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OBJECTIVES/ LEARNING
Unit V:OBJECTIVES.
Principals of education and
teaching learning process.
teaching learning process.
Domains of objectives and
formulation of general and
specific objectives.
Introduction:
The
Definition:
Types:
A) According to type of objectives:
1.Institutional
2.Departmental (Intermediate).
3.Specific instructional/ behavioral.
B) According to domain:
1. Cognitive domain
2. Affective domain
3. Psychomotor domain.
C) According to person:
1.Teacher centered.
2. Student centered.
Characteristics:
Relevant:
Data Sources:
Health
Purposes:
Preparing teaching/ learning program:
Facilitates course planning.
Communicates desirable emphasis of
treatment.
Provides for selective approach.
Helps in curriculum design.
Facilitates evaluation.
Facilitates learning.
Elements of specific
objectives:
Activity- appropriate action verb to be
used.
2. Content- what is to be implemented or
performed.
3. Condition- with or without help of
equipments, books, specimens reports
etc.
4. Criteria- minimum level of performance.
1.
Taxonomy of objectives
A Taxonomy is a hierarchical classification in a
given field. It provide a classification of
various instructional objectives at suitable
levels and in given spheres.
A systematic organization of objectives into
three domains to help the teachers in
precise formulation and evaluates the result
of a system of education, helps students to
prepare for examinations to obtain the
desired end results.
Advantages of taxonomy:
To
Cognitive domain
Mc Guire (1963) described the levels in cognitive
domain.
I.
Recall of facts: remembering the facts,
principles, processes, patterns, methods
necessary for efficient performance of a
professional task.
II.
Interpretation of data: The process of
application or use of ideas, principles, methods
to deal with a new phenomenon or situation.
III.
Problem solving: Relating to diagnosis,
treatment, organization etc it includes finding
solutions for problem arising from new
situations. It will serve as a guide.
Application:
Evaluation:
Automatism:
Receiving
or attending: willingness to
receive/ attention. E.g. awareness,
willingness to receive, controlled or
selected attention.
Responding: Learner is sufficiently involved
in an activity that he seeks it out and gain
satisfaction working with it. E.g. agree or
accept, willingness to respond, satisfaction
in response.
Valuing: The behavior is now consistent
and stable not only accepted but is valued.
E.g. acceptance of a value, preference of
value, commitment/ conviction.
Organization: