educational objectives
DESCRIPTION
Educational objectives play important role while treating the content, developing a plan and using instructional strategies.TRANSCRIPT
PPP BY S. S. KEDAR, ASSTT. PROF. ,MODIFIED BY PEEYUSH VERMA, JULY 2005.
““IF YOU ARE NOT IF YOU ARE NOT SURE WHERE YOU SURE WHERE YOU
ARE GOING YOU ARE ARE GOING YOU ARE LIABLE TO END UP LIABLE TO END UP
SOME PLACE SOME PLACE ELSEWHERE AND ELSEWHERE AND NOT EVEN KNOW NOT EVEN KNOW
WHERE YOU ARE?”WHERE YOU ARE?”
R.F. MAGERR.F. MAGER
SET DIRECTIONSET DIRECTION
NO TARGET…???WHERE TO SHOOT
AT……?????
KNOW THE TARGETKNOW THE TARGET
I TAUGHT I TAUGHT MY PARROT TO MY PARROT TO WHISTLEWHISTLE
I SAID I TAUGHT HIM I SAID I TAUGHT HIM I NEVER SAID HE I NEVER SAID HE LEARNEDLEARNED IT.IT.
BUT I BUT I NEVER NEVER HEARD IT HEARD IT WHISTLINGWHISTLING
KNOW THE CONTEXTKNOW THE CONTEXT
The whole concept of The whole concept of selective perception is selective perception is very much connected very much connected with all aspects of our with all aspects of our lives. We think, we lives. We think, we listen, what other listen, what other people say, but do we people say, but do we hear all of that or we hear all of that or we hear only what we hear only what we really want to hear? Do really want to hear? Do we see the world that we see the world that is there or we see what is there or we see what we really are used to, we really are used to, our world?our world?
KNOW THE LEARNERS’ PERCEPTIONKNOW THE LEARNERS’ PERCEPTION
PROCESS OF TRAININGPROCESS OF TRAINING
LEARNING LEARNING EXPERIENCESEXPERIENCES
(PROCESS)(PROCESS)
TRAINEESTRAINEES
LEARNING LEARNING OUTCOMESOUTCOMES
(PRODUCT)(PRODUCT)
FEEDBACKFEEDBACK
INTENDEDINTENDEDLEARNINGLEARNING
Objectives= Expected Learning Outcomes
Actual Actual Learning Learning OutcomesOutcomes
Unintended Positive Learning
Unintended Unintended Negative Negative LearningLearning
Intended Learning
Learning Outcome = Result or product of T-L Process
TRAINING PROCESSTRAINING PROCESS
Intended Learning that did not occur
LEARNING OUTCOMESLEARNING OUTCOMES
Some Terms generally used to focus directionSome Terms generally used to focus direction
VISIONVISION
MISSIONMISSION
GOAL GOAL
PURPOSEPURPOSE
TARGETTARGET
OBJECTIVESOBJECTIVES
Where my organisation is
going?
AIMAIM• LETS GROW TOGETHER.• WE BELIEVE IN QUALITY.
• OUR 6C’S: CUSTOMER CARE, COMFORT, COMPETITIVENESS, CAPABILITY, CHAMPION, COLLABORATION.
OBJECTIVEOBJECTIVE
GIVEN A COMPETENCY DEVELOPMENT GIVEN A COMPETENCY DEVELOPMENT
TRAINING IN MEDIA DESIGN, THE TRAINEE TRAINING IN MEDIA DESIGN, THE TRAINEE
WILL BE ABLE TO DESIGN REQUISITE MEDIA WILL BE ABLE TO DESIGN REQUISITE MEDIA
FOR THE GIVEN SITUATION OF THE TRAINING.FOR THE GIVEN SITUATION OF THE TRAINING.
EXAMPLESEXAMPLES
COMPARING BETWEEN AIM AND OBJECTIVESCOMPARING BETWEEN AIM AND OBJECTIVES
AIMAIM
IT IS A GENERALIT IS A GENERAL
STATEMENT.STATEMENT.
IT IS VAGUE.IT IS VAGUE.
IT INDICATES IT INDICATES
VISION.VISION.
IT PROVIDES A IT PROVIDES A
DITECTION.DITECTION.
IT IMPLIES IT IMPLIES
PROCESSES.PROCESSES.
OBJECTIVESOBJECTIVES
IT IS AN EXPLICIT IT IS AN EXPLICIT
STATEMENT WITH STATEMENT WITH
DEFINED OUTPUT.DEFINED OUTPUT.
IT IS PRECISE.IT IS PRECISE.
IT HELPS THE IT HELPS THE
PERFORMER TO PERFORMER TO
SELECT THE SELECT THE
REQUISITE REQUISITE
PROCESSES FOR THE PROCESSES FOR THE
DEFINED OUTPUT.DEFINED OUTPUT.
DISTINCTION BETWEEN AIM AND OBJECTIVESDISTINCTION BETWEEN AIM AND OBJECTIVES
AIMAIM
IT DOES NOT IT DOES NOT
CLEARLY TELLS AS CLEARLY TELLS AS
HOW PROCESSES HOW PROCESSES
ARE USED?ARE USED?
IT DOES NOT IT DOES NOT
INDICATE THE FORM INDICATE THE FORM
OF EVALUATION OF EVALUATION
MECHANISM FOR THE MECHANISM FOR THE
PROCESSES OR PROCESSES OR
PRODUCTPRODUCT..
OBJECTIVESOBJECTIVES
IT HELPS IN IT HELPS IN
DERIVING QUALITY DERIVING QUALITY
INDICATORS FOR INDICATORS FOR
PROCESSES.PROCESSES.
IT HELPS IN IT HELPS IN
APPROPRIATE APPROPRIATE
EVALUATION OF EVALUATION OF
PROCESSES OR PROCESSES OR
PRODUCT.PRODUCT.
INSTRUCTIONAL OBJECTIVESINSTRUCTIONAL OBJECTIVES
GENERAL GENERAL OBJECTIVESOBJECTIVES
SPECIFIC OBJECTIVESSPECIFIC OBJECTIVES
• RELATED TO BEHAVIOURAL ASPECTSRELATED TO BEHAVIOURAL ASPECTS
• RELATED TO PERFORMANCE ASPECTSRELATED TO PERFORMANCE ASPECTS
• RELATED TO MEASUREMENT ASPECTSRELATED TO MEASUREMENT ASPECTS
• RELATED TO LEARNING OUTCOMESRELATED TO LEARNING OUTCOMES
• RELATED TO OPERATIONAL ASPECTSRELATED TO OPERATIONAL ASPECTS
EXAMPLE : EXAMPLE : GENERAL OBJECTIVESGENERAL OBJECTIVES
THE TRAINEE WILL BE ABLE TOTHE TRAINEE WILL BE ABLE TO
““UNDERSTAND MAINTENANCE PROCEDURE, FORUNDERSTAND MAINTENANCE PROCEDURE, FOR
VARIOUS PARTS OF AIR BRAKE SYSTEM”VARIOUS PARTS OF AIR BRAKE SYSTEM”
EXAMPLE : EXAMPLE : SPECIFIC OBJECTIVESSPECIFIC OBJECTIVES
THE TRAINEE WILL BE ABLE TO,THE TRAINEE WILL BE ABLE TO,
1. IDENTIFY IMPORTANT PARTS OF AIR BRAKE SYSTEM1. IDENTIFY IMPORTANT PARTS OF AIR BRAKE SYSTEM
2. STATE WORKING OF AIR BRAKE SYSTEM2. STATE WORKING OF AIR BRAKE SYSTEM
3. DESCRIBE MAINTENANCE PROCEDURE FOR EACH3. DESCRIBE MAINTENANCE PROCEDURE FOR EACH
COMPONENT OF AIR BRAKE SYSTEM.COMPONENT OF AIR BRAKE SYSTEM.
ELEMENTS OF OBJECTIVESELEMENTS OF OBJECTIVES
SUBJECT – TRAINEESUBJECT – TRAINEE
ACTION VERB ACTION VERB FOR TERMINAL FOR TERMINAL BEHAVIOURBEHAVIOUR
CONDITIONCONDITION
CRITERIONCRITERION
VERBS USED FOR VERBS USED FOR SPECIFICSPECIFICOBJECTIVESOBJECTIVES
• CALCULATECALCULATE• DRAWDRAW• DESIGNDESIGN• CLASSIFYCLASSIFY• DISTINGUISHDISTINGUISH• IDENTIFYIDENTIFY• OPERATEOPERATE• SELECTSELECT
VERBS USED FOR VERBS USED FOR GENERALGENERALOBJECTIVESOBJECTIVES
• APPRECIATEAPPRECIATE• KNOWKNOW• UNDERSTANDUNDERSTAND• REALISEREALISE• COMPREHENDCOMPREHEND• APPLYAPPLY• JUDGEJUDGE
EXAMPLES OF CRITERIONEXAMPLES OF CRITERION
S.NO. EXAMPLES.NO. EXAMPLE
1.1. WITHIN 15 MINUTESWITHIN 15 MINUTES
2.2. CORRECT TO THE CORRECT TO THE
THIRD PLACE OF THIRD PLACE OF
DECIMALDECIMAL
3.3. AT LEAST 5 AT LEAST 5 COMPONENTSCOMPONENTS
4.4. AT LEAST 75%AT LEAST 75%
5.5. 9 TIMES OUT OF 109 TIMES OUT OF 10
6.6. AFTER LAPSE OF A AFTER LAPSE OF A YEARYEAR
CRITICAL FACTORSCRITICAL FACTORS
EFFICIENCY OR SPEEDEFFICIENCY OR SPEED
QUALITY OR ACCURACYQUALITY OR ACCURACY
QUALITY OR ACCURACYQUALITY OR ACCURACY
QUALITY OR ACCURACYQUALITY OR ACCURACY
RELIABILITYRELIABILITY
DURABILITY OR DURABILITY OR RETENTIONRETENTION
FLOW CHART FOR OBJECTIVEFLOW CHART FOR OBJECTIVE
STARTSTART
IT IS NOT AN IT IS NOT AN OBJECTIVEOBJECTIVE
IIS IT A STATEMENTS IT A STATEMENT i. e. DOES IT HAVE VERB ?i. e. DOES IT HAVE VERB ?
DOES IT HAVE ANDOES IT HAVE AN INSTRUCTIONAL INTENT?INSTRUCTIONAL INTENT?
NONO
NONO
YESYES
YESYES
AA
AA
DOES IT DENOTE DOES IT DENOTE PROCESS OR PRODUCT ? PROCESS OR PRODUCT ?
PROCESSPROCESS
IT IS NOT AN IT IS NOT AN OBJECTIVEOBJECTIVE
PRODUCTPRODUCT
WHO IS THE SUBJECT WHO IS THE SUBJECT OF THE STATEMENT ?OF THE STATEMENT ?
STUDENTSTUDENT
TEACHER OR OTHERTEACHER OR OTHER
DOES THE VERB INDICATE DOES THE VERB INDICATE OBSERVABLE ACTION ?OBSERVABLE ACTION ?
YESYES
NONO IT IS A IT IS A GENERAL GENERAL
OBJECTIVEOBJECTIVE
BB
BB
WILL INCLUSION OF CONDITION WILL INCLUSION OF CONDITION ADD TO THE CLARITY OFADD TO THE CLARITY OF LEARNING OUTCOME ?LEARNING OUTCOME ?
NONO
YESYES
IS THE CONDITION IS THE CONDITION MENTIONED ?MENTIONED ?
YESYES
NONO
IS CRITERIA IS CRITERIA ESSENTIAL ?ESSENTIAL ?
NONOIT IS AN IT IS AN
INCOMPLETE INCOMPLETE BEHAVIOURAL BEHAVIOURAL
OBJECTIVEOBJECTIVE
IS CRITERIA IS CRITERIA SPECIFIED ? SPECIFIED ?
YESYESYESYES
THE STATEMENT THE STATEMENT IS A COMPLETE IS A COMPLETE BEHAVIOURAL BEHAVIOURAL
OBJECTIVEOBJECTIVE
COGNITIVE DOMAINCOGNITIVE DOMAIN
THIS INCLUDE THOSE OBJECTIVES WHICH THIS INCLUDE THOSE OBJECTIVES WHICH
DEAL WITH DEAL WITH THINKINGTHINKING OR WHICH HAVE OR WHICH HAVE
SOMETHING TO DO WITH SOMETHING TO DO WITH HEADHEAD. .
OBJECTIVES RELATED WITH KNOWING, UNDERSTANDINGOBJECTIVES RELATED WITH KNOWING, UNDERSTANDING
AND APPLYING FACTS AND INFORMATION.AND APPLYING FACTS AND INFORMATION.
EXAMPLESEXAMPLES
DEFINE THE FOLLOWING TERMS ………..DEFINE THE FOLLOWING TERMS ………..
IDENTIFY THE FOLLOWING PARTS OF ………..IDENTIFY THE FOLLOWING PARTS OF ………..
COMPARE THE PROPERTIES OF ………..COMPARE THE PROPERTIES OF ………..
DETERMINE BY USING METHOD OF ………..DETERMINE BY USING METHOD OF ………..
CALCULATE THE FOLLOWING QUANTITY ………..CALCULATE THE FOLLOWING QUANTITY ………..
APPLICATIONAPPLICATION
USE INFORMATION IN A SITUATION USE INFORMATION IN A SITUATION DIFFERENT FROM ORIGINAL LEARNING DIFFERENT FROM ORIGINAL LEARNING CONTEXT REQUIRES COMPREHENSION CONTEXT REQUIRES COMPREHENSION OF INFORMATION IN ORDER TO APPLY OF INFORMATION IN ORDER TO APPLY IN NEW SITUATION.IN NEW SITUATION.
COMPREHENSION COMPREHENSION
INTERPRETS, TRANSLATES, SUMMARIZES INTERPRETS, TRANSLATES, SUMMARIZES OR PARAPHRASES GIVEN INFORMATION OR PARAPHRASES GIVEN INFORMATION REQUIRES KNOWLEDGE IN ORDER TO REQUIRES KNOWLEDGE IN ORDER TO DEMONSTRATE COMPREHENSIONDEMONSTRATE COMPREHENSION..
MAJOR CATEGORIES IN THE COGNITIVE DOMAINMAJOR CATEGORIES IN THE COGNITIVE DOMAIN
KNOWLEDGEKNOWLEDGE RECOGNITION AND RECOGNITION AND
RECALL OF FACTS AND SPECIFICSRECALL OF FACTS AND SPECIFICS..
CREATIONCREATION
INVOLVES ACT OF GENERATING INVOLVES ACT OF GENERATING NEW IDEAS, THOUGHTS & PONT OF NEW IDEAS, THOUGHTS & PONT OF VIEWS BASED ON CRITERIA TO VIEWS BASED ON CRITERIA TO VIEW THINGS DIFFERENTLY.VIEW THINGS DIFFERENTLY.
EVALUATIONEVALUATION
JUSTIFY THE ACTION TAKEN OR THE JUSTIFY THE ACTION TAKEN OR THE COURSE OF ACTION THROUGH CRTIQUE, COURSE OF ACTION THROUGH CRTIQUE, JUDGEMENT & HYPOTHESIS TESTING.JUDGEMENT & HYPOTHESIS TESTING.
ANALYSISANALYSIS
COMPARE, ORGANISE & DECONSTRUCT THE COMPARE, ORGANISE & DECONSTRUCT THE WHOLE IN TO PARTS TO APPLY WHOLE IN TO PARTS TO APPLY INFORMATION IN ORDER TO ANALYZE & INFORMATION IN ORDER TO ANALYZE & DIFFERENTIATE BETWEEN CONSTITUENTS DIFFERENTIATE BETWEEN CONSTITUENTS PARTS.PARTS.
COGNITIVE COGNITIVE DOMAINDOMAIN
KK
CC
AA
KNOWLEDGEKNOWLEDGE• REMEMBERERING PREVIOUSLY LEARNEDREMEMBERERING PREVIOUSLY LEARNED
MATERIALMATERIAL• RECALL OF INFORMATIONRECALL OF INFORMATION
COMPREHENSIONCOMPREHENSION• GRASPING MEANINGGRASPING MEANING
APPLICATIONAPPLICATION• APPLY IN NEW SITUATIONAPPLY IN NEW SITUATION
ANALYSISANALYSIS• BREAKING IN TO COMPONENT PARTS, TO BREAKING IN TO COMPONENT PARTS, TO
UNDERSTAND STRUCTUREUNDERSTAND STRUCTURE
ASSESSMENTASSESSMENT• PUTTING PARTS TOGETHERPUTTING PARTS TOGETHER
EVALUATIONEVALUATION• JUDGING VALUE BASED ON CRITERIA/CONDITIONJUDGING VALUE BASED ON CRITERIA/CONDITION
KNOWLEDGE LEVEL OBJECTIVESKNOWLEDGE LEVEL OBJECTIVES :
1. DEFINE THE TERM ADDITIVE GIVING 1. DEFINE THE TERM ADDITIVE GIVING
EXAMPLES.EXAMPLES.
2. LIST OUT VARIOUS PARTS OF A 50 T 2. LIST OUT VARIOUS PARTS OF A 50 T
HAUL DUMPER.HAUL DUMPER.
3. GIVEN A DIAGRAM OF KE DISTRIBUTOR 3. GIVEN A DIAGRAM OF KE DISTRIBUTOR
VALVE, IDENTIFY THREE IMPORTANT VALVE, IDENTIFY THREE IMPORTANT
PARTS.PARTS.
COMPREHENSION LEVEL OBJECTIVESCOMPREHENSION LEVEL OBJECTIVES :
1.1. EXPLAIN THE SIGNIFICANCE OF QUALITY EXPLAIN THE SIGNIFICANCE OF QUALITY
OF FUEL IN THE PROCESS OF THERMAL OF FUEL IN THE PROCESS OF THERMAL
POWER GENERATION.POWER GENERATION.
2.2. DISTINGUISH BETWEEN “KE” AND “C3W” DISTINGUISH BETWEEN “KE” AND “C3W”
DISTRIBUTOR VALVE ON THE BASIS OF DISTRIBUTOR VALVE ON THE BASIS OF
THEIR PRINCIPLE OF WORKING.THEIR PRINCIPLE OF WORKING.
3.3. WRITE THE PROCEDURE FOR STARTING WRITE THE PROCEDURE FOR STARTING
AND STOPPING A GENERATOR IN A AND STOPPING A GENERATOR IN A
SIMPLE LANGUAGE.SIMPLE LANGUAGE.
APPLICATION LEVEL OBJECTIVESAPPLICATION LEVEL OBJECTIVES : :
1.1. COMPUTE VARIOUS PARAMETERS COMPUTE VARIOUS PARAMETERS REQUIRED FOR MANAGING EFFICIENCY REQUIRED FOR MANAGING EFFICIENCY OF THERMAL GENERATION.OF THERMAL GENERATION.
2.2. DEVELOP POWER POINT PRESENTATION DEVELOP POWER POINT PRESENTATION TO EXPLAIN THE PRICIPLE OF WORKING TO EXPLAIN THE PRICIPLE OF WORKING OF A THERMAL INSULATOR.OF A THERMAL INSULATOR.
3.3. EXPLAIN HOW OPERATION OF A SLACK EXPLAIN HOW OPERATION OF A SLACK ADJUSTER CALIBRATION SYSTEM BE ADJUSTER CALIBRATION SYSTEM BE SUPERVISED TAKING THE WEAR OF SUPERVISED TAKING THE WEAR OF REPLACEABLE COMPONENTS INTO REPLACEABLE COMPONENTS INTO ACCOUNT.ACCOUNT.
ANALYSIS LEVEL OBJECTIVES :ANALYSIS LEVEL OBJECTIVES :
1.1. GIVEN THE DESCRIPTION OF A GIVEN THE DESCRIPTION OF A PARTICULAR PROBLEM IN THE BALL MILL PARTICULAR PROBLEM IN THE BALL MILL IDENTIFY THE REASONS FOR SUCH A IDENTIFY THE REASONS FOR SUCH A SITUATION.SITUATION.
2.2. DESCRIBE THE CONSEQUENCES OF DESCRIBE THE CONSEQUENCES OF VARIOUS ADDITIVES ON OPERATION OF VARIOUS ADDITIVES ON OPERATION OF BALL MILL GRINDING SYSTEM. BALL MILL GRINDING SYSTEM.
3.3. GIVEN THE DESCRIPTION OF GIVEN THE DESCRIPTION OF MAINTENANCE ACTIVITIES FOR A KILN MAINTENANCE ACTIVITIES FOR A KILN SYSTEM, ANALYSE THE RISKS FOR SYSTEM, ANALYSE THE RISKS FOR DAMAGE TO THE SYSTEM.DAMAGE TO THE SYSTEM...
EVALUATION LEVEL OBJECTIVES :EVALUATION LEVEL OBJECTIVES :
1.1. DESCRIBE THE OPERATION OF A MILL DESCRIBE THE OPERATION OF A MILL SYSTEM GIVEN INPUTS/VARIABLES SYSTEM GIVEN INPUTS/VARIABLES /CONSTRAINTS./CONSTRAINTS.
2.2. GIVEN THE DESCRIPTION OF A GIVEN THE DESCRIPTION OF A PARTICULAR DISTURBANCE IN THE MILL, PARTICULAR DISTURBANCE IN THE MILL, OUTLINE ALTERNATIVE MEASURES TO OUTLINE ALTERNATIVE MEASURES TO TACKLE THE SITUATION.TACKLE THE SITUATION.
3.3. PREPARE A PLAN OF OPERATION OF PREPARE A PLAN OF OPERATION OF REPAIRING A KILN WITHIN THE REPAIRING A KILN WITHIN THE STIPULATED TIME, GIVEN THE STIPULATED TIME, GIVEN THE DESCRIPTION OF ITS CONDITION.DESCRIPTION OF ITS CONDITION.
CREATION LEVEL OBJECTIVES :CREATION LEVEL OBJECTIVES :
1.1. GIVEN THE ALTERNATIVES MEASURES GIVEN THE ALTERNATIVES MEASURES
FOR TACKLING A PARTICULAR FOR TACKLING A PARTICULAR
DISTURBANCE IN THE MILL, GENERATE DISTURBANCE IN THE MILL, GENERATE
SOLUTIONS FOR LONG AND SHORT-TERM SOLUTIONS FOR LONG AND SHORT-TERM
CONSEQUENCES.CONSEQUENCES.
2.2. DESIGN A PREVENTIVES MEASURE PLAN DESIGN A PREVENTIVES MEASURE PLAN
FOR THE KILN MAINTENANCE TO FOR THE KILN MAINTENANCE TO
MITIGATE SUDDEN FAILURE OR MITIGATE SUDDEN FAILURE OR
UNCALLED FOR BREAKDOWNS.UNCALLED FOR BREAKDOWNS.
PSYCOMOTOR DOMAINPSYCOMOTOR DOMAIN
DEAL WITH DOING OR WHICH HAVE TO DO WITH HAND AND/ OR FEET.
OBJECTIVES RELATED WITH PERFORMING OBJECTIVES RELATED WITH PERFORMING PHYSICAL OR MOTOR SKILLSPHYSICAL OR MOTOR SKILLS
EXAMPLESEXAMPLES
SET UP THE INSTRUMENT ………..SET UP THE INSTRUMENT ………..
CALIBRATE THE INSTRUMENT ………..CALIBRATE THE INSTRUMENT ………..
ASSEMBLE OR DEASSEMBLE THE PART ………..ASSEMBLE OR DEASSEMBLE THE PART ………..
SKETCH THE GIVEN PART ………..SKETCH THE GIVEN PART ………..
TYPE A LETTER ………..TYPE A LETTER ………..
NATURALIZATION NATURALIZATION COMPLETES COMPLETES ONE OR MORE SKILLS WITH EASE AND ONE OR MORE SKILLS WITH EASE AND BECOMES AUTOMATIC WITH LIMITED BECOMES AUTOMATIC WITH LIMITED PHYSICAL OR MENTAL EXERTIONPHYSICAL OR MENTAL EXERTION
ARTICULATION ARTICULATION COMBINES MORE COMBINES MORE THAN ONE SKILL IN SEQUENCE WITH THAN ONE SKILL IN SEQUENCE WITH HARMONY AND CONSISTANCYHARMONY AND CONSISTANCY
PRECISION PRECISION REPRODUCES A SKILL WITH REPRODUCES A SKILL WITH ACCURACY, PROPORTION AND EXACTNESS, ACCURACY, PROPORTION AND EXACTNESS, USUALLY PERFORMED, INDEPENDENT OF USUALLY PERFORMED, INDEPENDENT OF ORIGINAL SOURCEORIGINAL SOURCE
MANIPULATION MANIPULATION PERFORMS SKILL ACCORDING PERFORMS SKILL ACCORDING TO INSTRUCTION RATHER THAN OBSERVATIONTO INSTRUCTION RATHER THAN OBSERVATION
IMITATION IMITATION OBSERVES SKILL AND ATTEMPTS OBSERVES SKILL AND ATTEMPTS TO REPEAT IT.TO REPEAT IT.
PSYCHOPSYCHOMOTOR MOTOR DOMAINDOMAIN
AFFECTIVE DOMAINAFFECTIVE DOMAIN
DEAL WITH DEAL WITH FEEINGFEEING OR WHICH HAVE TO OR WHICH HAVE TO
DO WITH DO WITH HEARTHEART
OBJECTIVES RELATED WITH EMOTIONS, OBJECTIVES RELATED WITH EMOTIONS,
INTEREST, VALUES AND ATTITUDESINTEREST, VALUES AND ATTITUDES
EXAMPLESEXAMPLES
• SHOW CONCERN FOR SAFETY.SHOW CONCERN FOR SAFETY.
• DEMONSTRATE AN ATTITUDE OF ENQUIRY. DEMONSTRATE AN ATTITUDE OF ENQUIRY.
• TAKE RESPONSIBILITY FOR CLEANLINESS TAKE RESPONSIBILITY FOR CLEANLINESS
IN THE SHOP. IN THE SHOP.
• WORK AS A LEADER OF A TEAM.WORK AS A LEADER OF A TEAM.
CHARACTERISING CHARACTERISING TOTAL TOTAL BEHAVIOUR CONSISTENT WITH BEHAVIOUR CONSISTENT WITH VALUES INTERNALIZEDVALUES INTERNALIZED
ORGANISING ORGANISING COMMITTED TO COMMITTED TO SET OF VALUES AS DISPLAYED BY SET OF VALUES AS DISPLAYED BY BEHAVIOUR .BEHAVIOUR .
VALUING VALUING DISPLAY BEHAVIOUR DISPLAY BEHAVIOUR CONSISTANT WITH SINGLE BELIEF OR CONSISTANT WITH SINGLE BELIEF OR ATTITUDES WITH SITUATIONS WHERE HE IS ATTITUDES WITH SITUATIONS WHERE HE IS NOT FORCED TO COMPLY OR OBEYNOT FORCED TO COMPLY OR OBEY
RESPONDING RESPONDING COMPLIES TO GIVEN COMPLIES TO GIVEN EXPECTATION BY REACTING TO STIMULI OR EXPECTATION BY REACTING TO STIMULI OR PHENOMENA i.e. INTERESTPHENOMENA i.e. INTEREST
RECEIVING RECEIVING AWARE OF PASSIVELY ATTENDING TO AWARE OF PASSIVELY ATTENDING TO CERTAIN PHENOMENA STIMULI i.e. LISTENINGCERTAIN PHENOMENA STIMULI i.e. LISTENING
AFFECTIVE AFFECTIVE DOMAINDOMAIN
OVERLAP OF DOMAINSOVERLAP OF DOMAINS
AFFECTIVEAFFECTIVE
PPAAAACC
CCAAPP
CCPP PSYCOPSYCOMOTORMOTORCOGNITIVECOGNITIVE
FOR TRAINERS OBJECTIVES;FOR TRAINERS OBJECTIVES;
GUIDE IN PREPARING LESSON PLAN, GUIDE IN PREPARING LESSON PLAN,
SELECTING APPROPRIATE CONTENT, SELECTING APPROPRIATE CONTENT,
INSTRUCTIONAL METHOD, MATERIAL, AND INSTRUCTIONAL METHOD, MATERIAL, AND
MEDIA.MEDIA.
PROVIDE BASIS FOR PLANNING PROVIDE BASIS FOR PLANNING
APPROPRIATE LEARNING ACTIVITIES FOR APPROPRIATE LEARNING ACTIVITIES FOR
TRAINEES.TRAINEES.
PROVIDE BASIS FOR CONSTRUCTING PROVIDE BASIS FOR CONSTRUCTING
RELIABLE AND VALID ASSESSMENT RELIABLE AND VALID ASSESSMENT
INSTRUMENTS.INSTRUMENTS.
FOR LEARNERS OBJECTIVES;FOR LEARNERS OBJECTIVES;
HELP TO EVALUATE THE EFFECTIVENESSHELP TO EVALUATE THE EFFECTIVENESS
OF INSTRUCTION. OF INSTRUCTION.
SPECIFY WHAT IS EXPECTED FROM THEM.SPECIFY WHAT IS EXPECTED FROM THEM.
HELP THEM IN MAKING EFFORT TOHELP THEM IN MAKING EFFORT TO
ACHIEVE THESE.ACHIEVE THESE.
PROVIDE BENCHMARK FOR SELF PROVIDE BENCHMARK FOR SELF
ASSESSMENT.ASSESSMENT.
I KNOW, I CAN DO I KNOW, I CAN DO IT !!!IT !!!
ONCE YOU SET A DIRECTION AND ONCE YOU SET A DIRECTION AND DECIDE TO REACH THE TOP, YOU DECIDE TO REACH THE TOP, YOU WILL. WILL.
THANKS FOR SHARING YOUR THANKS FOR SHARING YOUR EXPERIENCESEXPERIENCES