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Teachers must have a working knowledge on the vari

The document outlines Bloom's taxonomy of educational objectives, detailing the progression from knowledge and comprehension to higher-order thinking skills such as synthesis and evaluation. It also describes the psychomotor domain, highlighting levels of motor skills from imitation to naturalization, and emphasizes the importance of clearly defined, measurable, attainable, result-oriented, time-bounded, essential, and realistic learning objectives. Overall, it provides a framework for understanding and assessing learning across cognitive and psychomotor domains.

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10 views3 pages

Teachers must have a working knowledge on the vari

The document outlines Bloom's taxonomy of educational objectives, detailing the progression from knowledge and comprehension to higher-order thinking skills such as synthesis and evaluation. It also describes the psychomotor domain, highlighting levels of motor skills from imitation to naturalization, and emphasizes the importance of clearly defined, measurable, attainable, result-oriented, time-bounded, essential, and realistic learning objectives. Overall, it provides a framework for understanding and assessing learning across cognitive and psychomotor domains.

Uploaded by

aprilaomising424
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Good recall provides a basis for what Bloom and his colleages call knowledge, which forms the

first
step up from the foundation (memory), to higher levels of thinking.

1. Knowledge or recall of data, expresses the natural urge to recall previously


learned material. So knowledge, or what is retained after being told, having
seen, read or experienced otherwise, is quite a foundation for very much
learning.
2. Comprehension, the ability to grasp meaning, explain, restate ideas, means
understanding the basic information and translating, interpreting, and extrapolating it.
3. Application, or using learned material in new situations, involves using information,
ideas, and skills to solve problems, then selecting and applying them appropriately.
4. Analysis suggests separating items, or separate material into component parts and
show relationships between parts. It also means breaking apart information and ideas
into their component parts.
5. Synthesis suggests the ability to put together separate ideas to form new wholes of a
fabric, or establish new relationships. Synthesis involves putting together ideas and
knowledge in a new and unique form. This is where innovations truly take place.
6. Evaluation is the highest level in this arrangement. Here the ability to judge the worth of
material against stated criteria will show itself. Evaluation involves reviewing and asserting
evidence, facts, and ideas, then making appropriate statements and judgements.

The psychomotor domain

1. Involuntary movements- reactions


2. Fundamental movements- basic movements
3. . Perception- response to stimuli
4. Physical abilities- stamina that must be develop further development
5. Skilled movement- advanced learned movements
6. Non-discursive communication- effective body language
Dave’s Psychomotor domain (1970) is probably the most commonly referenced and used
psychomotor domain interpretation. Dave’s five levels of motor skills represent different degrees of
competence in performing a skill. It captures the levels of competence in the stages of learning from
initial exposure to final mastery. Imitation is the simplest level while Naturalization is the most
complex level.

1. Imitation

Imitation involves the ability to learn and pattern your behavior after someone else. The learner
observes a skill and attempts to repeat.

Examples (Learning Objectives) — The learner will be able to; Copy a work of art. Perform a skill
while observing a demonstrator.

2. Manipulation

Manipulation involves the ability to perform certain tasks by following instructions.

Examples (Learning Objectives) — The learner will be able to; Perform a skill on one’s own after
taking lessons or reading about it.

3.Precision - refining, becoming more exact. Few errors are aparent.

Precision involves the ability to perform certain tasks with some level of expertise and without help or
intervention from others.

Examples (Learning Objectives) — The learner will be able to; Perform a skill or task without
assistance. Demonstrate a task to a beginner. Work and rework something, so it will be “just right.”

4. Articulation -

Articulation involves the ability to adapt and integrate multiple actions to develop methods to meet
varying and novel requirements. The learner modifies the skill or the product to fit new
situations; combines more than one skills in sequence with harmony and consistency.

Examples (Learning Objectives) — The learner will be able to; Combine a series of skills to
produce a video that involves music, drama, color, sound, etc. Combine a series of skills or activities
to meet a novel requirement.

5. Naturalization

Naturalization is the ability to perform actions in an automatic, intuitive or unconscious way. The
learner accomplishes one or more skills with ease and makes the skill automatic with limited physical
or mental exertion. At this level, the performance has become second-nature or natural, without
needing to think much about it.
1. Receiving : basic awareness →
Example : Listening and remembering the names of your classmates
when you meet them on the first day of school.
2. Responding : active participation and reacting to stimuli, with a focus
on responding →
Example : Participating in a class discussion.
3. Valuing : the value that is associated with a particular object or piece
of information, ranging from basic acceptance to complex
commitment; values are somehow related to prior knowledge and
experience →
Example : Valuing diversity and being sensitive to other people’s
backgrounds and beliefs.
4. Organizing : sorting values into priorities and creating a unique value
system with an emphasis on comparing and relating previously
identified values →
Example : Accepting professional ethical standards.
5. Characterizing : building abstract knowledge based on knowledge
acquired from the four previous tiers; value system is now in full effect
and controls the way you behave →
Example : Displaying a professional commitment to ethical standards
in the workplace.

SPECIFIC- Clearly define the knowledge, skills, or attitiudes to be develop using action verbs.
MEASURABLE- This is for evaluating student performance that is meaningful to learner&
Educators
ATTAINABLE - Objective is developmentally appropriate.
RESULT-ORIENTED - This focusces in observing outcomes from instructional activities to asses
their affctiveness.
TIME- BOUNDED - It can be accomplished at the end of an instructional unit
ESSENTIAL- This is what students learn may be of great help for them in real-life situations.
REALISTIC - The objectives are practical and reasonable.

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