PRESENTATION BY Ms. Deepa Elizabeth George HOD,Department of ECE TIST

Transcription

1 CLASSROOM DYNAMICS IN RELATION TO BLOOM S TAXONOMY PRESENTATION BY Ms. Deepa Elizabeth George HOD,Department of ECE TIST 1

2 INTRODUCTION Learning is not attained by chance, it must be sought for with and /or attended to with diligence - Abigail Adams, 1780 Bloom made the improvement of student learning the central focus of his life s work 1948 Convention of the American Psychological Association came out with the framework which became a taxonomy of three domains C A P 1956 Bloom s Taxonomy was published. This is multi tiered model of classifying thinking according to Six cognitive levels 2

3 INTRODUCTION (Contd.) Bloom saw the original Taxonomy as more than a measurement tool. Common language about learning goals to facilitate communication across persons, subject matter, and grade levels. Basis for determining for a particular course or curriculum the specific meaning of broad educational goals, such as those found in the currently prevalent national, state, and local standards. Means for determining the congruence of educational objectives, activities, and assessments in a unit, course, or curriculum, and Panorama of the range of educational possibilities against which the limited breadth and depth of any particular educational course or curriculum could be contrasted. 3

4 TAXONOMY OF OBJECTIVES c A P 4

5 WHAT IS BLOOMS TAXONOMY? Taxonomy is a framework for classifying statements of what we expect our students to learn as a result of instruction Taxonomy was conceived as a means of facilitating exchange of test items Benjamin Bloom 1949, Associate Director of Board of Examinations, University of Chicago and Measurement experts in USA met to finalise 5

6 BLOOM S TAXONOMY (ORIGINAL) Evaluation Synthesis Analysis Application Understanding Knowledge 6

7 ORIGINAL TAXONOMY Common language about learning goals Basis for determining the specific meaning of broad educational goals Means to determine the congruency of educational objectives, activities and evaluation in a course of study (unit/lesson/subject) Panorama of the range of educational possibilities against which the limited scope of any subject could be considered The categories were knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. With the exception of Application, each of these was broken into subcategories. The original taxonomy represented a cumulative hierarchy 7

8 ORIGINAL TAXONOMY Multi tiered model of classifying thinking Six categories in the cognitive domain Stair case method of classification Sub categories for each category except application Instructional objectives framed in terms of content matter and a description of what is to be done with the content Students will be able to design transformers for given specifications 8

9 BLOOM S TAXONOMY (REVISED) Evaluate Create Analyse Apply Understand Remember 9

10 REVISED BLOOM S TAXONOMY (2001) BY LORIN ANDERSON The revised taxonomy incorporates both the kind of knowledge to be learned (knowledge dimension) and the process used to learn (cognitive process) Changed from noun to verbs Lowest level renamed as remembering Comprehension and synthesis retitled to understanding and creating Creating the highest form 10

11 COMPARISION E C S E An An A A Bloom s Taxonomy (Original) U K R U Bloom s Taxonomy (Revised) 11

12 COMPARISION(Contd.) Original taxonomy was one dimensional Revised is two dimensional knowledge and process Knowledge dimension is the knowledge to be learned: cognitive process is the process to be learned Knowledge dimension is comprised of four levels- actual, conceptual, procedural and meta cognitive Cognitive dimension has six levels- remember, understand, apply, analyse, evaluate, create 12

13 STRUCTURE OF KNOWLEDGE DIMENSION Factual Knowledge - Basic elements students must know to be acquainted with a discipline or solve problems in it Knowledge of terminology Knowledge of specific details and elements Conceptual knowledge - Interrelationships among the basic elements within a larger structure that enable them to function together Knowledge of classifications and categories Knowledge of principles and generalizations Knowledge of theories, models and structures 13

14 STRUCTURE OF KNOWLEDGE DIMENSION (Contd.) Procedural Knowledge - how to do something, methods of inquiry, and criteria for using skills, algorithms, techniques and methods Knowledge of subject specific skills, algorithms, Knowledge of subject specific techniques and methods Knowledge of criteria for determining when to use appropriate procedures Metacognitive knowledge - knowledge of cognition in general as well as awareness and knowledge of one s own cognition Strategic knowledge Knowledge about cognitive tasks including appropriate contextual and conditional knowledge Self knowledge 14

15 TAXONOMY TABLE KNOWLEDGE DIMENSION Cognitive Process Dimension R U A An E C Factual Knowledge Conceptual Knowledge Procedural Knowledge Meta Knowledge 15

16 OBJECTIVES Objectives that describe intended learning outcomes as the result of instruction are usually framed in terms of (a) Some subject matter content and (b) a description of what is to be done with (c) Statement of objectives typically consist of a noun or noun phrase--the subject matter content--and a verb phrase--the cognitive process 16

17 OBJECTIVES Any objective can be represented in two dimensions The Taxonomy table has two dimensions Knowledge vertical axis of the table Cognitive Process horizontal axis Any objective classified on the table in one or more cells 17

18 OBJECTIVES Learning Objectives must fall under one of the four categories of the Knowledge dimension and under one of the six process dimensions Use noun in the objective to determine what is leaned (Content). The verb used determines in which cognitive process dimension the objective falls under Example: The student will learn to APPLY the REDUCE- REUSE- RECYCLE APPROACH to conservation 18

19 CLASSIFYING OBJECTIVES WITH THE REVISED TAXONOMY TABLE Educational Objective: The student will learn to apply the reduce-reuse-recycle approach to conservation Knowledge Dimension: Factual, Conceptual, Procedural, Metacognitive Cognitive Process Dimension: Remember, Understand, Apply, Analyse, Evaluate, Create The Knowledge Dimension The Cognitive Process Dimension Remember Understand Apply Analyze Evaluate Create Factual Knowledge Conceptual Knowledge Procedural knowledge Meta-cognitive knowledge 19

20 The revised taxonomy incorporates both the kind of knowledge to be learned and the process used to learn allowing for the instructional designer to efficiently align objectives to assessment techniques. 20

21 STRUCTURE OF THE KNOWLEDGE DIMENSION OF THE REVISED TAXONOMY A. Factual Knowledge The basis elements that students must know to be acquainted with a discipline or solve problems in it. Aa. Knowledge of terminology Ab. Knowledge of specific details and elements B. Conceptual Knowledge The interrelationships among the basic elements within a large structure that enable them to function together. Ba. Knowledge of classifications and categories Bb. Knowledge of principles and generalizations Bc. Knowledge of theories, models, and structures C. Procedural Knowledge How to do something; methods of inquiry, and criteria for using skills, algorithms, techniques, and methods. Ca. Knowledge of subject-specific skills and algorithms Cb. Knowledge of subject-specific techniques and methods Cc. Knowledge of criteria for determining when to use appropriate procedures D. Metacognitive Knowledge Knowledge of cognition in general as well as awareness and knowledge of one s own cognition. Da. Strategic Knowledge Db. Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge Dc. Self-Knowledge 21

22 Revised Bloom s Taxonomy A Taxonomy for Learning, Teaching and Assessing Dimensions Remember Understand Apply Analyze Evaluate Create 22

23 REMEMBER Promoting retention of the presented material in much the same form as it was taught Recognizing Locating knowledge in long-term memory that is consistent with presented material Recalling Retrieving relevant knowledge from long-term memory when given a prompt to do so Example: The learner will identify the correct dates of important events in history Example: The learner will recall the whole-number multiplication facts. Assessment: Matching and Multiple choice Assessment: Fill in the blank 23

24 UNDERSTAND Constructing meaning from instructional message including oral, written, and graphics communication Interpreting Converting information from one representational form to another Example: The learner will draw pictorial representation of various natural phenomena Assessment : Constructed and selected responses Exemplifying Giving specific examples, an instance or defining the features of a general concept or principle Example: The learner will give example of various artistic painting styles Assessment: constructed responses Classifying Recognizing that something belongs to a certain category or detecting relevant features/patterns that it the concept Example: The learner will determine the category to which number belong. Assessment : Constructed and selected responses 24

25 Summarizing Suggesting a single statement that represents information or abstract a general theme Example: the learner will summarize the purpose of various subroutines in a computer program Assessment : Constructed and selected responses Inferring Finding a pattern with in a series of examples and including a patternbnas4d on given information or a series of examples. Example: the learner will formulate a principle regarding when to use la and el from given Spanish article-noun pairs Assessment: Completion, analogy and oddity tasks 25

26 Comparing Detecting similarities and differences between two or more objects, events, ideas, problems or situations Example: The learner will compare how the American revolution is like a family fight or an argument between friends Assessment: Mapping and graphic organizers Explaining Constructing and using a cause effect model of system Example: the learner will explain how difference in temperature affect the formation of lighting Assessment: Reasoning, trouble shooting & redesigning tasks 26

27 APPLY Executing Carrying out a procedure when given a familiar task/exercise Implementing Selecting and using a procedure to perform an unfamiliar task/ exercise Example: The learner will divide one whole number by another, both with multiple digits Example: The learner will use the most effective, efficient, and affordable method of conducting a research study to address a specific research questions Assessment: Solve a familiar completion task Assessment: Solve a unfamiliar completion task 27

28 Analyze Breaking materials into its constitute parts and determine how the parts are related to one another and to an overall structure Differentiating Distinguish the parts of a whole structure in terms of a whole structure in terms of their importance. It occurs when one can decimate relevant from irrelevant information, or important from unimportant, ant then attends to the relevant or important information Example :The learner will describe lighting formation and then divide the process into major steps Assessment : Constructed and selected responses Organizing Building systematic and coherent connection among pieces of information Example: The learner will outline a chapter/ book/story Assessment : Constructed and selected responses Contd 28

29 Analyze (Contd.) Attributing Ability to ascertain the point of view, biases, values or intention underlying communication Example The learner will determine the point of view of the another of a report/book/essay. Assessment: Constructed and selected responses 29

30 Evaluate Making judgment based on clearly defined criteria and standards Checking Involves testing for internal inconsistencies or fallacies Critiquing Judging a product or operation based on externally imposed criteria and standards Example: The leaner will point out the logical flaws in a persuasive Assessment : Constructed and selected responses Example The learner will judge which of the two alternative methods is more effective 30

31 Create Putting element together to form a coherent or functional whole. It may or may not include originating or uniqueness. it is drawing upon elements from many source and putting then together into structure or pattern relative to ones own prior knowledge Create GENERATING PLANNING PRODUCING 31

32 Create Generating Redefining, arriving at alternatives or hypothesis that meet certain criteria Example: Given a description of a problem, the learner will produce alternative solutions Assessment: Constructed response by listing all possible consequences or uses 32

33 At the end of instruction students will be able to USE INTERNET Define internet List the features of the Internet Distinguish between internet & intranet List applications of Internet Send e mail Browse the net for a given topic Explain videoconferencing through internet 33

34 Subject : Electrical Engineering Unit : Transformer Content : Purpose, Types, Operation, Principles, Constructional features, emf equations, Phrasor diagram, Equivalent circuits, Transformer on no load, regulation. General Objectives To analyse the performance of a transformer 34

35 CONTENT COMPONENT SPECIFIC OBJECTIVES Principle of Operation. Constructional features emf Equation Transformer on no load Phasor diagram Student will be able to Explain the principles of operation of a transformer State Faraday s law of induction. Draw a neat sketch of a transformer and label the parts Explain the features of a step up transformer Compare the constructional details of a single phase and three phase transformer. State the emf equation for an ideal transformer. Derive the emf equation of a transformer. List the effect of resistance and leakage reactance of the windings of a transformer. Draw the phasor diagram for transformer on load and no load. Equivalent circuit Draw the equivalent circuit of a transformer. Regulation Calculate the regulation of a transformer with the parameters available through equivalent circuit. 35

36 SEMICONDUCTOR THEORY AND PN Content: JUNCTION DIODES Review of intrinsic & extrinsic semiconductors Classical theory and energy band theory Change densities in semiconductors-mobility & conductivity - drift and diffusion currents. Construction of PN Junction diodes VI characteristics Quantitative theory of PN diode current components Diode resistances Transition and diffusion capacitances Effect of temperature on diode characteristics Model of diode Diode specifications Clipping and Clamping Circuits Voltage multipliers using diodes 36

37 At the end of instruction students will be able to DESIGN CIRCUITS BY USING PN JUNCTION DIODE Draw the energy band diagrams of metals, semiconductors and insulators Convert Intrinsic Semiconductor into Extrinsic Semiconductors Define the parameters of extrinsic semiconductors Explain the working principle of PN junction diode under forward and reverse bias condition Draw the VI characteristics of PN diode Define resistances of PN diode Define the expression for transition and diffusion capacitances of a diode Write the effect of temperature on diode characteristics Draw the piecewise linear model of diode List the various specifications of diode Design clipper, clamper and voltage multiplier circuits for a given waveform by using diode. 37

38 TESTING OF TRANSFORMERS content: Losses and efficiency all day efficiency testing polarity and Voltage ratio test Open circuit and short circuit tests Sumpner s Test Parallel operation of single phase and three phase Transformers Auto transformers Comparison with two winding transformers - Three phase transformers connection. 38

39 At the end of instruction students will be able to ANALYZE THE PERFORMANCE OF THE TRANSFORMER Obtain the open circuit parameters of the transformers Obtain the short circuit parameters of the transformers Obtain Sumpner s test parameters Calculate the efficiency Obtain the load cycle of transformers Calculate the all day efficiency Compare the efficiency at various loading conditions 39

40 Educational Objective: The student will learn to use internet Knowledge Dimension: Factual, Conceptual, Procedural, Metacognitive Cognitive Process Dimension: Remember, Understand, Apply, Analyse, Evaluate, Create The Knowledge Dimension Factual Knowledge Conceptual Knowledge Procedural knowledge Meta-cognitive knowledge The Cognitive Process Dimension Remember Understand Apply Analyze Evaluate Create Define internet List features o fintrnet Send e mail Browse internet Distinguish between inter and intra net 40