SEQUENCING OBJECTIVES

Levels of cognitive objectives

1.
Knowledge: Simple remembering, by recall or recognition of specific fact
s, terminology, criteria, methods, principles, generalizations or theories. Lear
ner needs simply to select the correct material from memory.
Memorize
List, name, define, repeat, record, recall.
2.
Comprehension: Simple understanding demonstrated by means of paraphrasin
g, summarizing, interpreting, or inferring simple conclusions. Learner must put
simple knowledge in a different form.
Express in everyday language; Discuss implications of ideas; Translate among the
three languages (words ? math ? pictures); Interrelate concepts.
Relate one idea to another without having the professor or the text make the con
nection.
Report, locate, restate, discuss, describe, explain, express, identify, calcula
te.
3.
Application: Using general knowledge in new, specific and concrete situa
tions (not previously learned).
Situation is unique or different; problems are complex and confusing; requires c
hoosing among solutions
Use, show, apply, interpret, decide, respond to, illustrate, demonstrate, dramat
ize.
4.
Analysis: Breaking down information into its separate parts, explicating
the relationship between parts and/or the overall organizational structure. Lea
rner divides complex whole into parts in order to better understand.
Solve, relate, diagram, appraise, analyze, examine, differentiate, distinguish,
and calculate.
5.
Synthesis: Combining of two or more elements or parts into a new (for th
e learner) form or whole. Learner creates a new communication, plan, and abstract
relationship.
Create theories, models, and paradigms.
Plan, and design, create, compose, propose, prepare, construct, formulate, organ
ize and modify.
6.
Evaluation: Judging information or knowledge against some appropriate cr
iteria either internal to the material or an external standard.
Value, revise, judge, assess, compare, select, appraise, evaluate, measure
http://www.valdosta.edu/academics/academic-affairs/vp-office/general-education-c
ouncil/documents/bloomlevels.pdf
BLOOM'S TAXONOMY
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Knowledge: Students working at this level can remember and recall information ra

nging from concrete to abstract.

Comprehension: At this level students are able to understand and make use of so
mething being communicated. Students can translate, interpret and extrapolate th
e communication. Bloom believed this level was the major emphasis of schools and
colleges.
Application: Students can apply appropriate concepts of abstractions to a probl
em or situation even when not prompted to.
Analysis: Students can break down the material into its parts and define the re
lationship between the parts.
Synthesis: Students create a product, combining parts from previous experience
and new material to create a product.
Evaluation: Students make judgments about the value of materials, ideas, and so
forth.
http://www.unco.edu/cebs/psychology/kevinpugh/5-7320/ITcomponents/cognitive.html
Psychomotor Domain Taxonomy
This domain is characterized by progressive levels of behaviors from obser
vation to mastery of a physical skill. Several different taxonomies exist.
In 1972 E. Simpson built this taxonomy on the work of Bloom and other rese
archers:
Perception
Sensory cues guide motor activity
Set
Mental, physical, and emotional dispositions that make one respond in a
certain way to a situation
Guided Response First attempts at a physical skill. Trial and error coupled with
practice lead to better performance
Mechanism
The intermediate stage in learning a physical skill. Responses a
re habitual with a medium level of assurance and proficiency
Complex Overt Response Complex movements are possible with a minimum of wasted
effort and a high level of assurance they will be successful
Adaptation
Movements can be modified for special situations
Origination
New movements can be created for special situations
The psychomotor domain (Simpson, 1972) includes physical movement, coordination,
and use of the motor-skill areas. Development of these skills requires practice
and is measured in terms of speed, precision, distance, procedures, or techniqu
es in execution. The seven major categories are listed from the simplest behavio
r to the most complex:
Category
Example and Key Words (verbs)
Perception: The ability to use sensory cues to guide motor activity. This range
s from sensory stimulation, through cue selection, to translation.
Examples
: Detects non-verbal communication cues. Estimate where a ball will land after
it is thrown and then moving to the correct location to catch the ball. Adjusts
heat of stove to correct temperature by smell and taste of food. Adjusts the hei
ght of the forks on a forklift by comparing where the forks are in relation to t
he pallet.
Key Words: chooses, describes, detects, differentiates, distinguishes, identifie
s, isolates, relates, selects.
Set: Readiness to act. It includes mental, physical, and emotional sets. These t
hree sets are dispositions that predetermine a person's response to different si
tuations (sometimes called mindsets). Examples: Knows and acts upon a sequenc
e of steps in a manufacturing process. Recognize one's abilities and limitations
. Shows desire to learn a new process (motivation). NOTE: This subdivision of Ps
ychomotor is closely related with the Responding to phenomena subdivision of the A
ffective domain.
Key Words: begins, displays, explains, moves, proceeds, reacts, shows, states, v
olunteers.

Guided Response: The early stages in learning a complex skill that includes imit
ation and trial and error. Adequacy of performance is achieved by practicing.
Examples: Performs a mathematical equation as demonstrated. Follows instruction
s to build a model. Responds hand signals of instructor while learning to operat
e a forklift.
Key Words: copies, traces, follows, react, reproduce, responds
Mechanism: This is the intermediate stage in learning a complex skill. Learned r
esponses have become habitual and the movements can be performed with some confi
dence and proficiency. Examples: Use a personal computer. Repair a leaking fau
cet. Drive a car.
Key Words: assembles, calibrates, constructs, dismantles, displays, fastens, fix
es, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches.
Complex Overt Response: The skillful performance of motor acts that involve comp
lex movement patterns. Proficiency is indicated by a quick, accurate, and highly
coordinated performance, requiring a minimum of energy. This category includes
performing without hesitation, and automatic performance. For example, players a
re often utter sounds of satisfaction or expletives as soon as they hit a tennis
ball or throw a football, because they can tell by the feel of the act what the
result will produce. Examples: Maneuvers a car into a tight parallel parking
spot. Operates a computer quickly and accurately. Displays competence while pla
ying the piano.
Key Words: assembles, builds, calibrates, constructs, dismantles, displays, fast
ens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketc
hes.
NOTE: The Key Words are the same as Mechanism, but will have adverbs or adjectiv
es that indicate that the performance is quicker, better, more accurate, etc.
Adaptation: Skills are well developed and the individual can modify movement pat
terns to fit special requirements.
Examples: Responds effectively to unexp
ected experiences. Modifies instruction to meet the needs of the learners. Perf
orm a task with a machine that it was not originally intended to do (machine is
not damaged and there is no danger in performing the new task).
Key Words: adapts, alters, changes, rearranges, reorganizes, revises, varies.
Origination: Creating new movement patterns to fit a particular situation or spe
cific problem. Learning outcomes emphasize creativity based upon highly develope
d skills.
Examples: Constructs a new theory. Develops a new and comprehen
sive training programming. Creates a new gymnastic routine.
Key Words: arranges, builds, combines, composes, constructs, creates, designs, i
nitiate, makes, originates.
http://iceskatingresources.org/PsychomotorDomainTaxonomy.html
Krathwohl's Affective Domain
Learning Taxonomy
Like the cognitive domain, the affective domain is hierarchical with higher lev
els being more complex and depending upon mastery of the lower levels. With mov
ement to more complexity, one becomes more involved, committed, and self-reliant
. Note the parallel between external and internal motivation. As one moves fro
m being externally to internally motivated, one moves to higher levels.
Level
Description
Action Verbs Describing Learning Outcomes
Characteri-zation
All behavior displayed is consistent with one s value syst
em. Values are integrated into a pervasive philosophy that never allows express
ions that are out of character with those values. Evaluation at this level invo
lves the extent to which one has developed a consistent philosophy of life (e.g.
, exhibits respect for the worth and dignity of human beings in all situations).
Avoid
Display
Exhibit
Internalize
Manage
Require

Resist
Resolve
Revise
Organization
Commitment to a set of values. This level involves 1) forming a
reason why one values certain things and not others, and 2) making appropriate
choices between things that are and are not valued. One is expected to organize
likes and preferences into a value system and then to decide which ones will be
dominant.
Abstract
Formulate
Balance Select
Compare Systemize
Decide
Theorize
Define
Valuing Display behavior consistent with a single belief or attitude in situatio
ns where one is neither forced or asked to comply. One is expected to demonstra
te a preference or display a high degree of certainty and conviction. Act
Express
Argue
Help
Convince
Organize
Debate
Prefer
Display
Responding
One is required to comply with given expectations by attending o
r reacting to certain stimuli. One is expected to obey, participate, or respond
willingly when asked or directed to do something.
Applaud Participate
Comply Play
Discuss Practice
Follow
Volunteer
Obey
Receiving
One is expect to be aware of or to passively attend to certain s
timuli or phenomena. Simply listening and being attentive are the expectations.
Attend
Listen
Be aware
Look
Control Notice
Discern Share
Hear
http://courses.washington.edu/pharm439/Bloomstax.htm
What is Krathwol's affective domain taxonomy?
Krathwohl's affective domain taxonomy is perhaps the best known of any of the af
fective taxonomies. "The taxonomy is ordered according to the principle of inter
nalization. Internalization refers to the process whereby a person's affect towa
rd an object passes from a general awareness level to a point where the affect i
s 'internalized' and consistently guides or controls the person's behavior (Seel
s & Glasgow, 1990, p. 28)."
How is the taxonomy presented?
The taxonomy is presented in five stages:
Receiving describes the stage of being aware of or sensitive to the existence of
certain ideas, material, or phenomena and being willing to tolerate them. Examp
les include: to differentiate, to accept, to listen (for), to respond to.
Responding describes the second stage of the taxonomy and refers to a committmen
t in some small measure to the ideas, materials, or phenomena involved by active
ly responding to them. Examples are: to comply with, to follow, to commend, to v
olunteer, to spend leisure time in, to acclaim.
Valuing means being willing to be perceived by others as valuing certain ideas,
materials, or phenomena. Examples include: to increase measured proficiency in,
to relinquish, to subsidize, to support, to debate.
Organization is the fourth stage of Krathwohl s taxonomy and involves relating th
e new value to those one already holds and bringing it into a harmonious and int
ernally consistent philosophy. Examples are: to discuss, to theorize, to formula
te, to balance, to examine.

Characterization by value or value set means acting consistently in accordance w

ith the values the individual has internalized. Examples include: to revise, to
require, to be rated high in the value, to avoid, to resist, to manage, to resol
ve.
http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/krathwol.html
DETERMINING APPROPRIATE CONTENTS
Structure of Subject Matter Content
1.
Fact
an idea or action that can be verified; basic unit of cognitive sub
ject matter
Ex. Names and dates
2.
Concept
categorization of places, events, ideas
Ex. Concept furniture
3.
Principle relationships between and among facts and concepts. These are
arrived at when research studies yield similar results time after time.
Ex. The number of children in the family is related to the average scores on nat
ionally standardized achievement tests for those children.
a.
Hypothesis educated guesses about relationships
Ex. For lower division undergraduate students, study habits is a better predicto
r of success in a college course than is a measure intelligence or reading compr
ehension
b.
Theories set of facts, concepts and principles that describe possible un
derlying unobservable mechanism that regulate human learning, development, and b
ehavior. They explain why these theories are true.
Ex. Piaget s theory on cognitive development
c.
Law firmly established, thoroughly tested principle or theory.
Ex. Thorndike s law of effect
4.
Procedure
set of steps
a.
Algorithms following specific step by step instructions
5.
Skills content
refers to thinking skills and manipulative skills
6.
Thinking Skills
refers to skills beyond recall and comprehension. They a
re skills concerned with the application of what was learned, synthesis, evaluat
ion and critical and creative thinking.
a.
Problem Solving made easier when the problem is well defined. The proper
definition of a problem is already half the solution. Break large problems into w
ell defined ones, distinguish information needed, and identify techniques to fin
d needed information.
b.
Creative thinking
involves producing something that is both original and
worthwhile. It is the process of bringing something new into birth. It is seein
g new relationships and the use of imagination and inventiveness.
7.
Manipulative skills physical skills that involve an object.
8.
Interactive attitudes and values - Values are the apex of the triangle i
n the three-level approach to teaching. This is because it is in teaching of val
ues that the teaching of facts, skills, and concepts become connected to the lif
e of the students, thus acquiring meaning.
http://www.scribd.com/doc/29228063/The-Structure-of-Subject-Matter-Content#
http://www.slideshare.net/rtiangson1/unit-3-chapter-234
Guiding Principles in the Selection and Organization of Content
One guiding principle related to subject matter content is to observe the follow
ing qualities in the selection and organization of content:
1.
Validity
Teaching the content that we ought to teach according to nation
al standards explicit in the Basic Education Curriculum; it also means teaching
the content in order to realize the goals and objectives of the course as laid d
own in the basic education curriculum.
2.
Significance
What we teach should respond to the needs and interests of
the learners, hence meaningful and significant.
3.
Balance
Content includes not only facts but also concepts and values. Th
e use of the three-level approach ensures a balance of cognitive, psychomotor, a
nd affective lesson content. A balanced content is something that is not too eas

y to bore the above average student, neither not too difficult to turn off the a
verage. It is something that challenges the student. To observe the principle of
balance, no topic must be extensively discussed at the expense of other topics.
4.
Self-sufficiency
Content fully covers the essentials. Learning content i
s not "mile-wide-and-inch-deep." The essentials are sufficiently covered and are
treated in depth. This is a case of "less is more."
5.
Interest Teacher considers the interest of the learners, their developme
ntal stages and cultural and ethnic background.
6.
Utility
Will this content be of use to the learners? It is not meant onl
y to be memorized for test and grade purposes. What is learned has a function ev
en after examinations are over.
7.
Learnability learner s experiences; easiness through optimal placement and
appropriate organization and sequencing of contents
8.
Feasibility The content is feasible in the sense that the essential cont
ent can be covered in the amount of time available for instruction. A guaranteed
and a viable curriculum is the first in the school- related factors that has th
e greatest impact on student achievement. (Marzano, 2003)
http://www.slideshare.net/ruthaa/selection-and-organization-of-content