5/27/2021

09.00 - 10.15 - Training Needs and Target Population

10.30 - 12.00 - Domains of Learning and Levels of Learning

01.00 - 02.30 - Aims, Objectives and ILOs

02.45 - 04.00 - Introduction to Teaching Methods

Prof. Chalinda K. Beneragama

Professor in Crop Science (Horticulture), Faculty of Agriculture

Director, Staff Development Centre, University of Peradeniya

Editor-in-Chief, Tropical Agricultural Research Journal

Prof. Chalinda K. Beneragama

Professor in Crop Science (Horticulture), Faculty of Agriculture

Director, Staff Development Centre, University of Peradeniya

Editor-in-Chief, Tropical Agricultural Research Journal

5/27/2021

What is Training?

Is Training = Teaching/Learning?

5/27/2021

What is TRAINING?

The action of teaching a person or an

animal a particular skill or type of

behaviour (Oxford Dictionary)

The process of learning the skills you

need to do a particular job or activity

(Cambridge Dictionary)

Acquisition of knowledge, skills, and

competencies as a result of the teaching

(Wikipedia)

TRAINING

Existing

Skills

Knowledge

Attitudes

Required

Skills

Knowledge

Attitudes

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Subject

Effective teaching methods/ styles

How to conduct/ publish research

How to motivate people

4
Effective verbal communication skills

Written communication skills

Time management

Planning and organizing your work

Handling complaints and grievances

Decision making at the work place

10

Developing leadership qualities

11

Student/ staff counseling

12

How to conduct productive meetings

13

Total quality improvement

14

Safety at workplace

15

How to reward performances

16

Statistics for academics

17
How to conduct a workshop/ training programme

18

e-Learning

19

Computer applications (e.g. Microsoft Office)

20

Financial regulations in the Universities

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How to determine the needs?

Ask the participants (target group)

Ask the bosses of the target group

Ask others who are familiar with the job

Test the participants

Analyze performances

Types of training (contents)

1. Technical or Technology Training

2. Quality Training

3. Skills Training

4. Soft Skills Training

5. Professional Training and Legal Training

6. Team Training

7. Managerial Training

8. Safety Training
5/27/2021

Your Target Population?

Diverse!!!.

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How to determine the needs?

Ask the participants (target group)

Ask the bosses of the target group

Ask others who are familiar with the job

Test the participants

Analyze performances

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Remember, training is not

what is ultimately important

performance is.

Marc Rosenberg

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10
Thank you!

Prof. Chalinda Beneragama

Department of Crop Science

Faculty of Agriculture

University of Peradeniya

E-mail- [email protected]

Mobile - 0718-501-686

5/27/2021

What is your career aim (ilk#ky)?

What are your career objectives

(arm]N])?

What are the ILOs (a@p#k#S^w

i@gn] Pl) of your course?

Prof. Chalinda K. Beneragama

Professor in Crop Science (Horticulture), Faculty of Agriculture

Director, Staff Development Centre, University of Peradeniya

Editor-in-Chief, Tropical Agricultural Research Journal

5/27/2021

What is an aim? (ilk#ky)

A relatively broad, long-term goal

What is going to be achieved at the

end of a given time

e.g. - Increase the profit

- Become a professional

basketball player

Why have aims?

Target oriented (e.g. profit)

Tracking purposes

For motivation

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What is an objective? (arm]N])

Smaller targets that help you

achieve the aim

Steps in a stairway

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Become a professional basketball player

Join a BB club

Find a good

coach

Study BB rules

Practice hard

everyday

pecific
What exactly are we going to do?

With or for whom?

easurable

Is it measurable & can we measure

it?

chievable

Can we get it done in the timeframe/

in this set-up/ with this amount of

money?

elevant

Will this objective lead to the desired

results?

ime bound

When will we accomplish this?

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Objectives

Process objectives

(kx^yzvl^ arm]N])

Outcome objectives

(pxw^Pl arm]N]) =

(a@p#k#S^w i@gn]

prmzr#W = ILOs)

Aim: To improve the Communication Skills of

non-academic staff of University of

Peradeniya

Process objective

By the end of the 2021, programme staff will

conduct a 10-session-programme on Effective

Communication Skills to at least 6 departments at

each of the 2 identified faculties

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Aim: To improve the Communication Skills of

non-academic staff of University of

Peradeniya

Outcome objective

At the end of the 10-week programme, at least

50% of the non-academic staff participants will

demonstrate improved Effective Communication

Skills

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Learning

Objectives

Assessments

Learning

Activities

Where do ILOs fit in the curriculum?

Where do ILOs fit in the curriculum?

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Vision, Mission & Objectives

UVPA Graduate Profile

Dance & Drama

PLOs

Music

PLOs

Visual Arts

PLOs

Course 1

ILOs

Course 2

ILOs

Course 3

ILOs

Course 4

ILOs

Topic 1

ILOs

Topic 2

ILOs

Topic 3

ILOs
Topic 4

ILOs

Topic 5

ILOs

Writing Intended

Learning Outcomes

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parts of a seed

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10

Action verbs for Cognitive domain

write

state

define

list

predict

name

identify

contrast

recall

describe

classify

recognize
select

compare

discuss

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11

insert load

disconnect

repair open

replace

tune

operate

assemble

construct

measure

Align

disassemble

adjust

manipulate

Action verbs for Psychomotor domain

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12

accept

listen

receive
perceive

decide

influence

associate

derive

determine

be aware

of

appreciate

judge

Action verbs for Affective domain

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13

Example ILO:

Should be able to explain the process of

1. Written paper

: Explain the process of

2. Presentation

: Explain the process of ..

3. Viva

: Explain the process of .

4. Practical Exam

: Explain the process of .

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Example ILO:

Should be able to make a delicious cake

1. Written paper

: Explain how to make a delicious cake

2. Presentation

: How to make a delicious cake

3. Viva

: Tell us how you will make a delicious cake

4. Practical Exam

: Make a delicious cake

(with a tasting panel)

Example ILO:

Should be able to measure 20 g sugar

1. Written paper

: Explain how to measure 20 g sugar

2. Presentation

: How to measure 20 g sugar

3. Viva

: Tell us how you will measure 20 g sugar

4. Practical Exam

: Measure 20 g sugar precisely

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In summary.,
What are aims?

What are objectives and ILOs?

SMART objectives

Process/ outcome objectives

By the end of this session, you will be

able to..

Distinguish aims, objectives and ILOs

Write an aim statement precisely

Write meaningful objectives/ILOs

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16

This knowledge is useful in.

Daily life career path, daily scheduling,

meetings

Lesson planning - Course aims/objectives/ILOs

Deciding session objectives/ILOs

Conducting training programs

Program reviews/ Institutional reviews

Thank you!

Prof. Chalinda Beneragama

Department of Crop Science

Faculty of Agriculture

University of Peradeniya

E-mail- [email protected]

Mobile - 0718-501-686
5/27/2021

Prof. Chalinda K. Beneragama

Professor in Crop Science (Horticulture), Faculty of Agriculture

Director, Staff Development Centre, University of Peradeniya

Editor-in-Chief, Tropical Agricultural Research Journal

Your Target Population?

5/27/2021

Adult learning theory

Malcolm Knowles

Adult learning

Adults

enjoy active learning, small group exercises and

moving around the room and varying training

activities.

learn at different speeds and through different

methods.

learn best when the instructions for learning

activities are clear

learn best when they feel free to question and

challenge
5/27/2021

Learning

Objectives

Assessments

Learning

Activities

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What is the purpose of teaching methods?

- to help students learn

Why do we use different types of teaching

methods?

- To achieve different learning

objectives

(depending on the student level,

subject area, learning objectives,

and more..)

Teaching Methods

Brainstorming

Lectures

Tutorials

Discussions/ debates

(individual/ group)

Questions
Demonstrations

Reading

Story-telling

Role plays

Case-studies

Research

Assignments

Practicals

Field visits

Games

5/27/2021

Methods of Teaching

1.Teacher- centred

2.Student- centred

TEACHER-CENTRED

STUDENT-CENTRED

High level of teacher control

Teacher talks most of the

time

Learning process is decided

by the teacher

Teacher provides all

information and materials

that are required for

learning

Student spends most of the

time listening to the

teacher or to textbooks

Low student interaction

Low level of teacher control

Group of students discuss

information

Students actively

participate in their own

learning

Students help decide on the

learning process

Students find or choose

learning material with help

from teacher

Students often work and

discuss with other students

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What method do you use

often?

Why do we usually use

teacher-centred teaching

methods?
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1. When should these be used?

2. Class size large vs small

(numbers matter!!)

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3. Time requirement in preparation

4. Time management during the activity

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5. Classroom arrangement e.g. fixed seats

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6. Student problems

- slow learners

- passive students

- equal contribution from all students

Checklist for

effectiveness

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11

Checklist for effectiveness

What are the objectives for the activity?

Who will be interacting?

- known/unknown, friends, near-by

When does the activity occur?

- Timing in the course/ class

- beginning, middle, end or throughout

What is the planned/available time?

Orientation - Individual or group?

Checklist for effectiveness

Is the classroom ready for these activities?

What preparation are needed

- for you

- for your students

Are you prepared well?

Are students prepared?

- taking down notes, planned, ready

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Checklist for effectiveness

Will students have a chance for their responses?

How do you handle the rights and wrongs?

Will you give marks for the responses?

What are the assessment criteria?

Do you promote volunteers or make it

compulsory to take part?

Behaviors that promote learning

(Gorham, 1988)

1. Appropriate use of humor

2. Praising student performance

3. Engaging students outside of the classroom

4. Encouraging students to talk

6. Asking questions about student viewpoints or

feelings

7. Following up on topics raised by students even if

not directly related to class material.

8. Referring to our class and what we are

doing.

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What qualities should be

there in the teacher ?

What qualities you can

enhance in your students ?

Communication

Creativity

Time mgt.

Leadership

Reading
Writing

Respect

Listening

Teamwork

Appreciation

Games

Directed study

Projects

Y
Y

Field Visits

Role-play

Tutorial

Discussion

Y
Y

Debate

Demonstration

Q& A

Brainstorming
Y

Lectures

Case Studies

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14

Finally

What matters is the

Qualities of the Teacher !!

NOT merely

The Teaching Methods or

Active Instruction Techniques !!

Thank you!
Prof. Chalinda Beneragama

Department of Crop Science

Faculty of Agriculture

University of Peradeniya

E-mail- [email protected]

Mobile - 0718-501-686

STRESS AND ITS MANAGEMENT

When we feel that there is too much work to do, or have problems which we cant solve we
say that we are under stress. When somebody threatens you and you dont what to do to
deal with the situation, we say we are under stress. A family member is very sick and you
are waiting for the doctor to give his opinion, we feel stressed. A person is experiencing the
breakup of his or her love affair, he/she might say that there is a lot of stress. So, what
exactly is stress?

Stress is something unpleasant which happens to you makes you react so that the factor
causing the irritation is removed or neutralized.

Is it okay to say that stress is like a red light flashing in the head? Maybe Yes! But it is not a
simple red light only. Other than the unpleasant feeling, the body prepares the person get
away from the stress as fast as one can. If there is a danger to ones life, stress pushes the
person to get away from the source of threat as fast as possible.

Just imagine that you are at the reception to get a tooth filled by the dentist. Inside the clinic
you hear somebody shrieking in pain and the drill machine whirring loudly. What do you
feel? You get cold sweaty palms, your heart starts beating faster, breathing become
shallower and faster. But after the tooth get filled and you are going home all that is
forgotten.
Another example of a similar situation You have to sit for an examination, but as you had
not prepared for the exam as well as you should have, you would experience a very
unpleasant feeling in your guts. All the symptoms of stress are present in you. Just then, the
teacher announces that the exam has been postponed to the next week! What do feel? A
sense of release! The stress is gone!

What can you learn from these examples?

Stress is a universal reaction to a threatening situation.

Short term stress is very useful.

What we need to worry about is long term stress! Why? The visit to the dentist and facing
the exam are examples of short-term stress. Is it the same with the situation created by the
death of a relative or breakdown of a love affair? No. Long term stress is the problem not
the short-term stress!

Lets try to analyze the situation further.

Something bad or unpleasant happens to a person

The senses get the message and pass it to the brain

The brain understands that there is a problem

It reacts in the best way it knows how

The brain releases stress hormones

Fig. 1 Physical and emotional check of stress

These hormones cause a lot of changes in the body:

Breathing becomes shallow and fast to provide more oxygen to the muscles

Heartbeat increases to get the oxygen to the muscles

More glucose it released into the blood stream to supply energy

In the text boxes (Fig. 1) we see effects of stress on the body and the thinking of a person.
Here, we are mainly talking about long term stress. You might not see these effects in mild
stress situations.

This prepares the person to run away or fight the threat

So, you may think that all this good and helps us survive another day. Yes! But the problem
arises with continual stress. That is a HUGE problem.

The body feels that it has been threatened and prepares you for avoiding the factor which is
the cause of the unpleasantness or gives you the will to fight the irritant. Reaction to stress
is universal and ensures the survival of individual in the short term. Important stressors
include:

Emergencies (e.g. an accident, Sudden injury, being startled by something etc.)

Life events (e.g. death of a loved person, illness, marriage, loss of job, problems with
children)

Daily hassles (e.g. stuck in traffic jam, arguments, queue in supermarket, photocopier not
working when you need to copy an important document etc.)
What is stressful differs from one person to the next, and also how we experience stress
may differ from person to person

Is stress good or bad?

This depends on the duration and the intensity of the stress factor. So, a low intensity stress
working over a longer period can be as bad as a high intensity stress working over a shorter
period of time. Stress over long periods without an outlet harms. Such stressors cause
worry and anxiety, make it difficult to think and makes life miserable.

Does stress depend only on external factors?

Many believe that external factors cause stress. Inference is that the environment has to be
changed. Is this so? The answer is No

Stress can come from within depending on the way we look at life

Whether you are going to get stress depends on two things:

Primary appraisal of the event (How bad is the event? What is the damage due to its
influence?). Let me give you an example. A person consulted a doctor to find out what is
causing him pain the stomach. A scan indicated the presence of a malicious tumor. In other
words, it a bad kind of cancer! How bad is the problem? Naturally, it is very serious! This is
a cause for serious alarm, and could lead to high stress. Lets look at as different kind of
problem. You lost your phone. But all your contacts and the photos or videos have been
backed up in a phone which you bought rather recently. Is the problem bad? No!
Secondary appraisal (Can you cope with it? Do you have the resources to deal with it?)

This is what saw in the cellphone example. The loss is a loss but you can live with it. You will
say, okay, it was time to throw it anyway! You buy a new SIM for the same number! You will
experience no stress!

Lets look at the cancer example. You consult another doctor who says that it can be treated
with surgery combined with chemotherapy. The doctor guarantees success and assures that
there is no threat to life or life expectancy. You feel less stress and may even feel a sense of
relief! You can cope with the stress factor!

Stress will happen only if the primary appraisal tells you that the problem is really serious
and you dont have the capability to solve it!

It is internal and is connected with the inner personality of a person. The personality of each
individual makes us different and defines our individuality. Stress depends on the way we
look at the world.

Depression

Always feeling tired, in spite of sleeping

Feeling worthless

Loss of appetite

Sadness, hopelessness

Simply blank

Extreme anxiety

Loss of weight

Lack of interest in sex life

Suicidal thoughts

Many people believe that they always know when we are under stress. This idea is wrong

We get accustomed to stress, especially if the stressor is of low intensity

We feel that stress is something which affects only those who have high-pressure lives. This
thought also is wrong.

Explanation: We may lead unfulfilling lives without knowing the way things should be

Some people believe that the only way to lower stress is to change your surroundings or to
take medication. This too is wrong. Explanation: Stress comes from the way we perceive the
world, not from the way the world really is.

Is it true that Stress is caused by events that happen to us. Again not true!

Explanation: It is not events in themselves that cause our distress, but rather the views we
take of events -Philosopher Epictetus
What can we do?

Learn to plan. Disorganization can breed stress

Having too many projects going simultaneously often leads to;

confusion,

forgetfulness, and

a bad sense that uncompleted projects are hanging over your head.

Recognize and accept limits.

Avoid setting unreasonable and perfectionist goals. We can never be perfect (perfect is the
worst enemy of good)

Set achievable goals: dont be too ambitious

Enjoy life and occasionally escape from the pressures of life and have fun.

Find pastimes which are absorbing and enjoyable to you no matter what your level of ability
is

Be positive towards life in general

Avoid criticizing others

Learn to praise the things you like in others and appreciate good things in you

Focus upon the good qualities

Be sure to give yourself credit

your achievements
Learn to tolerate and forgive. Intolerance of others leads to frustration and anger

Understanding the way other people feel (empathy)

Get regular physical exercise: choose an exercise program which could give you satisfaction
and not pure hard work and drudgery.

Avoid complexes

Always stay in control

Seek social support, if necessary

Okay Bad

Remember that you may not be able to control all external factors that cause you worry. But
you can control your reaction to what happens in the external environment. Too little stress
as well too much of stress can be bad. Too little stress will make you feel bored and will
result in low work efficiency, and too much stress can cost you your life quality or even the
life itself.
Develop coping skills to deal with numerous hassles and worries. Never let small things
make you feel overwhelmed. Never exaggerate a current bad event or visualize a future
event as something that is going to have catastrophic consequences.

Be change friendly! Readily embrace change, if that change cannot be avoided! Accept that
life can be unfair at times, but not always so unfair to you specially!

Short term intense stress can make you stronger to deal with the stressor, but chronic
stress KILLS!

Good people can have bad days. Its okay as long as bad days dont last an eternity!

Heres a story for you,

Once upon a time a king ordered his ministers to make him an item which will make him
sad when he looked it at a time when he is happy. The kind wanted the same object to make
him feel good when he was in a sad frame of mind. The ministers thought that this was
impossible. Finally, a wise man took the challenge and made a ring with the following
inscription on it: This too will pass! the king had to agree that the ring managed to make
him feel exactly as he wanted. When he was in a sad mood, thinking that it too will pass
soon, made him happy. On the other hand thinking that a happy mood will not last long
made him feel sad.

Moral of the story: No happy event or sad event is going to be there forever!

Dr BMK Perera/ Latest version date: October 2022

Transactional Analysis for healthy

Communication and Interpersonal relationships

History and purpose of TA

TA was developed by Dr. Eric Berne in the 1950's as method of psychotherapy of patients.
But TA can be very effective in understanding social interactions, specifically in trying to
understand ways people communicate with one another. A transaction can be understood
as a unit of communication among individuals. The study of these social transactions
between people is called Transactional Analysis. The objective of TA is to provide better
understanding of how people relate to one another, so that they may develop improved
communication and human relationship. In this session we are not going to learn how to
use for counseling, but how we can communicate with others more effectively.

Scientific basis for the theory is found in findings made by Dr Wilder Penfield surgeon who
stimulated peoples brains with an electrical impulse. The following were the conclusions
arrived at based on Penfields observations:

Electrical stimulation of the brain of patients made different people remember things they
had experienced a long time ago, as children

Inference made was that the brain records past events and their associated feelings just like
a tape recorder does with sound

Feelings and experiences are often locked into one another

These experiences may have their beginnings in early childhood, during the first five years
of age

Upon receiving the appropriate stimulus, the brain can play back the stimulus again and
again without change.

TA can be effectively used to understand the ego state we are operating from at a given
moment and use the appropriate response, from the right ego state, for effective
communication.

Ego states
Berne developed the concept of ego states to help explain how we are made up, and how we
relate to others

The ego categories are based on how we;

Think

Feel and

Behave

The parent ego state is a result of the "messages" (conditioning) people receive from their
parents, elders and school teachers and others during their childhood. These messages can
be thought of as recorded on "little tapes" in people's heads. They are in place, stored up,
and ready to go-all you have to do is push the right button and you may get the message
almost like dialing a number on the telephone. Push another button and you get a different
message.

Berne believed that when we interact with other people, our state of mind affects what
happens. He believed that there were three states of mind in all humans, no matter how old
they were, called ego states. The three ego states are as follows:

Parent (Parent is our 'Taught' concept of life)

Critical parent

Nurturing parent

Adult (Adult is our 'Thought' concept of life)

Child (Felt concept of life)

Adapted child

Free child

Child is our 'Felt' concept of life

The parent ego state

This is a set of feelings, thinking and behaviour that we have copied from our parents and
other important people who had surrounded us in our childhood. As we grow up we take in
ideas, beliefs, feelings and behaviours from our parents and caretakers. Did you notice that
you are sometimes saying things jlike your father, mother, grandmother may have done,
even though, consciously, you don't want to. We tend to treat others as we ourselves had
been treated in the past by others.

There are two types of this ego state:

Critical parent - Controls, disciplines, restricts, moralizes, advices, sets rules, regulates,
punishes and judges)

Nurturing parent Loves, cares and sympathizes

Examples of critical parent talk:

What will people say?

Thats the limit!

Why havent you?

You must never again!

Wait till I catch you!

You are the worst I ever saw!

Uses ought, should, always, ridiculous!

Voice is critical, disgusted and patronizing

Gestures/ expressions are angry and accompanied with frowns and finger pointing

Style is judgmental, moralistic and authoritarian

Examples of nurturing parent talk:

I love you!

Take care!

Ill help you

Oh, dear!

Poor dear!

You are the best!

What a shame!
Voice - loving, comforting and concerned

Gestures friendly, smiling, often with open arms

Style - understanding, caring and giving

Adult ego state

Collects facts, makes observations, asks for information, looks at alternatives, evaluates,
estimates, analyzes, judges probabilities, etc.

Asks Wh.. type questions? What, Where, When, Who, How.

Practical, systematic, controlled, rational

Even voice

Thoughtful, open, alert expressions

Deals with situation here and now

Child ego state

Feel and behave as you did when you were a child

You experience strong feelings of joy, love and hate

You feel good or bad about how others more powerful than you treat you.

Examples of free child:

I like .

I must.

Wow!

Voice free, loud, energetic

Gestures uninhibited, loose, spontaneous

Style Curious, fun loving, changeable

Adapted child:
I want!

You always want..!

Help me.!

If he/ she can so can I!

Voice- defiant, disobedient, whinny, placating

Expressions Pouting, sad, innocent

Style Demanding, compliant, ashamed

Complementary transactions happen when both persons are communicating from the same
ego state.

Crossed transactions

An inappropriate ego state is activated, producing an unexpected response.

Crossed transactions hurt.

When they occur, people tend to withdraw from each other or switch topics.
Ulterior transaction

One in which two ego states operate simultaneously and one message disguises the other.

Appear to be complementary and socially acceptable, even though they are not.

Strokes

In TA we often look at compliments or strokes

This name came from research which indicated that babies require touching in order to
survive and grow

Generally we prefer to receive negative strokes than no strokes at all, at least that way we
know we exist and others know we exist.

We all have particular strokes we will accept and those we will reject.

For example, if we have always been told we are clever, and our brother is creative, then we
are likely to accept strokes for being clever, but not for being creative

Stroking can be physical, verbal or nonverbal

When no stokes have been received, we experience stroke hunger

Verbal or physical recognition for certain behaviors.

Negative strokes may be better than no strokes.

Strokes result in the collection of either good or bad feelings, known as stamps.

When enough stamps are collected people cash them in on behaviors.

Healthy people give and receive positive strokes most often.

People often choose to economize strokes. This is bad.

Stroke economy says dont;

give strokes when we have them to give

ask for strokes when we want them

accept strokes even if we want them

reject manipulative strokes

give ourselves positive strokes

Strokes can be positive or negative:

"I like you" +

"I don't like you" -

Life positions

People get stuck in one ego state due to early childhood experiences

This is because in childhood we often have a life position assigned to us, because of the
experiences we have from birth onwards.

Berne thinks there are four possible life positions

Im not OK, Youre OK

Im not OK, Youre not OK

Im OK, Youre not OK

Im OK, Youre OK

Berne believes that everyone is born in the same Life Position Im not OK, Youre OK

The reason you are not OK when you are born is because you are dependent on others for
all your needs. They are OK, because they have the ability to satisfy their own needs and
your needs.

Berne says the ideal life position to reach is Im OK, Youre OK, where you are in a position to
satisfy your own needs and are happy that others are able to satisfy their needs.

However, some people dont progress to this happy state, they get stuck in either

Im not OK; Youre not OK

Im not OK; Youre OK

 Im OK; Youre not OK

He says this happens because of the wrong kind of experiences in childhood which result in
either very low self esteem or too high self esteem.

Domains of Learning

&

Levels of Learning

Prof. Chalinda K. Beneragama

Professor in Crop Science (Horticulture), Faculty of Agriculture

Director, Staff Development Centre, University of Peradeniya

Editor-in-Chief, Tropical Agricultural Research Journal

Learning Objectives

Assessments

Learning Activities

Lesson Analysis

Lesson Planning
Aims/Objectives/ILOs

Graduate attributes

Graduate Profile

Training needs

Learning styles -VAK

Learning Theories

Teaching

methods

Teaching

aids

Teaching

Philosophy

Summative/

Formative

Types of

questions

Model answers

Marking schemes

Grading
I hear and I forget;

I see and I remember;

I do and I understand.

Confucius

(6th Cent. BC)

Active instruction techniques

Involving students in doing things and thinking about the things they are doing

(Bonwell & Eison 1991)

Learning Styles (Flemmings VAK model)

Visual learner seeing, reading

Auditory learner listening, speaking

Kinesthetic learner doing, touching

(Tactile)

Multiple Intelligences

Blooms Revised Taxonomy

1950s- developed by Benjamin Bloom

Means of expressing qualitatively different kinds of thinking

Continues to be one of the most universally applied models

Provides a way to organize thinking skills into six levels, from the most basic to the more
complex levels of thinking

1990s- Lorin Anderson (former student of Bloom) revisited the taxonomy

As a result, a number of changes were made

Original Terms New Terms

Evaluation

Synthesis

Analysis
Application

Comprehension

Knowledge

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

BLOOMS REVISED TAXONOMYCreatingGenerating new ideas, products, or ways of viewing

thingsDesigning, constructing, planning, producing, inventing.EvaluatingJustifying a
decision or course of actionChecking, hypothesising, critiquing, experimenting,
judgingAnalysingBreaking information into parts to explore understandings and
relationshipsComparing, organising, deconstructing, interrogating, findingApplyingUsing
information in another familiar situationImplementing, carrying out, using,
executingUnderstandingExplaining ideas or conceptsInterpreting, summarising,
paraphrasing, classifying, explainingRememberingRecalling informationRecognising, listing,
describing, retrieving, naming, finding

Higher-order thinking
Shall we apply Blooms Taxonomy in Teaching the Story?