IT3.Taxonomy of Learning.ppt

8/11/2019 IT3.Taxonomy of Learning.ppt

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Taxonomy of Learning

Syarif Husin


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Learning Objectives

Understand the taxonomy of learningDescribe the taxonomyUtilize the taxonomy in methods oflearning


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Key Questions

What is taxonomy ?Why do we need the taxonomy inmedical education ?What are the most popular taxonomyof learning ?How are their taxonomy of learning


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What is taxonomy ?

. . .


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Why do we need thetaxonomy of learning ?

Determine the goals of learningprocessGuidance of instructional designDetermine the students achievement

Guidance of assessments andevaluations

After the training session, the learnershould have acquires new .


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What are the most popular taxonomy oflearning ?

Bloom s Taxonomy Gagne s Taxonomy


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Bloom s Taxonomy

3 Domain of educational activityCognitive (knowledge)

Mental skill Affective (attitude)

Growth in feelings/emotional area

Psychomotor (skills)Manual/physical skills


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CognitiveKnowledge and the development ofintellectual skillsRecall or recognition of specific facts,

procedural patterns, concepts6 major categories

1. Knowledge2. Comprehension3. Application4. Analysis5. Synthesis6. Evaluation


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C1: Knowledge

Recall/remember data or informationKey words:

Defines, describes, knows, recall, list,names, states

I know The ritual activity to clean the penis iscalled circumcision


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C2: Comprehension

Understand the meaning or interpretation oftopics.

States the topics with one s own words Key words:

Comprehend, explain, gives examples, interpret,review

I understand Circumcision is a surgery procedure that cuttingthe preputium to clean the smegma


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C3: ApplicationUse / apply the concept to a new situation orto solve problemsKey words:

Apply, use, adopt, demonstrate, illustrate, show

I demonstrate circumcision procedures1. Antiseptic2. Anesthetic3. Cutting preputium

Dorsum method

Circum method4. Stop bleeding5. Suture wound6. Wound toilet


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C4: Analysis

Breaking the topics in to parts:understanding the parts, analyze /distinguish between partsKey words;

Analyze, break down, compare, find therelationships, infer, select, identify

I can see the comparison I analyze steps of circumcision, Icompare both of cutting methods (dorsum-circum), and I found that circum method

more simple, faster, but higher risk.


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C5: Evaluation

Judging/asses the value of the topicsKey word:

Accept, appraise, conclude, critique, judge, evaluate, justify, summarize

I can judge / I conclude

I conclude that dorsum method isbetter for the amateur and circummethod is better for the master.


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C6: Synthesis

Ability to formulate new idea/ creating a newmeaning/ creating something new by putting

part to a whole oneCombine, create, compile, design, plan,reform, revise, produceI can create I can create a new combination of circummethod, that safer but still simple and faster


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Affective

The manner in which we deal with topicsemotionallyExpress the feelings, values, attitudes,appreciations, enthusiasms, and motivation5 major categories:

1. Receiving phenomena2. Responding phenomena3. Valuing4. Organization5. Internalizing value


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A1: Receiving Phenomena

Awareness, willingness to hear, selectedattention

Key word: Ask, follow, name, select

Examples Attendance to the lecture

Listen to others with respectListen for/ remember the name of newlyintroduced


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A2: Responding to phenomena

Active participation to part of the learners.React/ responding to the phenomena

Key word: Answer, assist, present, report, tell, writeExamples

Participate in discussionGives presentation

Ask the question Answer the question


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A3: Valuing

The worth or value a person attachesto a particular phenomena

Key word:Complete, demonstrate, join, invite, share

Examples: in debateShow ability to solve the problemPropose to improvement


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A4: Organization

Organize value into priorities by contrastingdifferent value

Resolving conflicts between themKey words:

Adhere, alter, arrange, combine, modifier,prepare, organize

Example:Prioritizes topics effectively to meet the need ofall members


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A5: Internalizing values

Characterization according valuesystem that control behaviors

Key words:Perform, practice, qualify, revise, solve

Example:

Change behavior in light of new evidenceRevised judgments, value people forwhat they are, now how they look


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PsychomotorPhysical movement, coordination, and useof the motor-skill areaRequire practiceMeasured by speed, precision, distance,procedures or techniques in execution5 Major (Dave s)

ImitationManipulationPrecision

ArticulationNaturalization


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P1: Imitation

Observing & patterning behavior aftersomeone else

Performance: May be low of qualityExample:

Copying a work art


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P2: Manipulation

Being able to perform actions byfollowing instruction and practicing

Performance: begin to follow the goalExample:

Creating work after taking lesson/ readingmanual


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P3: Precision

Refining, becoming more exactPerformance: Few error are apparentExample:

Working and reworking, so it will be justright


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P4: Articulation

Coordinating a series of action,achieving harmony and internal

consistencyPerformance: Consistence to their ownstyle

Example: Producing a video thatinvolve music, drama, sound ect.


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P5: Naturalization/Origination

Become natural, without needing to thinkmuch, and some times special

Performance:Highest level of performanceExample:

Style of Michael Jordan playing Basket BallStyle of David Beckham kicking the ballStyle of Zidane / Ronaldinho controlling the ball


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GAGNE S TAXONOMY


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5 Domains

1. Motor skills2. Attitude3. Verbal information4. Cognitive strategy5. Intellectual skills


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Motor skills

Bodily movements involving muscularactivity

Starting a car, shooting a target.Swinging racquet


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Attitude

Internal state which effects anindividual s choice of action toward

some object, personChoosing to visit art museum, writingletters with poetry words


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Verbal information

Labels and Fact:Naming / making verbal response

Vocal or written response : name, talk

Bodies of Knowledge:Recalling a large body of interconnected

factsParaphrasing the meaning of textual material/rule/ regulation


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Cognitive Strategy

Control his/her own way of thinking &learning

Engaging in self-testing to decide howmuch study in need

Answering the responded questions


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Intellectual Skills

4 Levels:1. Discrimination2. Concrete concept3. Rule using4. Problem solving


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Discrimination

Making different responses to thedifferent member

Example: distinguish colors of trafficlight


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Concrete concept

Responses in a single way to allmembers of particular class of the

topicsExample:

When hearing Indra Lesmana Music , he

knew the music is Jazz music


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Rule Using

Applying a rule to a given situationUsing antipyretic to improve the pever


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Problem Solving

Combining lower level rules to solveproblems

May involve generating new rulesProcess: trial and error until the one tosolve the problem is found


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Task:

Task

Make 4 MCQ from topic of adultlearning which consist of C1-C4Bloom s level cognitive.


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THANK YOU

IT3.Taxonomy of Learning.ppt

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