Instructiona

LEARNIN
l G
PROCES
S
Serrano, E. & Paez, A. B.(2015). Principles of
Teaching. Adriana Publishing
Corporation.
TEACHE
are
RS
for
RESPONSIBLE
DELIVERING
LESSONS that
PLANNED,
ORGANIZED,
are
and
IMPLEMENTED
.
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LESSON
are BASED
S
S.M.A.R.
from
LEARNIN
T
OUTCOME
G
S.
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wear-men/
LEARNIN
OUTCOM
G
were
ES
previously
called GOALS
&
OBJECTIVES.
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 GOALS Institutional Intended Learning
General statements about Outcomes (IILO)
what schools are expected
Program Intended Learning
to accomplish
Outcomes (PILO)

OBJECTIVES Course Intended Learning

An intent communicated Outcomes (CILO)
by a statement describing
Intended Learning Outcomes
a proposed change in a
(ILO)
learner

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photo_10747034_elem entary-teacher-and-
student-portrait.html
 There should be a seamless flow of connection
between &
AIMSamong aims, goals, & objectives.
CONSTITUTIONAL
Broad statements about AIMS
the intent of education Section 2, Article XIV of
as a whole AIMS the 1987 Constitution

GOALS
GOALS INSTITUTIONAL/
General statements GOALS PROGRAM GOALS
about what schools are Derived from the VM
expected to statements of the
accomplish educational institution
where you are part

LEARNING CLASSROOM
OBJECTIVES OBJECTIVES
Intents communicated OBJECTIVES Designed by the
by statements teachers which are
describing proposed based on the learning
changes in a learner standards provided by
educational agencies
 There is a TRILOGY of human
endowments to be developed
among
learner
Nurture the MIND in order
s.
to KNOW

HEAD Nurture the SPIRIT in

order to LOVE

HAND

HEART
Nurture the
LIMBS in
order to
SERVE
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08/student-reading-ability-is-more-than-a-
level/
 TEACHIN
WITH
G THE
REVISED
BLOOM’S
TAXONOMY
Lifted from the lecture presentation of
JANET GIESEN/ Faculty Development
and Instructional Design Center
.

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Taxonomy = Classification

Classification of thinking

Six cognitive levels

of complexity
 Why use Bloom’s taxonomy?

• Write and revise • Incorporate

learning objectives knowledge to be
• Plan curriculum learned (knowledge
dimension) and
• Identifies simple to cognitive process
most difficult to learn
skills
• Facilitate
• Effectively align questioning (oral
objectives to language =
assessment important role
techniques and within framework)
standards
 Original Revised

Evaluation Creating
Synthesis Evaluating
Analysis Analyzing
Application Applying
Comprehension Understanding
Knowledge Remembering

Noun Verb
 Original Revised

Evaluation Creating
Synthesis Evaluating
Analysis Analyzing
Application Applying
Comprehension Understanding
Knowledge Remembering

Noun Ver
Cognitive Affective Psychomotor
Domain Domain Domain
Analy Characterizing by Articulating
zing value or value
Imitating
Applying concept
Organizing & Manipulating
Creating
conceptualizin Performing
Evaluating g
Precisioning
Remembering Receiving
Understanding Responding
Valuing
Cognitive Affective Psychomotor
Domain Domain Domain
Analy Characterizing by Articulating
zing value or value
Imitating
Applying concept
Organizing & Manipulating
Creating
conceptualizin Performing
Evaluating g
Precisioning
Remembering Receiving
Understanding Responding
Valuing
 Change in Terms
• Categories noun to verb
– Taxonomy reflects different forms of
thinking
(thinking is an active process) verbs
describe actions, nouns do not
• Reorganized categories
– Knowledge = product/outcome of thinking
(inappropriate to describe a category of
thinking) now remembering
– Comprehension now understanding
– Synthesis now creating to better reflect
nature of thinking described by each
Handout # category
 Changes in Structure

• Products of thinking part of

taxonomy
• Forms of knowledge = factual,
conceptual, procedural,
metacognitive (thinking about
thinking)
• Synthesis (creating) and evaluation
(evaluating) interchanged
– Creative thinking more complex form of
Handout #
thinking than critical thinking
 Changes in Emphasis

• USE: More authentic tool for

curriculum planning, instructional
delivery and assessment
• Aimed at broader audience
• Easily applied to all levels of
education
• Revision emphasizes explanation
and description of
subcategories
Handout #
Remembering
The learner is able to recall, restate and
remember information

Describing
- - - Retrieving
– Finding – Naming
– – Locating
Identifying –
– Listing Recognizing
Can students recall information?
Understanding
Student grasps meaning of
information by interpreting and
translating
what has been learned
– Classifying – Inferring
– Comparing – Interpreting
– –
Exemplifying Paraphrasing
– Explaining – Summarizing
Can students explain ideas or concepts?
Applying
Student makes use of information in a
context different from the one in which it was
learned

– – Using
Implementing = –
– Carrying out Executing

Can students use the information

in another familiar situation?
Analyzing
Student breaks learned information into
its parts to best understand that information

– Attributing – Integrating
– Comparing – Organizing
– – Outlining
Deconstructing –
– Finding Structuring
Can students break information into parts to
explore understandings and relationships?
 Evaluating
Student makes decisions based on in-
depth reflection, criticism and assessment

– Checking –
– Critiquing Hypothesising
– Detecting – Judging
– – Monitoring
Experimenting – Testing
Can students justify a decision or
a course of action?
Creating
Student creates new ideas and information
using what previously has been learned

– – Making
Constructing – Planning
– Designing –
– Devising Producing
– Inventing
Can students generate new products,
ideas, or ways of viewing things?
 Questioning . . .
• Lower level questions—remembering,
understanding & lower level applying
levels
• Lower level questions
– Evaluate students’ preparation and
comprehension
– Diagnose students’ strengths and
weaknesses
– Review and/or summarizing
content
Handout #
University of Illinois
 Questioning . . .
• Higher level questions require
complex application, analysis,
evaluation or creation skills
• Higher level questions
– Encourage students to think more deeply
and critically
– Facilitate problem solving
– Encourage discussions
– Stimulate students to seek information on
their own

Handout #
University of Illinois
“Remembering” stems
What happened after...?
How many...?
What is...?
Who was it that...?
Name ...
Find the definition of…
Describe what happened after…
Who spoke to...?
Which is true or false...?
(Pohl,
“Understanding” stems
Explain why…
Write in your own words…
How would you
explain…? Write a brief
outline...
What do you think could have happened
next...?
Who do you think...?
What was the main idea...?
Clarify…
Illustrate…
“Applying” stems

Explain another instance where…

Group by characteristics such as…
Which factors would you change if…?
What questions would you ask of…?
From the information given, develop a
set of instructions about…

(Pohl,
“Analyzing” stems
Which events could not have happened?
If. ..happened, what might the ending have been?
How is...similar to...?
What do you see as other possible outcomes?
Why did...changes occur?
Explain what must have happened when...
What are some or the problems of...?
Distinguish between...
What were some of the motives behind..?
What was the turning point?
What was the problem with...?
(Pohl,
“Evaluating” stems
Judge the value of... What do you think about...?
Defend your position about...
Do you think...is a good or bad thing?
How would you have handled...?
What changes to… would you recommend?
Do you believe...? How would you feel if...?
How effective are...?
What are the consequences...?
What influence will....have on our lives?
What are the pros and cons of....?
Why is....of value?
What are the alternatives?
Who will gain & who will loose? (Pohl,
“Creating” stems
Design a...to...
Devise a possible solution to...
If you had access to all resources, how would
you deal with...?
Devise your own way to...
What would happen if ...?
How many ways can you...?
Create new and unusual uses for...
Develop a proposal which
would...
 Summary
Bloom’s revised taxonomy
• Systematic process of thinking & learning
• Assists assessment efforts with easy-to-use
format
• Visual representation of alignment between
goals & objectives with standards, activities,
& outcomes
• Helps form challenging questions to help
students gain knowledge & critical thinking
skills
• Assists in development of goals, objectives, &
lesson plans
 Bloom's Taxonomy:
AFFECTIVE DOMAIN
Lifted from
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proceedings/bloomaffect_taxonomy.pdf.

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 Bloom's Taxonomy:
AFFECTIVE DOMAIN
This domain includes the
manner in which we
deal with things
emotionally, such as
feelings, values,
appreciation,
enthusiasms,
motivations, and
attitudes.
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AFFECTIVE DOMAIN
RECEIVING
PHENOMENA
Awareness, willingness to
hear, selected attention.
Keywords: asks,
chooses,
Examples: Listen to describes,
others with respect. follows, gives,
Listen for and holds,
remember the name identifies,
of newly introduced locates, names,
people.
points to,
selects, sits,
erects, replies,
uses.
AFFECTIVE
RESPONDING TO
DOMAIN
PHENOMENA
Learning outcomes may
emphasize compliance in Keywords: answers,
responding, willingness to assists, aids,
respond, or satisfaction complies,
in responding conforms,
(motivation). discusses, greets,
Examples: Participates helps, labels,
in class discussions. performs,
Gives a presentation. practices,
Questions new ideals, presents, reads,
concepts, models, etc. recites, reports,
in order to fully
understand them.
selects, tells,
AFFECTIVE DOMAIN
VALUING
based on the internalization of
a set of specified values, Keywords: completes,
while clues to these values demonstrates,
are differentiates,
expressed in the learner’s explains, follows,
overt behavior and are often forms, initiates,
identifiable. invites, joins,
Examples: Shows the justifies, proposes,
ability to solve
reads, reports,
problems. Proposes a
plan to social selects, shares,
improvement and studies, works.
follows through with
AFFECTIVE DOMAIN
ORGANIZATION
Organizes values into priorities
by contrasting different Keywords: adheres,
values, resolving conflicts alters, arranges,
between them, and creating an combines,
unique value system. The compares,
emphasis is on comparing, completes,
relating, and synthesizing
defends,
values.
explains,
Examples: Prioritizes formulates,
time effectively to generalizes,
meet the needs of the identifies,
organization, family, integrates,
AFFECTIVE
DOMAIN
CHARACTERIZATI
Instructional objectives are
Keywords: acts,
ON
concerned with the student's
general patterns of adjustment discriminates,
(personal, social, emotional). displays,
influences, listens,
Examples: Shows self modifies,
reliance when performs,
working practices,
independently.
proposes,
Cooperates in group
activities (displays qualifies,
teamwork). Uses an questions,
objective approach revises, serves,
 Bloom's
PSYCHOMOTOR
Taxonomy:
DOMAIN
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 Bloom's
PSYCHOMOTOR
Taxonomy:
DOMAIN
This domain links mental
activity with physical
movements, skills, and
reactions to
environmental stimuli

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PSYCHOMOTOR
DOMAIN PERCEPTION
The most basic level of being
able to process sensory Keywords: chooses,
information (i.e., things we see, describes,
hear, smell, etc.) and respond differentiates,
accordingly. distinguishes,
Examples: Back away identifies,
from a potentially isolates, relates,
dangerous creature. selects
Decide if food is safe
to eat based on how
it smells
PSYCHOMOTOR
DOMAIN SET
How one is ready for
something to happen, or Keywords: begins,
knowing beforehand what to do displays, explains,
in a given situation. moves, proceeds,
reacts, shows,
Examples: Perform states, volunteers
what to do when
asked to ''line up.''
Demonstrate
procedures and rules
of a known game or
sport.
PSYCHOMOTOR
DOMAIN GUIDED
RESPONSE
An early stage of learning when
complex tasks are first Keywords: copies,
attempted or mimicked with the traces, follows,
guidance of an expert. It reacts,
involves trial and error & the reproduces,
process of incremental responds
improvement.
Examples: Follow a recipe
book or a video to
learning how to cook a
meal. Conduct a repetitive
practice to hang into a
new sport. Figure out
how to make that perfect
PSYCHOMOTOR
DOMAIN MECHANISM
Using a preliminary or pre-
existing skills to perform a task. Keywords: fixes,
grinds, heats,
manipuklates,
Examples: Use measures, mends,
existing knowledge
of language to
mixes, organizes,
write an original sketches
essay.
Transfer traditional
keyboarding skills
to use handheld
devices.
Demonstrate how to
PSYCHOMOTOR
COMPLEX OVERT
DOMAIN
RESPONSE
One is able to consistently
perform a task and accurately Keywords:
predict the outcome. assembles,
calibrates,
constructs,
Examples: Deliver a dismantles,
flawless dance displays, fastens
routine or concert.
Cook a familiar
dish perfectly.
Navigate a familiar
obstacle course
with ease.
PSYCHOMOTOR
ADAPTATIO
DOMAIN
N
Skills are well- developed and
the individual can modify Keywords: same as
movement patterns to fit special mechanism but
requirements. will have adverbs
or adjectives that
Examples: Use existing indicate that the
knowledge of performance is
language to write an
original essay in 5
quicker, better or
minutes. Easily more accurate
transfer traditional
keyboarding skills to
use handheld
PSYCHOMOTOR
ORIGINATI
DOMAIN
ON
Creating new movement patters
to fit a particular situation or Keywords:
specific problem. Learning arranges,
outcomes emphasize creativity builds,
based upon highly developed combines,
skills.. composes,
Examples: Construct a constructs,
new miniature creates, designs,
model of green
initiates, makes,
house. Combine
various geometrical originates
shapes to design a
new Christmas
WRITING LEARNING
STEP
OBJECTIVES
S Write the STEM.

Affix a VERB (Be specific & use only one action

verb)

Determine a learning statement that specifies

what learning will be demonstrated in a
performance & a broad statement of the criterion
or standard for acceptable performance.