63

52
Podogogy of Malher Planning for Instruction
Instructional Ob to recognlze and
2.4. Formulating
Cognitive, Affective and P
Levels
Objectlve
Psychomtor
1) Knowledge: It refers
ocall learnt material or
to the ability
information,
spocific tacts, methods and
includes knowledge of
and pre
It generalizations,theorles etc.
An objective refers to intended and specih orocesses, principles,
outcome of a planned program of specih the knowledge of
they learn and getprinciples,proces5,
instruction.
expressed in terms of what pupil will do as a
In mathematics
alossary words, concepts,
definitions,
instruction.
resul formulas and so on,
Objectives (SLO)
Objectives of unit are referred to as generalobjectiye Speclal Learníng mem ry.
material should be brought into
All the learned kept in mind.
Objectives formulated for lesson planning are usua) They should be
felt and
referred to specific objectives. These are also termed a 2)Understanding (Comprehension)
instructional objectives. hígher than knowledge.
It includes abilities next
According to the dictionary of education, objective Instructional Objectives (GIO)
is the end towards which a school General phrases
sponsored activity
directed.Efective tangible changes in pupils behaviour a ls knowledge of words and
theend of schooling is They develop the
book, their concepts, explanation of
known as objective. Dr. text level.
has defined educational objective as the B.S. Bloom of mathematics
activities and so on.
This is second
definitions,
outcome at which instruction is aimed. desired goal or examples
errors
(illustrations). Find out therelated
Give with
therm-compare. Distinguishes closely
2.4.1. Cognitive and detect ldentifies relationship of
Classifies the criteria.
concepts.
This deals with the the given details.
objectives having to do with
knowing, thinking and problem changed into symbols and
includes objectives dealing withsolving i.e cognitive domain Details of words are concept. Estimate
changed into
skills. intellectual abilities and formulas. Symbols are and then explain.
Interpret
the conclusion. knowledge and
This domain consists of six to use of
It refers situations. It is used
categories 3) Application:
Knowledge 2) Comprehension, 3)3). Application
5) Synthesis and 6) Evaluation. 4namely
) Analysis1) understanding in new or unfamiliar
problems.
tosolve new
 Pedogogy of Mathemati Planning for Instruction 55
54
the
Analysis: lt refers to breaking down of materia Krathwohl (1964) has proposed five major categories in
intoits4) constituent parts andthe direction oftheerelationship an hierarchical order on the basis of the levelof involvement.
way they are organized. They are (1) Receiving (attending) (2) Responding (3) Valuing
of the parts and of the
is needed? Are given (4) Organisation (5) Characterisation by a value.
Analyse what is given and what superfluoug
details enough? They are superfluently or Receiving
Find adequacy.
At this stage the students exhibit willingness to give
5) Synthesis: It refers to the ability of pulling together his or her attention to a particular phenomenon or stimuli.
attention
parts to form a meaningful whole. The teacher is able to arouse, hold and direct that
It involves uniqueness originality and creative Responding
behaviour. because
At this level students respond to the stimulus
It establishes relationship of given details. Use they find it interesting and responding gives them
appropriate method to solve the given problem and find satisfaction
the answer.

Valuing
If it is possible suggest alternatives.
This refers to student acceptance of belief and values.
6) Evaluation: It is concerned with judgement about certain values.
It also includes students learning to prefer
value, purpose, method, material, etc.,
Give the general concept that is got by inductive Organisation
method of reasoning. At this level students build up values and arrange
Understand and know the cause by the deductive them into asystem that recognizes relative importance of
various values one faces.
method of reasoning.
Verifies in the new situation. Characterization by a Value
in
2.4.2. Affective At this level the individual acts consistently
individual
accordance with values he has internalized. The
The affective domain includes attains an integration of his beliefs and
attitudes into a
objectives dealing with
attitudes, values, interests and appreciation.
domain deals with feeling aspects of Affective total philosophy.
learning.
 Pedogogy of Mathematice
Planning for Instruction
56
Instructional Objectives (GIO) Examine many different elements of attributes in the
General mathematics in given problems,
understandthe part of
The students appreciate them.
daytoday life and
Points out errors with confidence.
related books.
Learn mathematics Like that accept your own errors with courage.
to mathematics for the
Write general essays related Develop habits of logical thinking
school magazine.
2.4.3. Psychomotor Domains
Solve the Puzzles
Psychomotor domain includes objectives pertaining to
Participate in activities of the mathematics follow
motor and manipulation skills. Behaviours that belongs to
shortcut methods in solving the problems. this domain include muscular action and neuro muscular
Learn mathematics methods beyond school level. co-ordination.

Learn from the teacher the problems of mathematics Objectives in this domain aims at development of
that is not found in lesson plan. proficiency in motor and manipulative skills by effecting co
ordination between various muscular actions performed by
Scientific attitude expands because of students various parts of the body. As this co-ordination increases,
learning mathematics. the learners actions become mnore refined, quick and
Special Instructional Objectives (SIO) automatic.
Appreciate that mathematics being used to solve E. Simpson (1966) has proposed six categories in this
problems in other subjects based on mathematics. domain

Appreciate symmetry of figures, and structure of They are (1) Perception, (2) Set - mental physical
figures.
emotion, (3) Guided response, (4) Mechanism, (5) Complex
Appreciate the good attribute that is developed by overt response, (6) Adapting and organisation.
mathematical process. One
brief and correct develops to do every work R.H. Dave (1968) has proposed five categories in this
because of mathematics. domain.
Accept mathematical concept only
logical method. after proving with They are (1) Imitation (2) Manipulation (3) Precision (4)
Articulation (5) Naturalisation.
 Pedogogy of Mathematice
Planning for Instructíon 59
58
concepts based on mind here. They are; when learning is
Imitation going on, the teaching succeeds. Learningoccurs through
animitation of an action or performance
Thisrefers to
based on observation. experiences.
Observe concepts through many different organs is
Manipulation experience. When our sensory organs accept concepts, they
emphasizes differentiating among
This category selecting the proper one.
act according toenvironmental situations. Environmental
various movements and situations refer to students activities. They are: reading,
hearing, questioning, answering, problem solving, drawing,
Precision analysing, giving explanation, assuming, observation of
performance of an act with
This has reference to process, doing experiments looking at apparatus, and so
accuracy and exactness. on. Creative based thinking finds an effective place in these
activities. Truly, these kind of students activities fom the
Articulation
acts by basic stage to construct objectives.
This refers to co-operation of a series of
harmony
establishing suitable sequences and achieving General Objectives and Special Objectives
among different acts. The teacher planned to teach a particular lesson with
Naturalisation
best aims. These aims are referred to as objectives. We
can point out here not only teaching but also the students
At this stage the skill attains its highest level of achievements of knowledge.
proficiency in performing an act with least effort.
Each lesson is based on cognitive, affective and
The act becomes so automatic that is carried out psychomotor domain. Define the objectives according
unconsciously and effortlessly. tothese three domain and try to achieve the objectives.
Anita Harrow (1972) identified six distinct categories We can say "conative" instead of "psychomotor" form
of skills. teaching, activities and the opportunities according to
the objectives. Then test them whether the objectives are
(1)Reflex movements (2) Basic movements achieved. This is called as objective based teaching and
(3) Perceptible skils (4) Physical ability (5) Skilled testing.
movements (6) Non - discursive movements
In this cognitive and conative can be tested through
Some activities related to mind are included in writing test. Others can be felt only by the activities of the
the attainment of teaching children. In each domain there are General Instructional
activities: We can tell some
 Pedogogy of Mathematics

Knowledge and understanding are

Objectives(GIO). Objectives,
lnstructional Interpret Graphs
expectedinGeneral
fixed through open behaviours of Formulating Instructional Objectives.
Objectives are effect of education.
occur due to
students that
of Nature Writing Formula for Objectives
through Special Instructiona
understanding are referred given examples find out
1. Selected objectives should be useful for learning and
Objectives(SIO). For example "in help society.
the erors and
correct them", and
then "verify the given 2. It should be attainable in practical life.
these we can decide whether they have
fact" through all
teachers refer this as "specific 3. It should be predictability.
understood or not. Some
gives importance i 4. It should be challenging, at the same time flexible.
Learning Outcomes (SLO)." This
books published by
learning. These are all based on 6 5. It should be detailed and according to priority of the
NCERT in 1966 after discussion in many workshops, nation

General Instructional Objectives (GIO) skills 6. It should be with expected general nature and the
growth of the children depending as the level of the
The students should achieve the following skills. class.
(a) Computation 7. It should not be with two objects join together.
(b) Draw geometry and graph 8. These should not occur again and again.
(c) Read tables, maps, charts, graphs et., 9. It should have the continuity with total objectives
Special InstructionalObjectives (SIO) Structure of a Sentence
(a) Do mental mathematics with ease and
speed. (1) Write in complete sentences. It should have two
Do all written mathematics with
ease and speed. elements (a) element of behaviours (i.e Compare,
(b) Handle geometry explain with example etc.,) (b) elements of lesson
instrument: with ease and skill. material (compare the side measures of triangle)
Measure accurately (2) There are 3 stages viz. subject level, unit level and
Draw free hand figures with topic level
ease.
Draw charts, maps, (a) Know many different attributes of.geometry in
(c) Read tables graphs etc., accurately. mathematics in general is enough.
with ease and
accuracy.