Preview of Taxonomy of Teaching Learning and Assessing Workshop
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The document discusses learning in higher education. It states that learning involves developing analytical skills, critically evaluating knowledge, and making new connections. It also involves acquiring practical skills, exploring problems, and learning to work in teams. All of this assumes direct human engagement, including teacher-student and peer interactions, as learning often occurs informally through social settings.
Preview of Taxonomy of Teaching Learning and Assessing Workshop
- 3. Learning in Higher Education it involves development of analytical and other intellectual skills, the ability to critically deconstruct and evaluate given knowledge, and the creativity to make new connections and syntheses. to acquire practical skills, explore, inquire, seek solutions to complex problems, learn to work in teams and more. All these by and large assume direct human engagement – not just teacher-student interaction, but also peer interactions, including informal ones. Learning often happens through osmosis in social settings. 3
- 4. Mapping Curriculum & Syllabus Teaching & Learning Process Assessment W h a t t o t e a c h ( c o n t e n t ) H o w t o a s s e s s ( s t u d e n t l e a r n i n g ) . H o w t o t e a c h ( k n o w l e d g e d e l i v e r y ) 4 D i s c u s s i o n C o n t e x t
- 5. 5 T h e l e a r n i n g e n v i r o n m e n t s t h e t e a c h e r s c r e a t e , a c t i v i t i e s , a n d e x p e r i e n c e t h e y p r o v i d e s h o u l d b e a l i g n e d w i t h , o r b e c o n s i s t e n t w i t h , t h e s e l e c t e d o b j e c t i v e s Objectives are present in virtually all teaching
- 6. 1 PROGRAMME COURSE 1 COURSE n UNIT 1 nUNIT TOPIC 1 TOPIC n TEACHING POINT TEACHING POINT n 6 Specific Instructional Objectives Objectives
- 7. THE TAXONOMY TABLE The Knowledge Dimension The Cognitive Process Dimension 1. Remember 2. Understand 3. Apply 4. Analyze 5. Evaluate 6. Create A. Factual Knowledge B. Conceptual Knowledge C. Procedural Knowledge D. Meta-Cognitive Knowledge Slide # 7 Revised Bloom’s Taxonomy
- 8. Number of variables Controlled Variable Uncontrolled variables Interconnectivity between variables Cause and Effect S o l a r S y s t e m B o h r ’s At o m i c M o d e l
- 9. 4. Metacognitive Knowledge Cognition in general as well as awareness of and knowledge about one’s own cognition. Know what you KNOW Know what you DONOT KNOW Emphasis on making Professionals more aware of and responsible for their own knowledge and thought. (There is no blame)
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- 11. 6. Create: Create is putting elements together to form a novel, coherent whole or to make an original product. It includes Generating, Planning and Producing. 5. Evaluate: Evaluate means making judgements based on criteria and / or standards. It includes Checking and Critiquing. 4. Analyze: It is breaking material into its constituent parts and determine how the parts are related to one another as well as to an overall structure or purpose. It includes Differentiating, Organizing and Attributing. 3. Apply: Apply means carrying out or using a procedure in a given situation. It includes Executing and Implementing. 2. Understand: It is defines as constructing the meaning of instructional messages, including oral, written and graphic communication. It includesInterpreting, Exemplifying, Classifying, Summarizing, Inferring, Comparing and Explaining. 1.Remember: It means to retrieve relevant knowledge from long-term memory. It includes Recognizing and Recalling. Lower Order Thinking Skills Higher Order Thinking Skills HIERARCHICAL ORDER Six categories of Cognitive Process Dimension: 11
- 12. 4. Analyze 4.3. Attributing Processes of deconstruction in which a student determines the intensions of the author of the presented information An extension beyond basic understanding to infer. Determine the underlying point of view or intension of the author. O t h e rs p o i n t o f v i e w Student Centric Learning Students Point of view 12
- 13. 6. Create 6.3. Producing Inventing a product. Carry out a plan for solving a given problem that meets certain specifications. Constructing To plan research papers on given social topics To design studies to test various hypothesis To develop worked out solutions To describe solution plans To select solution plans for a given problem 13 Requires 4 types of knowledge
- 14. Interrupting Factual Knowledge Students should be able to define key terms (e.g. ,Resistance) in their own words Explaining Conceptual Knowledge To explain what happens to the rate of current in an electrical circuit when changes are made in the system ( e.g., two batteries that were connected in serial OR connected in parallel) Executing Procedural Knowledge To use Ohm’s law to compute the voltage when given the current (in amperes) and the resistance (in ohms) Differentiating Conceptual Knowledge To determine which information in words problems involving Ohm’s law (e.g., wattage of light bulb, thickness of wire, voltage of battery) is needed to determine the resistance. Checking Procedural Knowledge To determine whether a worked-out problem solution to a problem involving Ohm’s law is likely to be effective in solving it. Critiquing Metacognitive Knowledge To choose a plan solve problem involving Ohm’s law that is most consistent with his or her current level of understanding. Generating Conceptual Knowledge To generate alternate ways of increasing the brightness of the light in a circuit without changing the battery O h m ’ s L a w Stakeholders Expectations E l e c t r i c a l ( c o r e ) E l e c t ro n i c s I T/ I T E S M a n u fa c t u r i n g A u t o m o t i v e Te a c h i n g G o v t . S e c t o rs G AT E C o m p e t i t i v e E x a m s How Faculty decide to write Learning Objectives / Learning Outcome of Ohm’s law? Employability???
- 16. Core values (Culture) How How the college wants life to be on a day- to-day basis Vision (Create) What Painting a picture of future Mission (Purpose) Why Why do we exists? Synchronization / Mapping / Alignment Programe Educational Objectives Programe Outcomes Course Learning Objectives Course Learning Outcomes Course Unit Learning Objectives Course Unit Learning Outcomes (Syllabus Content) Lesson Plan Specific Instructional Objectives (Syllabus Content) Lesson Plan Desired Outcomes Re g u l a t i n g A g e n c i e s U n i v e r s i t y T h e I n s t i t u t i o n Stakeholders Expectations N o r m s & S t d s .
- 17. 17 D r. N . A s o k a n P h . D https://www.facebook.com/drnasokan https://www.linkedin.com/in/drnasokan www.slideshare.net/Asokanndr 9 1 - 9 4 4 5 1 9 1 3 6 9 n t v a s o k a n @ g m a i l . c o m E d u c a t i o n a l L e a d e r, C o n s u l t a n t , Fa c u l t y Tra i n e r C e r t i f i e d A c c r e d i t o r, F o r m e r D i r e c t o r, P r i n c i p a l , L i fe L o n g S e l f L e a r n e r Re s o u r c e P e r s o n
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