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IDDS 01 INSTRUCTIONAL OBJECTIVES AND PLANNING

Course Plan:

Unit No. Name of the Unit

Time allotted (in

Hours)

Lecture Practical Total

I Components of Instructional System 8 - 8

II Taxonomy of Educational Objectives 7 - 7

III Development of Instructional Objectives 7 8 15

IV Instructional Planning 10 - 10

V Preparation of Instructional Plans 8 12 20

Total 40 20 60

Course Introduction

UNIT - I Components of Instructional System 8 Hours

UNIT - II Taxonomy of Educational Objectives 7 Hours

UNIT - III Development of Instructional Objectives 15 Hours

UNIT - IV Instructional Planning 10 Hours

UNIT - V Preparation of Instructional Plans 20 Hours

Course Summary

FAQ

Course Document

References

Credits

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OBJECTIVES

On completion of the study of the course the learners will be able

1.0 To understand the components of Instructional System and their inte

relationships.

1.1 To inteonnect the three domains of learning with teaching-learning process.1.2 To distinguish between information and instruction.

1.3 To identify the various modes of instruction.

1.4 To differentiate between instruction and teaching.

1.5 To define learning.

1.6 To distinguish between aims and objectives.

1.7 To illustrate the interrelationship between the components of Instructional Systemwith a Block Diagram.

2.0 To use the Taxonomy of Educational Objectives.

2.1 To differentiate between the three domains in the Blooms Taxonomy of EducationaObjectives.

2.2 To list the Taxonomical categories in cognitive domain as per Blooms Taxonomy.

2.3 To classify a given objective into the appropriate taxonomical category.

2.4 To compare Blooms Taxonomy with Revised Blooms Taxonomy.

3.0 To develop instructional objectives for the course (subject) (s) he isteaching

3.1 To define the term Instructional Objective.

3.2 To state the three reasons for stating the objectives.

3.3 To distinguish between general and specific objectives.

3.4 To list the features of Magers method and Gronlunds method of stating objectives.

3.5 To write general objectives for the subject (s)he is teaching

3.6 To write a sample of specific objectives describing each of the general objectives.

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4.0 To appreciate the need for two stages of Instructional Planning.

4.1 To state the eight reasons that necessitates planning for teaching.

4.2 To describe the Basic Teaching model.

4.3 To clarify the Macro and Micro stages in planning.

4.4 To distinguish between Lesson and Lecture.4.5 To illustrate the nine events of instruction as elucidated by Gagne.

4.5 To explain the various techniques of motivating students.

4.6 To identify the activities of the teacher and the students in the various stages of alesson presentation using different methods of teaching.

5.0 To develop instructional plans for the course (subject) (s)he is

teaching

5.1 To identify Units of Instruction in a given syllabus.

5.2 To prepare Course Plan for a given course.

5.3 To prepare Unit Plan for a given Unit of Instruction.

5.4 To distinguish between the phases of Cognitive Lesson and Skill Lesson.

5.5 To prepare a Lesson Plan for a given set of Cognitive Objectives.

5.6 To prepare a Lesson Plan for a given set of objectives in the Psychomotor Domain.

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UNIT I Components of Instructional System

Module No. Name of the Module

1 Teaching Learning Process

2 Concept of Teaching & Learning

3Various modes of instruction

4 Components of Instructional System

Module 1 Teaching Learning Process

T1 TeachingT2 LearningT3 Teaching-Learning Process

Module 2 Concept of Teaching & Learning

T1 Concept of TeachingT2 Concept of LearningT3 InformationT4 InstructionT5 InteractionT6 GoalsT7 AimsT8 Objectives

Module 3 Various modes of Instruction

T1 Teaching

T2 Audio TutorialsT3 Instructional TelevisionT4 Computer assisted instructionT5 e-Learning

Module 4 Components of instructional system

T1 Block diagram of Instructional SystemT2 Entry behaviourT3 Terminal behaviourT4 Instructional ProcessT5 Evaluation

T1, T2,.Tn Teaching Points

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UNIT II Taxonomy of Educational Objectives

Module 1 Three Domains in Blooms Taxonomy

T1 Blooms classificationT2 CognitiveT3 AffectiveT4 Psychomotor

Module 2 Categories in Cognitive domain

T1 Hierarchy of three domainsT2 The six categories in the cognitive domainT3 Definition and Examples

Knowledge Comprehension Application Analysis Synthesis Evaluation

Module 3 Comparison with Revised Blooms Taxonomy

T1 The original Blooms TaxonomyT2 The Revised Blooms Taxonomy

Remembering Understanding Applying Analysing Evaluating Creating

T3 ComparisonT4 Taxonomy TableT5 Knowledge DimensionT6 Cognitive Process Dimension


1 Three Domains in Blooms Taxonomy

2 Categories in Cognitive Domain

3 Comparison with Revised Blooms Taxonomy


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UNIT III Development of Instructional Objectives

Module 1 General Objectives and Specific Objectives

T1 Instructional ObjectivesT2 Reasons for stating objectivesT3 Two types of objectivesT4 Definition of General ObjectivesT5 Function of General ObjectivesT6 Definition of Specific ObjectivesT7 Function of Specific Objectives

Module 2 Procedure for writing objectives

T1 Procedure for writing General objectivesT2 Procedure for writing Specific objectivesT3 Verbs for writing objectivesT4 Five Rules for writing objectivesT5 Examples for General objectivesT6 Examples for Specific objectives

Module 3 Methods of stating objectives

T1 Magers method & Gronlunds methodT2 Three criteria for Magers methodT3 Diagram of Magers method

T4 Explanation Gronlunds methodT5 Diagram of Gronlunds methodT6 Comparison of Magers and Gronlunds methodsT7 Guidelines for writing objectives for theory courseT8 Guidelines for writing objectives for practical courseT9 Examples for Magers methodT10 Examples for Gronlunds methodT11 Demonstration to facilitate writing of objectivesT12 Assignments I (Lower order abilities)T13 Assignments II (Middle order abilities)T14 Assignments III (Higher order abilities)


1 General Objectives and Specific Objectives

2 Procedure for writing objectives

3 Methods of stating objectives

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UNIT IV Instructional Planning

Module 1 Basic Teaching Model

T1 Introduction to PlanningT2 Need for PlanningT3 Basic Teaching ModelT4 Components of Basic Teaching ModelT5 Characteristics of Good Planning

Module 2 Stages of Planning

T1 Stages of PlanningT2 Macro Planning

T3 Course planT4 Unit planT5 Micro PlanningT6 Identification of Instructional StrategiesT7 Instructional resources developmentT8 Lesson Plan

Module 3 Lesson and Lecture

T1 Definition of lessonT2 Definition of lectureT3 Difference between lesson and lecture

T4 Instructional eventsT5 MotivationT6 Techniques of motivating studentsT7 Teacher Student Activities for different Methods of Teaching


1 Basic Teaching Model

2 Stages of Planning

3 Lesson and Lecture


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UNIT V Preparation of Instructional Plans

Module 1 Development of Course Plan

T1 Programme StructureT2 Course PlanT3 Guidelines for preparing Course PlanT4 Format of a Course PlanT5 Example of a Course Plan

Module 2 Development of Unit Plan

T1 Unit PlanT2 Guidelines for preparing Unit PlanT3 Format of a Unit PlanT4 Examples of a Unit Plan

Module 3 Development of Lesson Plan

T1 Definition of Lesson PlanT2 Components of Lesson PlanT3 Types of Lesson PlanT4 Definition of Cognitive LessonT5 Phases of a Cognitive LessonT6 Schematic diagram of Cognitive LessonT7 Examples of Cognitive LessonT8 Definition of Skill LessonT9 Phases of a Skill LessonT10 Schematic diagram of Skill LessonT11 Examples of Skill LessonT12 Guidelines for presenting an effective lessonT13 Format of Lesson PlanT14 Lesson Plan - 1T15 Assignments


1 Development of Course Plan

2 Development of Unit Plan

3 Development of Lesson Plan


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Course Introduction

The objective of this course on Instructional objectives and planning which is veimportant for a teacher provides details on Instructional objectives and planning.

Unit 1 deals with components of instructional system and explain the teaching learninprocess with specific thrust on concept of teaching and concept of learning.

Unit 2 furnish details on taxonomy of educational objectives. Describes the categories Blooms taxonomy with emphasis on cognitive domain.

Unit 3 deals with reasons for stating instructional objectives, its functions, methods stating objectives, guidelines for writing objectives. Examples and assignments aincluded.

Unit 4 provide details on need for planning, stages of planning, techniques of motivatinstudents and teacher student activities for different methods of teaching.

Unit 5 describe the preparation of instructional plans namely, course plan, unit plan anlesson plan. The types of lessons and phases of lesson are explained. Examples anassignments are included.

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1.0 Components of Instructional System

1.1 Teaching Learning Process

1.1.1 Teaching

Teaching is a planned activity. Teaching (by the teacher) is called so, if and only if learning(by the learners) takes place. Mere presentation of content matter may not be teaching. involves many aspects. They are

1. Establishing the need for learning the content, through suitable motivational strategies.2. Providing learning experiences related to the content.

3. Structuring the content as per by the instructional objectives.

4. Understanding the psychological characteristics of learners.

5. Identifying the learning abilities and the individual differences of the learners.

6. Preparing Teacher Support Materials (TSM) for effective Delivery of content with suitab

materials and media.

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7. Preparing Student Support Materials (SSM) for facilitating learners for learning and

retention, involving suitable materials and media.

8. Developing suitable evaluation tools to asses the learning by the learners pertaining to

the instructional objectives.

9. Identifying content related assignments for learners and suitable follow up activities.

1.1.2 Learning

Information is the main ingredient of learning. The ability and the choice of the approach(Media & Materials) of each individuals through which they learn are the other ingredienof learning. Individuals when supported, with appropriate ways and means of learning, thelearn effectively.

Learning is a process of adaptation to an environment by an organism through activinteraction. True learning in any context is a complex process. It depends on what already known to an individual. Depending on what is known, actions and experiencare internalized into a structure called Cognitive Structure. There are two patterns internalisation called Assimilation & Accommodation. They are reversible actions and thmind tries to equilibrate between the two dynamic changes. The equilibrium is temporaand as the mind adapts to the environment it grows from lower level of equilibrium thigher level.

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1.1.3 Teaching-Learning Process

Teaching learning is a process. In order that the process is effective the teacher is requireto preplan the activities (for the teacher and the learners) that are to be carried out in threal classroom situation.

In the teaching learning process, teaching pertains to Input of the process. Teachininvolves three components, namely,

Telling: (Information related to the content) by the teacher

Showing : (Information in the form of visuals such as images, tables, models and

combination of these related to the content) by the teacher

Doing: (Activities such as demonstrations and illustrations related to the content)by the teacher

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1.2 Concept of Teaching & Learning

1.2.1 Concept of Teaching

Teaching is a sub-category of instruction. It involves live human interaction between teacher and one or more students.

In other modes of instruction there need not be live contact between the teacher and thstudents.

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1.2.2 Concept of Learning

"Learning is a relatively permanent change in behaviour".Learning occurs as a result of reinforced practice.

Definition of Behaviour:Behaviour refers to any observable activity displayed by a student.

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1.2.3 Information

The aim of information is to tell someone about an object or process with evidence througsuitable media.

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1.2.4 Instruction

The aim of instruction is to initiate a change in behaviour of a person.Instruction facilitates learning.

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1.2.5 Interaction

Interaction is an essential component for instruction. It involves a two-way communicationbetween Teacher or Media and the Student.

Interaction emphasizes the following aspects: Active responding Practicing Confirmation Feedback

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1.2.6 Goals

Goals = Milestones that you can achieve.

Goals explain the reasoning behind what you will teach in a session.An instructional goal is a declaration about what the teacher will.Goals are statements of educational intention.Goals are accomplishments (things you wish to complete).

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1.2.7 Aims

Aims = desires (things you'd like to achieve)

Aim is your ability to not be side tracked while reaching for your goals.Aims are general statements that provide direction or intent to educational action.

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1.2.8 Objectives

Objectives = methods to achieve the goal.

Objectives are potential goals.Instructional objectives are the actual outcomes that a teacher is expected to see thestudents perform after the lesson is taught.

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1.2.9 Self Test

1. The purpose of information is to ___ someone something.(Answer:Tell)

2. Learning can be defined as behavioral extension.o Trueo False

(Answer:False)3. Learning results from Reinforced practice.

o Trueo False

(Answer:True)4. Milestones that you can achieve

o Aimso Objectiveso Goalso None of the above

(Answer:Goals)

5. Aim of Instruction is too Facilitate a change in behavioro Intimate certain factso Create awarenesso Evaluate learners

(Answer:Facilitate a change in behavior)

6. The mode of instruction which involves live interaction between a teacher and students called

o communicationo learningo informationo teaching

(Answer:teaching)

7. Statement which does not start with an action verb is calledo Goalo Aimo Objectiveo Teaching intent (Answer:Teaching inten

8. Which do you consider as the most adequate definition of learning?o Formation of character

o Change in behaviouro Development of skillo Promotion of problem solving ability

(Answer:change in behaviour

9. Learning is a modification of behaviour, nature of which is relativelyo permanento temporaryo slowo quick

(Answer:Facilitate a change in behavior)

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1.3 Various modes of Instruction

1.3.1 Teaching

1.3.2 Audio Tutorials

1.3.3 Video Lessons

1.3.4 Computer assisted instruction

1.3.5 e-Learning

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1.4 Components of Instructional System

1.4.1 Block diagram of Instructional System

Need for specifying objectives:

Objectives specify the aims of instruction. The first step in planning for instruction is thstatement of objectives.

Objectives serve as a reference point to the whole instructional system.

The block diagram clearly illustrates how objectives serve as a "Reference point" to student, teacher and examiner.

Objectives should be written for each subject of the curriculum because they:

1) Specify what the students should learn to do and thus serve as signposts to thstudent.

2) Provide direction to the teacher in the selection of the most effective instructionmethods and instructional resources (materials and media) to be used durininstruction.

3) Provide guidance to the question paper setter for evaluating students achievement.

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1.4.2 Entry Behaviour

Entry behaviour is the level of student's knowledge and skills prior to instruction.

Example:

In order to achieve the objective of writing and saying aloud the time indicated by the clocto an accuracy of one-minute intervals the following entry behaviour is expected to bepossessed by the learner:

1. Select the smaller of two objects, e.g., the short hand or the long hand of theclock.

2. Follow pointer directions, e.g., "What does the little hand point to?".3. Follow verbal directions, e.g., "Write the number in the little box" or "Turn the

page".4. Recognize, write, and say numbers from one to sixty.5. Count by ones up to sixty and by fives up to sixty

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1.4.3 Terminal Behaviour

Terminal behaviour is the level of student's knowledge and skills after instruction.

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1.4.4 Instructional Process

Instructional process involves any activity on the part of both teacher and learner that leadto change in behaviour of the learner.

The instructional process will vary with instructional objectives.

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1.4.5 Evaluation

From an instructional stand point evaluation may be defined as a systematic process determining the extend to which instructional objectives are achieved by students.

Evaluation includes assessing both Quantitative and Qualitative aspects of studentterminal behaviour.

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1.4.6 Self Test

1. Terminal behavior is level of students knowledge prior to instruction.o Trueo False

(Answer:False)

2. Evaluation includes assessing both ___ and Qualitative aspects of students terminalbehavior.

(Answer:Quantitative)

3. Objectives serve as a reference point to the whole instructional system.o Trueo False

(Answer:True)

4. Terminal behaviour is the level of students knowledge and skills after instruction.o Trueo False

(Answer:True)

5. Entering behaviour of students refers too Learning experiences provided during the previous yearo Learning style of the studentso Level of knowledge, skill & experience the learner brings to the learning tasko

The new experience being provided to the learner

(Answer:Level of knowledge, skill & experience the learner brings to the learning task)

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2.0 Taxonomy of Educational Objectives

2.1 Three Domains in Blooms Taxonomy

Blooms Classification

One of the most helpful guides in identifying and defining Instructional Objectives is thTaxonomy of Educational objectives, developed by Benjamin. S. Bloom, 1956.

The taxonomy provides a classification system for Educational Objectives that is analogou

to the classification scheme used for plants and animals.

Bloom and his associates have classified Educational Objectives into the following threbroad categories or Domains:

1. Cognitive Domain (Thinking)2. Affective Domain (Feelings and Attitudes)3. Psychomotor Domain (Performing or Doing)

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Main categories of human behaviour isrepresented as visual

2.1.1 Cognitive Domain

When learning takes place the first activity is a mental process trying to understananalyse, synthesize and link up the new information with something already known. Ththought process comes under the "Cognitive Domain".

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2.1.2 Affective Domain

In the second stage, the knowledge acquired may begin to produce changes in the interestattitudes and feelings of the students. The objectives describing these changes areclassified under "Affective Domain".

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2.1.3 Psychomotor Domain

Finally the change in attitudes and feelings result in a change in physical activities bapplying the acquired knowledge with a positive attitude. Objectives describing thesactivities are categorized as belonging to the "Psychomotor Domain".

Each of the three domains mentioned above are in a hierarchical order and can be furthsplit up into categories, which are also in a hierarchical order.

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2.2 Self Test

1. The domain that deals with feelings and attitudes is called ___ domain.

(Answer:Affective)

2. The domain that deals with performance of physical activities is called Psychomotordomain.

o Trueo False

(Answer:True)

3. Match the following

(A) Cognitive Domain - (1) Performing

(B) Affective Domain - (2) Affecting

(C) Psychomotor Domain - (3) Thinking

- (4) Feelings

[Answer: (A) (3) (B) (4) (C) - (1)]

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2.2.2 Categories in Cognitive Domain

The major categories in the Cognitive Domain of the Taxonomy of Educational Objectives(Bloom, 1956) are listed as,

KnowledgeRemembering previously learned material.

ComprehensionGrasping the meaning of the material.

Application

Ability to use learned material in new situations.

AnalysisBreaking down material into its parts.

SynthesisPutting parts into a whole.

EvaluationJudging the value of a thing for a given purpose using definite criteria.

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2.2.3 Hierarchical order of the categories in Cognitive domain

The six categories arearranged in order ofincreasing complexity. Theybegin with relatively simplerecall of factual information,go to the lowest level of

understanding(comprehension) and thenproceed through theincreasingly complex levelsof application, analysis,synthesis and evaluation.The sub divisions withineach category are also inorder of increasingcomplexity. This scheme forclassifying student

behaviour is, thus,hierarchical in nature i.e., the more complex behaviours include the simple behaviours the lower categories.

2.2.3.1 Knowledge

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Knowledge is defined as the remembering of previously learned material. This may involvthe recall of a wide range of materials, from specific facts to complete theories, but all this required is bringing into mind the appropriate information.

Knowledge represents lowest level of learning outcomes in Cognitive domain.

Example of objectives at Knowledge level

GENERAL OBJECTIVE:

1.0 To know the basic concepts of a computer.

SPECIFIC OBJECTIVES:

1.1 To define computer.1.2 To expand the abbreviation "ALU"1.3 To list the two types of memory used in computer1.4 To list the parts of a computer.

2.2.3.2 Comprehension

Comprehension is defined as the ability to grasp the meaning of material.

Translating - This represents translation of material from one from to another(Words to Numbers)

Interpreting - This represents interpretation of material (Explaining orSummarizing)

Estimating - This represents estimation of future trends (Predictingconsequences or Effects)

Comprehension represents the lowest level of understanding.

Example of objectives at Comprehension level

GENERAL OBJECTIVE:

2.0 To understand Java Programming Environment.


2.1 To explain how Java originated.2.2 To distinguish between Java servlet and applet.2.3 To explain what is meant by Java.2.4 To list the four Java literals with an example for each.

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2.2.3.3 Application

Application refers to the ability to use learned material in new and concrete situations.

This may include application of such things as rules, methods, concepts, laws, principland theories etc.,

Application represents the highest level of understanding than those under comprehension

Example of objectives at Application level

GENERAL OBJECTIVE:

3.0 To apply the concept of multithreading technique.


3.1 To write a Java program to show IST using Indian Thread by applying multithreadingtechnique.

3.2 To solve the deadlock problem that arises in distributed computing with the help ofmultitasking of multithreading.

2.2.3.4 Analysis

Analysis refers to the ability to breakdown material into its component parts so that iorganizational structure may be understood.

This may include the identification of the parts, analysis of the relationship between parand recognition of organisation principles involved.

Learning outcomes here represent a higher intellectual level than comprehension anapplication because they require an understanding of both the content and the structurform of the material.

Example of objectives at Analysis level

GENERAL OBJECTIVE:

4.0 To analyse the working of Java RMI.


4.1 To distinguish between RMI and Remote Procedure calls.4.2 To write a client program that uses the remote service.

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2.2.3.5 Synthesis

Synthesis refers to the ability to put component parts together to form a new whole.

Learning outcomes in this area stress creative behaviours, with major emphasis on thformulation of new patterns of structures.

Example of objectives at Synthesis level

GENERAL OBJECTIVE:

5.0 To design project specification database by integrating the appropriate SoftwareEngineering principles and Project Management techniques.


5.1 To create a project specification Database for an inventory management system basedon the principles of Software Engineering and Project Management techniques.

5.2 To develop a software documentation manual for inventory management system basedon the principles of Software Engineering and Project Management techniques.

2.2.3.6 Evaluation

Evaluation is concerned with the ability to judge the value of material (statement, novepoem, research report) for a given purpose. The judgements are to be based on definicriteria.

---- InternalCriteria ---- I

may be ---- External Criteria (relevance to the purpose)

Learning outcomes in this area are highest in cognitive hierarchy.

Production of uniquecommunication

(theme or speech)

Production of a planor a proposed set ofoperations (researchproposal)

Derivation of a set ofabstract relations(scheme for classifyinginformation)

Synthesis Involves

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Example of objectives at Evaluation level

GENERAL OBJECTIVE:

6.0 To evaluate the various types of working of Application systems.


6.1 To assess the effectiveness and efficacy of a given Software program using thecriteria specified by the client.

6.2 To determine the suitability of a readymade software program for a specificrequirement of end-user.

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2.2.4 Self Test

1. Judging the value of a thing for a given purpose using definite criteria.o Knowledgeo Comprehensiono Evaluationo Application

(Answer:Evaluation)

2. Which of the following is not a category in the cognitive domain?o Applicationo Precisiono Analysiso Knowledge

(Answer:Precision)

3. The ability to grasp the meaning of material is defined as _________.

(Answer:Comprehension)

4. The highest category in the cognitive domain as per Bloom's Taxonomy is _____o Knowledgeo Creationo Evaluationo Understand

(Answer:Evaluation)


(A) Cognitive Domain - (1) R.H.Dave

(B) Affective Domain - (2) Benjamin Bloom

(C) Psychomotor Domain - (3) Gagne

- (4) Krathwohl

[Answer: (A) (2) (B) (4) (C) - (1)]

6. The highest category in the cognitive domain as per original Blooms Taxonomy is_________.

(Answer:evaluation)

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2.3.1 Comparison with Revised Blooms Taxonomy

Taxonomy is a framework for classifying statements of what we expect our students learn as a result of instruction. Taxonomy was conceived as a means of facilitatinexchange of test items.

Benjamin Bloom 1949, Associate Director of Board of Examinations, University of Chicagand Measurement experts in USA met to finalise.

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In the 1990's, a former student of Bloom, Lorin Anderson, revised Bloom's Taxonomy anpublished this Bloom's Revised Taxonomy in 2001.

A Taxonomy for Learning, Teaching and Assessing.

2.3.1.1 Remembering

Retrieve relevant knowledge from long-term

memory

Recognizing:Locating knowledge in long-term memory that is

consistent with presented material.

Example:Recognize the dates of important events in Indianhistory.

Recalling:

Retrieving relevant knowledge from long-termmemory when given a prompt to do so.

Example:Recall the definition of 'Density'.

2.3.1.2 Understanding

Construct meaning from instructional messages, including oral, written and graphcommunication.

Interpreting - Example:Paraphrase important speeches and documents

Exemplifying - Example:Give examples of alloys

Classifying - Example:Classify semi-conductors

Summarizing - Example:Write a short summary of the events portrayed onVideotapes

Inferring - Example:In learning a foreign language, infer grammaticalprinciples from examples

Comparing - Example: Compare historical events to contemporary situations

Explaining - Example:Explain what happens to the rate of the current whensecondary battery is added to a circuit

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2.3.1.3 Applying

Carry out or use a procedure in a given situation

Executing:Carrying out a procedure when given a familiar task/exercise.

Example:Divide one whole number by another whole number, both with multiple digits.

Implementing:Selecting and using a procedure to perform an unfamiliar task/ exercise.

Example:Determine in which situations Newtons second law is appropriate.

2.3.1.4 Analysing

Break material into constituent parts and determine how parts relate to one another and

an over-all structure or purpose.

Differentiating:Distinguish the parts of a whole structure in terms of a whole structure in terms of theimportance. It occurs when one can decimate relevant from irrelevant information, important from unimportant, ant then attends to the relevant or important information

Example:Distinguish between relevant and irrelevant numbers in a mathematical word problem.

Organizing:

Building systematic and coherent connection among pieces of information.

Example:Structure evidence in a historical description into evidence for and against a particulhistorical explanation.

Attributing:Ability to ascertain the point of view, biases, values or intention underlying communication

Example:Determine the point of view of the author of an essay in terms of his or her politicperspective.

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2.3.1.5 Evaluating

Make judgments based on criteria and standards.

Checking:Involves testing for internal inconsistencies or fallacies.

Example:

Determine whether a scientists conclusions follow from observed data.

Critiquing:Judging a product or operation based on externally imposed criteria and standards.

Example:Judge which of two methods is the best way to solve a given problem

2.3.1.6 Creating

Generating:

Example:Given a description of a problem, the learner will produce alternative solutions.

Planning:

Example:Plan a research paper on a given historical topic.

Producing:

Example:Build habitats for certain species for specified purposes.

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2.3.1.7 Comparison

Some revisions in the original Blooms Taxonomy include changes in terminologstructureand emphasis.

Changes in Terminology:

As given in the table the names of six major categories were changed from nounsverbs. Different forms of thinking are being reflected in the taxonomy. Thinking is an activprocess. Verbs only describe actions. Hence nouns are changed to verbs.

The knowledge category was renamed. Knowledge is not a form of thinking. It is a

outcome of thinking. Hence knowledge is renamed as remembering. Similarlcomprehension has been renamed as understanding and synthesis as creating.

Changes in Structure:

The major categories were ordered in terms of increasing complexity. Accordingly, thorder of synthesis (which is renamed as creating) and evaluation have been interchangeThis is due to the fact that creative thinking is needed for creating. This is a mocomplex form of thinking than critical thinking which is evaluating. Further, it possible that, one can be critical without being creative.

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The one dimensional form of the original taxonomy becomes a two-dimensional tabby including additional products of thinking. The forms of knowledge are listed in threvised taxonomy as factual, conceptual, proceduraland meta-cognitive.

Changes in emphasis:

The revised taxonomy is a more authentic tool for curriculum planning, instructiondeliveryand assessment.

The revised taxonomy is more universal and easily applicable at elementary, secondaand higherlevels.

The revision emphasizes explanation and description of sub-categories. The sub-category remembering level of taxonomy includes recognizing and recalling. Recognizing Identifying involves locating knowledge in memory that is relevant in the context

presented material. Recalling / Retrieving / Naming involves bringing relevaknowledge from long-term memory.

2.3.1.8 Knowledge Dimension

Taxonomy Table

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2.3.1.9 Classifying objectives with the Revised Taxonomy Table

Educational Objective:The student will learn to apply the reduce-reuse-recycle approach to conservation.

Noun - The reduce-reuse-recycle approach to conversion.Verb - Implement

Knowledge Dimension:

1. Factual knowledge2. Conceptual knowledge

3. Procedural knowledge (the reduce-reuse-recycle approach to conservation)4. Metacognitive knowledge

Cognitive Process Dimension:

1. Remember2. Understand3. Apply (implement)4. Analyze5. Evaluate6. Create

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Major Types and Subtypes Examples

FACTUAL KNOWLEDGE The basic elements students must know be acquainted with a discipline or solvproblems in it

Knowledge of terminology

Knowledge of specific details and elements

Technical vocabulary, musical symbols

Major natural resources, reliable sources information

CONCEPTUAL KNOWLEDGE The interrelationships among the baselements within a larger structure thenable them to function together

Knowledge of classifications and categories

Knowledge of principles and generalizations

Knowledge of theories, models andstructures

Periods of geological time, forms of busineownership

Pythagorean theorem, law of supply andemand

Theory of evolution, structure of Congress

PROCEDURAL KNOWLEDGE How to do something, methods of inquiand criteria for using skills, algorithmtechniques and methods

Knowledge of subject-specific skills andalgorithms

Knowledge of subject-specific techniquesand methods

Knowledge of criteria for determining whento use appropriate procedures

Skills used in painting with watercolorwhole-number division algorithm

Interviewing techniques, scientific method

Criteria used to determine when to apply procedure involving Newtons second lawcriteria used to judge the feasibility of usina particular method to estimate businecosts

METACOGNITIVE KNOWLEDGE Knowledge of cognition in general as well awareness and knowledge of ones owcognition

Strategic knowledge

Knowledge about cognitive tasks, includingappropriate contextual and conditionalknowledge

Self-knowledge

Knowledge of outlining as a means capturing the structure of a unit of subjematter in a textbook, knowledge of the u

of heuristics

Knowledge of the types of tests particulteachers administer, knowledge of thcognitive demands of different tasks

Knowledge that critiquing essays is personal strength, whereas writing essays a personal weakness, awareness of oneown knowledge level

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2.3.2 Self Test

1. Taxonomy is a framework for classification.o Trueo False

(Answer:True)

2. Factual ___ is the example of basic elements student must know to be acquainted with discipline on solve problems in it.

(Answer:Knowledge)

3. Two components of evaluation is checking and critiquing.o Trueo False

(Answer:True)

4. Revised Bloom's Taxonomy was published in 2001 by ________o Benjamin Bloomo Krathwohlo R.H.Daveo Lorin Anderson

(Answer:Lorin Anderson)


Revised Blooms taxonomy

(A) Knowledge - (1) Understanding

(B) Comprehension - (2) Creating

(C) Application - (3) Remembering

(D) Analysis - (4) Evaluating

(E) Synthesis - (5) Applying

- (6) Analysing

[Answer: (A) (3) (B) (1) (C) - (5) (D) - (6) (E) - (2) (F) - (4)]

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3.0 Development of Instructional Objectives

3.1 General objectives and Specific objectives

3.1.1 Instructional objectives

Instructional Objectives is one of the most important components of the teaching learninprocess. Instructional objectives form the basis for the choice of the following:

Instructional Planning

Instructional Methods Instructional Resources (Materials and Media) Evaluation Procedure.

Objectives DefinedThe teacher is required to pre plan the activities that are required to be carried out in threal classroom. For this the teacher is required to know the following:

What is to be done?How it is to be done?What extent it is to be done?

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Instructional objectives are statements that specify what learners will be able to do at thend of instruction. They are referred to as learning outcomes.

Objectives are also called Terminal behaviours. It specifies what students will be able to dat the end of instruction Well-defined objectives are concise and precise.

3.1.2 Reasons for stating objectives

Instructional objectives form a basis to accessthe learners and the teaching learning process byproviding information to the following persons.

Give direction to teachersin the selectionof methods and instructional resources.

Inform studentswhy any content is to belearnt.

Provides scope for the Question paper

setter.

3.1.3 General and Specific objectives

Two types of objectives:

1. General Objective2. Specific Objective

3.1.4 Definition of General Objectives

These are very general statements, which describe in implicit terms the overall aims of th

total educational process.

General Objectives are summaries of the learning outcomes of teaching - learning proceand express the "generalized" behaviour expected to the student. General Objectives aused by curriculum planners to indicate very broadly what the programme intends achieve.

General Objectives are not explicit. It is stated in broad terms to encompass a class domain of student performance. It is the job of the teacher to convert these GenerEducational Objectivesinto Specific Instructional Objectives, which will be more meaningfto him / her and help him / her to plan the teaching - learning strategy.

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Examples of General Objectives:

On completion of the study the student will be able:

1) To understandthe data types in Pascal language.2) To comprehendthe applications of functions in C language.3) To understandthe concept of Object Oriented Programming.4) To apply the 8085 micro processor Instruction Set for writing machine lev

programmes.5) To understandthe working of Data Link Layer in OSI Network model.

3.1.5 Functions of General Objectives

General Objectives serve the following important functions,

1. Describe the expected terminal behaviour of the learner in broad terms.Example :to understand, to apply, to analyze, to perform, to use.

2. Describe learners terminal attitudes

Example :to appreciate, to value, to volunteer

3. Form a starting point for writing the Specific Objectives. This is a General Objectivecan be broken down readily into many Specific Objectives.

3.1.6 Definition of Specific Objectives

Statement expressed in behavioural terms that identify the end product of instruction terms of observable and measurableperformance of students are specific objectives.

Examples of Specific Objectives:


1) To converta given binary number into its equivalent decimal number.2) To write a machine level programming language to add two 8-bit numbers usin

8085 microprocessor instruction set.3) To drawthe diagram of register set for an 8085 microprocessor.4) To namethe two protocols that are used for Internet Communication.5) To listany four browsers that is used in Internet communication.6) To definesystem software.

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3.1.7 Functions of Specific Objectives

Specific Objectives serve the following important functions,

1. Breakdown General Objectives into groups of shorter statements, which describrecognizable student behaviour (an action or a performance) either at the conclusion teaching or at the end of discrete parts of teaching.

2. Furnish clearly the intended learning outcomes, or end products, of teaching, i.knowledge, skills and attitudes.

3. Provide a blueprint for the teacher upon which he/she can select appropriainstructional methods and instructional resources (materials and media).

4. Provide the scope for the teacher to deal with over student behaviour, or performancwhich is measurable, so allowing the teacher to assess the students, gauge theprogress accurately and evaluate the success of teaching.

5. Give the students an idea of what is to be accomplished and the level of accomplishmerequired to complete learning successfully.

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3.2 Procedure for writing objectives

3.2.1 Procedure for writing General objectives

Step 1:Try to begin each General Objective with a Verb (e.g. Appreciate, Know,Understand etc., You can preface your list of General Objectives with a statementsuch as, "On the completion of the study, the student will be able to

....................".

Step 2:State each objective as learner behaviour or learner performance (not teacherintention or performance).

Step 3:State each objective as learning outcome, or a learning product rather than interms of the teaching process.

Step 4:State each objective so that it broadly identifies expected or desired Terminal

Behaviour.

Step 5:State each objective at a level of General learning outcomes later to be furtherbroken down into specific student behaviour.

Step 6:State as many objectives as are necessary to cover all the content/units prescribein the curriculum of the course.

3.2.2 Procedure for writing Specific objectives

Step 1:Consider each General Objective separately, for which you have to derive theSpecific Objectives.

Step 2:List below the General Objective, the Specific Objectives which break down theGeneral objective into detailed learning outcomes. Each Specific Objectivedescribes the terminal performance - the final behaviour which students are todemonstrate when they have achieved the objective.

Step 3:Begin each Specific Objective with a verb specifies student performance, orbehaviour, that is an action which is usually measurable and certainly observable

Step 4:Make sure that each Specific Objective is relevant to the General Objective fromwhich it is derived.

Step 5:Refine the original General Objective(s) if necessary, having defined the Specific

Objectives.

Step 6:Check your Specific Objectives to ensure that duplication has been avoided.

Step 7:Sequence your Specific Objectives.

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Application

Analysis

Synthesis

Evaluation

Catalogue Chart Compute Consolidate

Demonstrate Develop Employ Extend

Extrapolate Generalize Illustrate Infer

Interpolate Interpret Manipulate Modify

Order Predict Prepare Produce

Relate Sketch Submit Tabulate

Transcribe Use Utilize

Breakdown Calculate Categorize Certify

Compare Contrast Correlate Criticize

Deduce Defend Detect Diagram

Differentiate Discriminate Distinguish Examine

Infer Inspect Question Reason

Separate Solve Survey Test

Uncover Verify

Arrange Assemble Build Combine

Compile Compose Conceive Construct

Create Design Devise Discover

Draft Formulate Generate Integrate

Make Manage Organize Plan

Predict Prepare Propose Reorder

Reorganize Set up Structure

Appraise Approve Assess Choose

Conclude Confirm Criticize Critique

Diagnose Judge Justify Prioritize

Prove Rank Rate Recommend

Research Resolve Revise Rule on

Select Support

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Affective Domain:

Receiving

Responding

Valuing

Accept Acknowledge

Attend (to) Follow

Listen Meet

Observe Receive

Agree Allow Answer Ask

Assist Attempt Choose Communicate

Comply Conform Cooperate DemonstrateDescribe Discuss Display Exhibit

Follow Give Help Identify

Locate Notify Obey Offer

Participate Practice Present Read

Relay Reply Report Respond

Select Try

Adopt Aid Care Complete

Compliment Contribute Delay Encourage

Endorse Enforce Evaluate Expedite

Foster Guide Initiate Interact

Join Justify Maintain Monitor

Praise Preserve Propose Query

React Respect Seek Share

Study Subscribe Suggest Support

Thank Upload

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Organizing

Characterization

Psychomotor Domain:

Anticipate Collaborate Confer Consider

Consult Coordinate Design Direct

Establish FacilitateFollowthrough

Investigate

Judge Lead Manage Modify

Organize Oversee Plan Qualify

Recommend Revise Simplify Specify

Submit Synthesize Test Vary

Weigh

Act Administer Advance Advocate

Aid Challenge Change Commit

Counsel Criticize Debate Defend

Disagree Dispute Empathize Endeavor

Enhance Excuse Forgive Influence

Motivate Negotiate Object Persevere

Persist Praise Profess Promote

Promulgate Question Reject Resolve

Seek Serve Strive Solve

Tolerate Volunteer

Absorb Add Adsorb Adjust Aliquot Apply Aspirate

Assemble Balance Blind Blend Build Calculate Calibrate

Centrifuge Change Choose Classify Clean Collate Collect

Combine Confirm Connect Construct Control Cool Correct

Count Create Crush Cut Decant Demonstrate Describe

Design Dialyze Differentiate Dilute Discard Dismantle Dispens

Dispose Dissect Dissolve Drain Draw Dry Elute

Employ Estimate Evacuate Examine Expel Fasten Fill

Filter Fractionate Frame Freeze Grade Grasp Grind

Group Guide Handle Heat Hemolyze Identify Illustrate

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Incubate Inject Input Insert Invert Investigate Isolate

Label Locate Localize Lyse Maintain Make Maneuve

Manipulate Mark Macerate Measure Mix Moisten Mount

Observe Obtain Open Operate Pack Palpate Participa

Perform Pick Pipet Place Plate Plot Position

Pour Prepare Press Process Produce Program Pull

Puncture Push Read Record Release Remove Replace

Resuspend Retest Rinse Roll Rotate Save Scan

Score Screen Seal Select Sensitize Separate Set

Set Server Shake Sharpen Ship Siphon Spin

Spread Squeeze Stain Standardize Start Stick Stir

Stop Stopper Store Suspend Take Test Thaw

Thread Tilt Time Tip Titrate Trim Touch

Transfer Troubleshoot Turn Type Use Utilize View

Warm Wash Watch Weigh Withdraw Wipe Wrap

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3.2.4 Rules for writing objectives

Gronlund has specified five rules for stating Specific Objectives. These rules are illustratein this section:

Rule 1:Instructional Objectives should be stated in terms of student's performance and nteacher's performance.

The Objective should specify what the student will be able to do at the end of thelesson and not what the teacher had intended to do.

Non-example:To teach Java Remote Method Invocation.

Example:The student will be able to distinguish between "Remote Method Invocation" and "RemoProcedure Calls".

Rule 2:The mere description of subject matter should be avoided.

An Objective should specify both the kind of behaviour expected and the subject ocontext to which that behaviour applies.

Non-example:Multithreading technique.

Example:The student will be able to write a Java program to show Indian Standard time using Indiathread by applying multithreading technique.

Rule 3:Use action verbs.

Use verbs that refer to any observable activity displayed by a learner.

Non-example:The student will be able to know the network hardware.

Example:The student will be able to state the functions of the four types of connectivity hardware.

Rule 4:State in terms of learning outcomes instead of the learning process.

Describe in detail the final outcome of learning (End product) and not the processof learning itself.

Non-example:The student gains knowledge of compiler.

Example:The student will be able to draw the structure of five phases of a compiler.

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Rule 5:An Objective should not consist of more than one learning outcome.

Non-example:The student will be able to explain the need for networking and list the types of networking

Example:The student will be able:1. To explain the need for networks.

2. To list the two types of networking.

3.2.5 Examples for General objectives


1. To understandthe concept of data flow diagram.2. To comprehendthe use of a scanner.3. To understandJava programming environment.4. To knowthe basic concepts of a computer.5. To applythe concept of multithreading technique.

6. To understandthe operational concepts of a stack.7. To understandthe working of a compiler.8. To differentiateamong different control statements in C language.9. To comprehendthe applications of procedures in C language.

3.2.6 Examples for Specific objectives


1. To listthe six levels of a data flow diagram used in an application system.2. To drawa system flow chart for a given application system.

3. To scana given picture and transfer it to the appropriate module of application.4. To distinguishbetween Java Servelet and Applet5. To listthe two types of memory used in computer.6. To writea Java program to show IST using Indian thread by applying multithreadin

technique.7. To defineStack.8. To listthe five phases of a compiler.9. To writedown the nested if statement with an example.10.To definevariant record in Pascal programming language.

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3.2.7 Self Test

1. To know the use of a light pen is an example for ____ objective.

(Answer:General)

2. To distinguish between Java Servlet and Applet is an example for General objective.

o Trueo False

(Answer:Fals

3. Sample of specific objectives break down the general objective into detailed learning______.

(Answer:outcome

4. Use verbs that refer to any _____ activity displayed by a learner.

(Answer:observabl

5. A specific objective should not consist of more than one learning outcome.

o Trueo False

(Answer:True

6. Specific objectives always start with an action verb.

o Trueo False

(Answer:Tru

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3.3 Methods of stating objectives

3.3.1 Magers Method and Gronlunds Method

There are two methods of stating objectives they are

(1) Gronlund's method and

(2) Mager's method

both of which describe in precise terms what the student will be able to do in observaband measurable terms on completion of the particular topic.

From experience, it is found that Gronlund's approach suggested by Norman Gronlund more useful for theory (Cognitive) instruction and Mager's approach suggested by RobeMager for predominantly Psychomotor skill development.

3.3.2 Three criteria to be followed for stating Specific objective usingMagers method

In this method, the list of specific behaviours which the students are to be exhibit at thend of the instruction is prepared.

Mager has specified three criteria, which every Specific Objective must satisfy :

I) Specific terminal performance of the studentII) Conditions under which the performance is expected to occur.

III) Standards of minimum acceptable performance.

3.3.3 Diagrammatic representation of Magers method

MAGER'S MODEL

TEACHING AND TESTINGAT THE MINIMUM LEVEL

This model is used inTEACHING AT THE TRAININGLEVEL.

3.3.4 Explanation about how to state Objectives using Gronlund's method

In this method, the General Objectives are first stated. Then each General Objective clarified by listing a sample of the Specific behaviours, which are accepted as evidence attainment of the general objective.

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3.3.5 Diagrammatic representation of Gronlunds method

GRONLUND'S MODEL

TEACHING AND TESTINGAT THE DEVELOPMENTLEVEL

The objectives are notoverly restrictive.

3.3.6 Comparison of Magers and Gronlunds methods

The following table provides a comparison between the two methods:

Gronlund's method has a greater acceptance and usage. This is because the objectivewritten as per this method provide direction to the teacher and the student without beintoo restrictive, with regard to teaching and evaluation.

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Comparison Table

MethodNo. of

Specificobjectives

Scope ofenlargingspecific

objectives

Natureof

teaching

Natureof

learning

Type ofrelationship

betweenobjective &

testing

Remar

Magersmethod N1 say Nil Directedto listedspecificobjectives

Recall One to One Useful fteachingsimpleskills

Gronlundsmethod

N1 say (asampleonly)

Possible Directedtowardsthe G.O.

Higherlevel asstated inthe G.O.

Multiple andcovers asample ofbehaviour

Caters thigherlevellearning

3.3.7 Guidelines for writing objectives for theory course

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The guidelines given by Gronlund for writing General and Specific Objectives has beepresented.

Examplesof objectives written as per Gronlund's method are given.Review them and then practice writing objectives for theory courses as per Gronlundmethod.

3.3.8 Guidelines for writing objectives for practical course

The guidelines provided by Mager for writingspecific objectiveshave been presented.

Examples of objectives written as per Mager's method are given. Review them and the

practice writing specific objective for practical courses as per Mager's method.

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3.3.9 Examples of objectives stated using Magers method

Given the file name the student should be able to create a new folder, locate and open thgiven file and transfer it to the newly created folder in windows operating systeenvironmentwithin five minutes correctly.

- Terminal Performance- Condition- Standards

1. The student will be able to trouble shoot a HP Laser Jet 6MP printer and make ready for print operationwithin 10 minuteswhen paper jam occurs.

2. The student will be able to locate the fault in the given circuits of Philips 123amplifier and P231 amplifier with one defect using multimeter and CRO within minutes.

3. The student will be able to perform the Unit testingon the given payroll programmusing the Rational Rose testing toolwithin 15 minutes.

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3.3.10 Examples of objectives stated using Gronlunds method

On completion of the unit the students will be able to

GENERAL OBJECTIVE:

1.0Comprehend the Principle, Construction and Performance of a D.C. Generator.


1.1 Explain with a diagram the working of a simple loop generator.1.2 Explain with a diagram working principle of a D.C. Generator.1.3 Explain the construction of a D.C. machine with suitable diagrams.1.4 Classify D.C. Generators based on excitation with suitable diagrams.1.5 State the relation between current and voltages in a D.C. Generator.1.6 Derive the emf equation of a D.C. Generator.1.7 Explain with suitable diagrams simple Lap and Wave winding.1.8 List the causes and remedies of non-building up of emf in a self excited D.C.

Generator.

1.9 Define the terms: Critical field resistance and critical speed.1.10 Explain with suitable diagram, armature reaction in D.C. Generators.1.11 State the methods of minimizing armature reaction effects.1.12 Define commutation in a D.C. machine.1.13 Draw the power flow diagram of a D.C. Generator.1.14 Solve numerical problems on efficiency of D.C. Generators.1.15 List the applications of D.C. Generators.


GENERAL OBJECTIVE:

2.0Comprehend the Principle, Construction, Performance and Speed Control of a D.Motors.


2.1 Explain with a diagram the working of D.C. motors. Explain with a diagram workingprinciple of a D.C. Generator.

2.2 Explain with illustration the significance of back emf.2.3 Derive motor speed equation from back emf equation.2.4 Derive the torque equation of a D.C. motor.2.5 Solve numerical problems related to back emf, speed and torque.

2.6 Sketch the characteristics of D.C. shunt, series and compound motors.2.7 List at least three applications of D.C. motors.2.8 Explain with suitable diagrams the speed control methods of a D.C. shunt motor.2.9 Explain with suitable diagrams the speed control methods of a D.C. series motor.2.10 State the necessity of a starter for a D.C. motor.2.11 Describe with sketches the working of

(a) 3 - Point starter(b) 4 - Point starter(c) Series motor starter

2.12 State the conditions for maximum efficiency of a D.C. motor.2.13 Solve numerical problems related to maximum efficiency of a D.C. motor.

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GENERAL OBJECTIVE:

3.0 Understand the construction and working of different electrical measuring instruments


3.1 Distinguish between absolute and secondary instruments.3.2 Explain with examples the working of

(a) Indicating instruments(b) Integrating instruments(c) Recording instruments

3.3 State the purpose and methods of obtaining deflecting, controlling and dampingtorques on indicating instruments.

3.4 Describe with suitable diagrams(a) Moving coil permanent magnet ammeters and voltmeters(b)Moving iron ammeters and voltmeters (attraction and repulsion type)(c) Tong testers

(d)Dynamometer type Walt meters3.5 Describe with suitable diagrams the methods of extending the range of ammetersand voltmeter with the help of shunts and multipliers.

3.6 Solve numerical problems related to shunts and multipliers used for extending therange of instruments.

3.7 State the need for instrument transformers, CT and PT.3.8 List any three applications of CT and PT.3.9 State the precautions in using CTs.3.10 Explain with circuit diagram the method of measuring power in conjunction with

instrument transformers in(a) Single phase circuit(b)3 - phase 3 wire system

(c) 3 - phase 4 wire system3.11 Explain with suitable diagram the construction and working of induction type

(a) Single phase energy meter(b) 3 phase 2 element energy meter

3.12 Explain with suitable diagram the construction and working of Merz-Price MaximumDemand Indicator.

3.13 Explain with suitable diagram the general principle of working of Trivector-meter.3.14 Explain with diagram the construction and working of

(a) Single phase dynamometer type power factor meter(b) Weston (M1) frequency meter(c) Weston synchroscope

3.15 Use megger for the measurement of installation resistance.3.16 Use earth megger for the measurement of earth resistance.

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GENERAL OBJECTIVE:

4.0 Understand the working of different types of electronic instruments.


4.1 List the different types of electronic voltmeters.4.2 Explain with suitable diagram the construction and working of electronic voltmeter.4.3 Explain the working of basic FET input voltmeter with necessary DC/AC circuit.4.4 Explain with a diagram the working of differential voltmeter.


GENERAL OBJECTIVE:

5.0 Comprehend the measurement of R, L and C using various bridges.


5.1 Draw the circuit arrangement used in AC bridges.5.2 Derive the condition for balancing a bridge5.3 Draw the circuits of

(a) Wheatstone bridge

(b)Anderson bridge(c) Schering bridge

5.4 Measure the value of unknown elements (R, L & C) using the above bridges followinthe procedure.


GENERAL OBJECTIVE:

6.0 Understand the working principle and operation of AF and RF signal generators.


6.1 Draw the block diagram of AF oscillator (Sine & Square).6.2 State the functions of each block in the above block diagram.6.3 List the controls available in an AF oscillator.6.4 State the specification of an AF oscillator.6.5 Distinguish between AFO and AM standard signal generator.6.6 Draw the block diagram of AM standard signal generator and explain the function of

each block.6.7 Explain with reason the importance of shielding.6.8 List the controls available in an AM standard signal generator.6.9 State the specifications of AM standard signal generator.6.10 Describe with the help of block diagram the working of an AM/FM SSG.

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GENERAL OBJECTIVE:

7.0 Understand the working of instruments like transistor tester, distortion factor metecurve tracer, Digital IC Tester and Logic Analyser.


7.1 Draw the circuit and explain the working of a Transistor Tester.7.2 Explain the working of a Distortion factor meter with block diagram.7.3 List the controls available on a curve tracer.7.4 Explain with a block diagram the working of a Digital IC tester.7.5 Explain the working of a Logic Analyser with a block diagram.


GENERAL OBJECTIVE:

8.0 Understand the working of transducers.


8.1 Define a transducer.8.2 State the function of a transducer.

8.3 Differentiate between primary and secondary transducers.8.4 Explain with examples active and passive transducers.8.5 Define an Electrical transducer.8.6 Distinguish between analog and digital transducers.8.7 Explain with illustration the phenomenon of Hall Effect.8.8 List any two applications of Hall Effect.

8.9 List the types of Resistance Transducers.8.10 Explain with suitable diagrams the following transducer

(a) Potentiometer type Transducer(b)Resistance Transducer

8.11 Define inductive Transducer.8.12 Describe with a sketch, use of LVDT to find displacement.8.13 Describe with an application a capacitive transducer.8.14 Describe with suitable diagram a sound transducer.8.15 Explain with a diagram the principle of operation of a carbon microphone.8.16 Describe with a diagram the method of measurement of temperature.8.17 Describe with a diagram the method of measuring speed using Tacho generators.

8.18 Describe with suitable diagram the method of measuring speed by(a) Non-contact method(b) Magnetic pickup

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Introduction to Computer Networks

GENERAL OBJECTIVE:

1.0 To understand the concepts of different types of Networks.


1.1 To categorize the networks based on Transmission Technology (C)1.2 To categorize the networks based on size (C)1.3 To distinguish between various network topologies (C)

(i) Bus (ii) Ring (iii) Star (iv) Tree

Thermal Engineering - Steam Turbine Classifications

GENERAL OBJECTIVE:

2.0 To understand the concepts of Reaction Turbine.


2.1 To define Reaction Turbine. (K)2.2 To explain the working principle of Reaction Turbine. (C)2.3 To draw the schematic diagram of Reaction Turbine and label the parts. (C)2.4 To define the concept of Degree of Reaction (K)

2.5 To derive an expression for Degree of Reaction. (C)2.6 To compare the advantage of Reaction Turbine over Impulse Turbine. (C)

Digital Electronics - Number Systems and Codes

GENERAL OBJECTIVE:

1.0 To understand various types of Number Systems


1.1 To list the four different Number Systems. (K)1.2 To list the need for different number System. (K)1.3 To convert a given decimal into a binary number. (C)

GENERAL OBJECTIVE:

2.0 To understand various types of Codes


2.1 To list five different codes. (K)2.2 To convert from one code to another. (C)2.3 To list at least one application of each code. (K)2.4 To differentiate between weighted and unweighted codes. (C)

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Digital Electronics - Flip Flops

GENERAL OBJECTIVE:

1.0 To understand the concept of flip flops and its types.


1.1 To list the different types of flip flops. (K)1.2 To draw the Truth Table and logic diagram of JK flip flops. (C)1.3 To explain how this flip flop works. (C)1.4 To compare the operation of different flip flops. (C)

GENERAL OBJECTIVE:

2.0 To understand the concept of digital counters


2.1 To distinguish between synchronous and a synchronous counters. (C)2.2 To define modulus of a counter. (K)2.3 To illustrate the operation of a 3 bit-up counters. (C)2.4 To draw the Timing diagram of a 2 bit-up counter. (C)2.5 To list any three applications of counters. (K)

Solid State Electronics - Semiconductor Devices

GENERAL OBJECTIVE:

1.0 To understand the working of P-N junction


1.1 To define Semiconductors. (K)1.2 To explain the action of charge carries in Semiconductors. (C)1.3 To explain how doping leads to the formation do P-N junction. (C)1.4 To describe with a diagram the formation of barrier potential. (C)1.5 To list any four applications of diodes. (K)

GENERAL OBJECTIVE:

2.0 To understand the working to B.J.T


2.1 To explain how the amplifying action takes place in a Transistor. (C)2.2 To compare various biasing schemes of Transistors. (C)2.3 To compare the three different transistor configurations. (C)2.4 To plot the transistor characteristics. (C)2.5 To list any three applications of transistors. (C)

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Thermodynamics - Thermodynamics Systems

GENERAL OBJECTIVE:

1.0 To understand thermodynamic system


1.1 To define a thermodynamic system. (K)1.2 To list the 3 different thermodynamic system. (K)1.3 To identify different thermodynamic system in practical applications. (C)

GENERAL OBJECTIVE:

2.0 To understand the properties of a thermodynamic system


2.1 To define property of a system (K)2.2 To classify properties of system based on . (K)2.3 To determine a particular? property if others are ? given (C)

Optoelectronics - Light sources for optical Fiber communication

GENERAL OBJECTIVE:

1.0 To understand the different types of light sources used in OFC.


1.1 To identify the requirements of LED's and LASER.(K)

1.2 To state the principle of operation of LED (K)1.3 To explain with a diagram the constructional details of LED (C)1.4 To list the application constraints of LED.(K)1.5 To state principle of operation of Semiconductors Laser1.6 To explain with a diagram constructional details of VCSEL (C)1.7 To list the application constraints of Laser (C)

GENERAL OBJECTIVE:

2.0 To understand the application of LEDs & Lasers in of communication.


2.1 To identify methods to modulate light from LED's (K)2.2 To identify methods to modulate Semiconductor Lasers (C)2.3 To identify light coupling methods to fiber (C)2.4 To List the device handling precautions. (K)

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Input-output Interface

GENERAL OBJECTIVE:

1.0 To understand the concept of designing an Input-output Interface.(C)


1.1 To explain how the microprocessor based system works. (C)1.2 To define the term Interface unit.(K)1.3 To describe the purpose of the Interface unit. (C)

Example 1

GENERAL OBJECTIVE:

1.0 To understand the working of medium access sub-layer in OSI network model.


1.1 To list the protocols that are used in medium access sub-layer with respect tochannel allocation.

1.2 To define collision with respect to channel allocation in medium access sub-layer.1.3 To calculate frame time T, for a given frame length and bit rate of a channel.

Example 2

GENERAL OBJECTIVE:

2.0 To understand the concept of Oracle database.


2.1 To list the three divisions of structured query language.2.2 To create queries using select command in structure query language.2.3 To define normalization.2.4 To distinguish between drop and delete command with examples.

Example 3

GENERAL OBJECTIVE:

3.0 To understand the operational aspects of stack.


3.1 To define stack.3.2 To list the two operations of a stack.3.3 To draw the diagram of a stack.3.4 To state any two applications of stack.

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3.3.11 Demonstration to facilitate writing of objectives

DIPLOMA SYLLABUS

Computer Engineering Andhra Pradesh

Unit - 1 INTRODUCTION TO OPERATING SYSTEMIntroduction history of operating system operating system concepts- operating systemstructure- overview of operating system functions.

Unit - 2 PROCESSOR MANAGEMENTIntroduction to processor job programs job scheduling process scheduling proces

synchronization process communications deadlocks.

Unit - 3 STORAGE MANAGEMENTMemory management paging swapping virtual and cache memory page replacemealgorithms- paging system.

Unit - 4 SECONDARY STORAGE MANAGEMENTDisk structure free space management allocation methods scheduling methods hierarchy.

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Unit - 5 FILE SYSTEMSIntroduction to file systems file system design file servers security protectionmechanism.

Unit - 6 LANGUAGE PROCESSORAssembler, macro, compilers, loaders

REFERENCE BOOKS

1. Operating systems Peter son2. Operating systems Dietel and Dietel3. System programming - JJ Donovan4. Introduction to system software Dhamdhere5. Operating Systems - Madnic and Donovan

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Unit I - Introduction to Operating System

Introduction1.1 State the need for OS1.2 Define OS1.3 List the various OS

History of Operating System 1.4 State the history of OS

OS Concepts1.5 Explain the following concept of OS

(i) Multiprogramming(ii) Time sharing

OS Structure1.8 List the OS components1.9 Distinguish between single user and multi-user OS structure

Overview of OS Functions1.10 Explain the operating system services1.6 Explain distributed system with examples1.7 Explain Real time system with examples

Unit II - Processor Management

Introduction to Processor

2.1 Define Process2.2 Explain(a) Sequential Process(b) Process state diagram(c) Process control block2.3 Explain the need for processormanagement

Job Programs

2.4 Explain the relation between the processo

2.5 List the steps involved in process creationand process termination2.6 Define a thread

Job Scheduling Process Scheduling

2.7 Explain the scheduling concepts2.8 Describe the importance of schedulingQueues and Schedulers2.9 Explain the process of CPU scheduling2.10 List the scheduling algorithm

Process synchronization 2.11 Explain the significance of Semaphores

Process communication2.12 Describe the importance of inter processcommunication

Deadlocks

2.13 Define a deadlock2.14 State the necessary condition for around odeadlock2.15 List the techniques of deadlock prevention2.16 Explain the ways of avoiding /preventingdeadlock2.17 Explain the ways of recovering fromdeadlock

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Unit III - Storage Management

Memory Management

3.1 State the need for memorymanagement3.2 Explain the process of

(i) address binding(ii) dynamic loading

(iii) dynamic linking(iv) overlays

Paging swapping

3.3 Distinguish between paging andswapping3.4 Explain the need for partitioningallocation3.5 Distinguish between the singlepartition allocation and multiple partitionallocation3.6 Explain the importance ofsegmentation

Virtual cache memory3.7 State the significance of virtual

memory techniques

Page replacement algorithm3.8 Explain the purpose of pagereplacement algorithm

Paging system3.9 Explain the need for demand paging3.10 State the significance of thrashingconcept

Unit IV - Secondary Storage Management

Disk structure 4.1 Explain the organization of disk structur

Free space management4.2 Explain the need for free spacemanagement

Allocation methods 4.3 List the allocation methods of disk spac

Scheduling methods 4.4 Name the scheduling methods of diskspace

Hierarchy4.5 State the significance of storagehierarchy

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Unit V - File Systems

Introduction to File system

5.1 State the need for File system5.2 Define File management5.3 List the file operation5.4 Explain the process of file operation

File system design

5.5 Explain the layout of directory structure

organization

File servers5.6 Describe the different access methods oa file system

Security Protection mechanism5.7 State the concept of file protection5.8 Explain the security requirement for filesystem

Unit VI - Language Processor

Assembler

6.1 List the components of programmingsystem6.2 Describe the function of an assembler6.3 Distinguish between assembler and croassembler6.4 Explain the steps in designing assemble

Macro6.5 State the function of Macro processor6.6 Explain the working of a Macro6.7 List the advantages of Macro

Compilers6.9 Distinguish between compiler andInterpreter

6.8 List the phases of a Compiler

Loaders6.10 Define Loader6.11 Explain the function of loader schemes

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3.3.12 Assignment for writing objectives Lower order abilities

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3.3.13 Assignment for writing objectives Middle order abilities

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3.3.14 Assignment for writing objectives Higher order abilities

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3.3.15 Self Test

1. Mager's model is used in Teaching at the _____ level.

(Answer:Training)

2. The approach for stating objectives which is more useful for theory instruction issuggested by ________.

o Benjamin Bloomo Krathwohlo R.H.Dave

o Norman Gronlund(Answer:Norman Gronlund)

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4.0 Instructional Planning

4.1 Basic Teaching Model

4.1.1 Introduction to Planning

Whether you plan a trip, a college social function or a lesson, planning is generally airksome task. While planning we are forced to review past experiences and are made anticipate the future thus involving time and thought to achieve desired measure of succes

Definition of "Planning for Instruction"

In simple terms planning for instruction is "predetermining the sequence of the teacher anstudent activities in a course for effective learning".

In other words, it is the careful thinking and meticulous preparation of the teacher whiprecedes instruction.

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4.1.2 Need for Planning

The following are the reasons that necessitate planning for teaching:

1. To ensure the right allocation of teaching time to each topic and to avoid running oof material.

2. To prevent unnecessary overlapping of courses, lessons and repetitions finformation.

3. To teach the topics in a logical sequence.4. To select the suitable instructional methods and instructional resources (materia

and media) for the students of a particular class.5. To budget for the instructional resources (materials and media) required and

procure/prepare them.6. To revise the instructional resources (materials and media) in the light of th

feedback obtained during the previous year/course.7. To provide a variety of activities (learning experiences for the students).8. To enhance teacher's self confidence in his/her ability to teach in an interesting an

effective way by designing a number of tactical alternatives.

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4.1.3 Basic Teaching Model

Teaching Models are used to represent how various teaching and learning conditions areinterrelated. Glaser. R (1962) has developed a teaching model which is called as BasicTeaching Model (De Cecco, J.P & Crawford, W.R 1977).

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4.1.4 Components of Basic Teaching Model

Robert Glaser(1962) has developed a very simple and highly useful teaching model calledBASIC TEACHING MODEL.

Instructional Objectives:Instructional objectives are those the students are expected to attain upon the completioof a segment of instruction.

Entering Behaviour:Entering Behaviour describes the students level before instruction begins. It refers to whhe/she has previously learned, his/her intellectual ability and development, his/h

motivational state and certain social and cultural determinants of his/her learning ability.

Instructional Procedures:This describes the teaching process; most decisions a teacher makes are on thesprocedures. Proper management of this component results in those changes in studebehaviour, which we call learning or achievement. Procedures must vary with instructionobjectives.

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4.1.5 Characteristics of Good Planning

Good planning can prevent embarrassing classroom experience such as presenting lesson ten minutes that the teacher had planned to make in thirty minutes. It can prevent thteacher realising in the middle of a demonstration that he is missing a tool or instructiondevice essential to the lesson. Planning can also save the teacher from the embarrassmeof discovering some trouble in the audio visual aid in the course of a lesson. In fact it better to be over prepared that to be under prepared. The following are the fivcharacteristics of good planning.

Good Planning will take into account the abilities, needs and interests of students.

Good Planning will be flexible. In the light of the experience of the teacher with hstudents in instruction the teacher should have a flexible attitude. Necessaextension, revision and reorganization of plans on the part of the teacher arequired to allow for last minute changes and emergencies.

Good planning will be such that a substitute teacher of equal ability could understanand continue using existing plan.

Good planning will outline the instructional strategy (methods and techniques) be used in the teaching-learning situation.

Good planning will constantly show an awareness of stated objectives of thprogramme and have some built-in-method of evaluation.

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4.1.6 Self Test

1. Basic teaching model was proposed by ___.o Norman Gronlundo Ned Flanderso John Piageto Robert Glaser

(Answer:Robert Glaser)2. Basic Teaching model consists of _____ components.

(Answer:four)

3. Which one of the following is not a component of Basic Teaching Model?o Curriculum designo Instructional objectiveso Instructional Procedureso Performance assessment

(Answer:Curriculum design)

4. Instructional procedures vary with instructional objectives.o Trueo False (Answer:True)

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4.2 Stages of Planning

4.2.1 Stages of Planning

Planning for teaching is usually done in two stages namely,

1. Macro planning2. Micro planning

Each consists of two steps.

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4.2.2 Macro Planning

Macro planningdeals with the overall details of budgeting the time for teaching the courand that of teaching an identified unit of instruction.

1. Course Plan2. Unit Plan

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4.2.3 Course Plan

It is the overall plan for teaching thevarious units of the syllabus of a course.The main emphasis while preparing acourse plan is on the allocation of timefor teaching the various units of thesyllabus of a course.

Course plan has to be prepared first,while planning for teaching.

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4.2.4 Unit Plan

Unit plan is the second step in planning and it is very important because it provides theoverall strategy for the breadth and depth of a whole unit.

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4.2.5 Micro Planning

Micro planningdeals with the details of individual lesson or periods of instruction and thepreparation of suitable instructional resources.

1. Lesson Plan

2. Preparation of Instructional Resources

(i) Materialsa) Text Booksb) Laboratory Manuals

c) Handouts

(ii) Mediaa) Projectedb) Non Projected

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4.2.6 Instructional Strategies

The term 'Strategy' means a mix ofmethods, media, techniques, andapproaches with built-in alternatives inorder that the achievement of objectiveswould certainly happen.

Any teacher who would like to make hisinstruction effective has to consider threeimportant factors as shown in the figurebelow.

Teachers Instruction would be effective ifand only if it is well received by thelearners. Hence instruction should bedesigned by considering the abilities of thelearners.

A teacher as an individual may be highly proficient over the subject matter (content) bmay not be competent enough to adapt to the teaching / classroom situation. Only overperiod of time, by gaining experience in teaching the content, one can become relativemore competent in terms of performance.

Depending on the above two aspects and the nature of the content to be taught, thteacher is required to capsule the content either orally or visually or through a mix of thtwo in proper proportion. Thus the media of presentation play a very vital role in designinan instructional strategy.

Factors to be considered in selecting an Instructional Strategy.

The objectivesDomain and level of learningRequirements of the task

The learnersExperience/Prior knowledgeSpecial needsLevel of understanding, maturity, and ability

Constraints of the instructional situationClass size

Nature of the coursePhysical facilities/Institutional resourcesTime for instruction

Instructional Strategies

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4.2.7 Instructional Resources Development

Categories of Instructional Resources

WRITTEN MATERIAL

Workbooks Programmed Materials Reference books

Textbooks Periodicals Documents

Handbooks Pamphlets Clippings

HARDWARE

Workbooks Projectors slide / film Flannel boards

Textbooks Computers Chalkboards

Handbooks Television sets Magnetic boards

Language laboratory equipment

Radios Flip charts

Overhead Projectors

AUDIO VISUAL AIDS (SOFTWARE)

Films Slides, Slide tapes Diagrams

PowerPoint presentation Pictures, Drawings Models

Video tapes Paintings Posters

Audio Tapes Maps, Globes Specimens

Transparencies Graphs, charts Actual objects

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4.2.8 Definition of Lesson Plan

Lesson plan is the blue print of a period of instruction.

It lists the activities in which the students and the teacher will engaged in at differephases of a lesson.

It lists the resources required for presentation of the lesson.

It is a functional document, which shows how the instructional time available budgeted to the various activities of the teacher and taught.

Planning a lesson does not merely mean the preparation of the actual subject matt(content) to be taught; but this is one task within the total planning of the lesson. wh

planning a lesson the te