball, home team,

opposing team, home plate umpire, and a baseball field, the pitcher will throw a fast ball at 90 miles per hour in the strike zone.

Characteristics

Performance

An objective must state what it is that learners must do to demonstrate their mastery of the objective.

It must be visible or audible. Objectives must be about intended outcomes,

not processes.

Examples of doing or hearing verbs/words?

Conditions

Conditions describe the givens and/or limitations within which the performance is supposed to occur.

Conditions include what:– an individual will use (e.g., tools, forms, etc.).– an individual will not use (e.g., checklists or other aids).– real-world conditions the individual will be expected to

perform.

Criterion

A standard of success against which to test the success of instruction.

Students (employees) will know how to judge their performance.

You can prove that your students (employees) can DO what you set out to teach them.

Criterion have to do with:

Time Quantity Accuracy Quality

Job requirements Improvement requirements Academic requirements Personal experience

Where do criteria come from?

Affective Objectives Describe goals related to attitudes, appreciations,

values, and emotions such as enjoying, conserving, and respecting.

Receive the least amount of attention, although believed to be very important to education and training.

May be classified according to Krathwohl’s Taxonomy.

Specify behaviors indirectly by inferring from observable behavior.

Include two parts– Identify the cognitive component that

describes the attitude.– Identify a behavior that when observed

would represent the attitude.

To write affective behaviors…

Respect the flag.– Salute the flag during the playing of the national

anthem.– Display the flag with a light after sunset.– Display the flag so that it does not touch the

ground.– Retire worn flags during the proper ceremony.

Examples

SummaryADDIE (DESIGN)

TAXONOMIES

LEARNING OBJECTIVES

QUESTIONS

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