Sei sulla pagina 1di 44

Behavioral objectives in the light of Bloom

Taxonomy
Broader aims of education in Pakistan
To understand the main difference between
aims, goals and objectives
What are the behavioral objectives in the
light of bloom taxonomy
What are the broader aims of education in
Pakistan
Pakistan education system with no objectives
WHAT ARE AIMS, GOALS AND
OBJECTIVES
 Aims are
 more general than goals and objectives refer
to the end results.
 a target that you want to hit.
 Usually formulated at the national level.
 Reflect the conditions of society.
 E.g. aims might be preparing students for
democratic citizenship.
 Goals are
 Derived from educational aims which reflect
the condition of society & needs of local
community.
 the word ‘go’ in it. goals go forward in a
specific direction.
 Formulated at the school level by a group of
administrators or teachers.
 E.g. goal under our citizenship aim might be
involvement in political & social life of the
community.
 Objectives are
 the activities carried out to bring aims and goals to
function.
 specific in nature.
 Formulated to organize learning material in such a way as to
be observed & measured.
 Written at three levels, subject/grade level, unit plan level,
lesson plan level.
 Immediate outcomes of instruction, daily taught and
assessed.
 the word ‘object’ in it, something that you can hold in your
hand.
 E.g. A subject objective in citizenship for 8th grade might
be “to discuss how laws protect the rights of all people
within a society.
 Both are tools for accomplishing what you
want to achieve.
 Goals are long term and objectives are
accomplished in the short term.
 Goals are broad, objectives are narrow.
 Aims are general statements ends or
intentions of teaching. Objectives are the
individual stages that learners must achieve
on the way in order to reach these goals.
 Aims are general, objectives are specific.
 Aims are like strategy, objective are like
tactics.
 Aims are broader, highly general & achieve
in life long process.
Goals are intermediate between aims and
objectives and are less broad. Goals are the
way to satisfy aim.
Objectives are specific and are used for
achieving goals and aims.
ends influenced by Level of direction Developed by example

Aims of Condition of Nation; state Commissions Preparing


education society professional students for
associations democratic
citizenship
Goals of Aims of school Group of Involvement in
education education; administrator, the political &
teacher social life of the
community

Objectives of Goals of Subject/grade Subject To discuss how


education education professionals, laws protect the
curriculum rights of all
department people within a
society.
Unit plan/lesson Textbook prepare chart
plan authors; illustrating the
teachers functions of three
branches of govt.
 Objectives are formulated to organize
content and learning experiences in such a
way as to be observed & measured.
 Consequently many objectives are also called
behavioral objectives.
 One way of translating aims & goals into
instructional objectives is to categorize the desired
outcomes into a classification system known as
taxonomy.
 Such taxonomy
 Serve as a touchstone for specifying the meaning
of broad educational goals for the classroom.
 Help to determine classroom activities and
assessments
 Such behavioral objectives can be used at the
subject , grade and unit plan level.
 In 1956, Benjamin Bloom, a professor at the
University of Chicago, shared his famous
"Taxonomy of Educational Objectives".

 The educational taxonomy calls for the


classification of three learning domains
;cognitive, affective and psycho-motor .

 It is considered as foundational element within


education.
Bloom’s taxonomy is a system for classifying
objectives, processes, principles, questions,
assignments, and facts in a hierarchy from simple
to complex, and from concrete to abstract.

It is a means of moving students along a


continuum of cognitive (thinking) abilities from
lower order thinking skills to higher order thinking
skills.
 Bloom and his co-workers established a hierarchy of
educational objectives, which is generally referred to as
Bloom's Taxonomy

 Three "domains" of educational activities were identified.


 The Affective Domain
 growth in feelings or emotional areas (Attitude)
 The Psychomotor Domain
 manual or physical skills (Skills)
 The Cognitive Domain
 knowledge and the development of intellectual attitudes
and skills.
 There are six major categories, which are starting from the
simplest behavior to the most complex.
 knowledge; objectives at this level include knowledge of
universal principles, knowledge of specifics such as
terminologies & facts. E.g. What are the health benefits of
eating apples?
 Comprehension; objectives at this level include translation,
interpretation. E.g. Compare the health benefits of eating
apples vs. oranges.
 Application; objectives at this level are related to the use of
learned material in new situations, involves using
information, ideas, and skills to solve problems, then
selecting and applying them appropriately. E.g. Which kinds
of apples are best for baking a pie, and why?
 Analysis; this include objectives related to breaking a
whole into parts and distinguishing mean separate
material into component parts and show relationships
between parts. It also means breaking apart information
and ideas into their component parts. E.g. List four ways
of serving foods made with apples and explain which
ones have the highest health benefits. Provide
references to support your statements.
 Synthesis; this include objectives related to putting parts
together in a new form. E.g. Convert an "unhealthy"
recipe for apple pie to a "healthy" recipe by replacing
your choice of ingredients. Explain the health benefits
of using the ingredients you chose vs. the original ones.
o Evaluation; this include objectives related to
reviewing and asserting evidence, facts, and
ideas, then making appropriate statements
and judgments. E.g. Do you feel that serving
apple pie for an after school snack for
children is healthy? Why or why not?
Hierarchy of cognitive objectives

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Hierarchy of bloom taxonomy


In the 1990’s a group lead by
Loren Anderson, one of Bloom’s
students, began revising the
chart and published the
Revised Bloom’s Taxonomy
in 2001.
The new, revised levels of
Bloom’s Taxonomy are:
remembering
understanding
applying
analyzing
evaluating
creating
Original Terms

 Evaluation •Creating
 Synthesis •Evaluating
 Analysis •Analyzing
 Application •Applying
 Comprehension
•Understanding
 Knowledge
•Remembering
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
Remembering verbs
 List
 Memorize • Listen
 Relate • Group
 Show Recall or
 Locate • Choose recognition of
 Distinguish specific
 Give example • Recite information
 Reproduce • Review
 Quote
 Repeat • Quote
 Label • Record
 Recall
 • Match

Know
Group Products :
 Read • Select • Label
• Quiz
 Write • Underline • List
 Outline • Definition
• Cite • Workbook
• Fact
• Sort • Reproduction
• Worksheet
•Vocabulary
• Test
Sample Unit : Travel
How many ways can you travel from one place to another? List
Remembering and draw all the ways you know. Describe one of the vehicles
from your list, draw a diagram and label the parts. Collect
“transport” pictures from magazines- make a poster with info.
How do you get from school to home? Explain the method of
Understanding travel and draw a map. Write a play about a form of modern
transport. Explain how you felt the first time you rode a bicycle.
Make your desk into a form of transport.
Explain why some vehicles are large and others small. Write a
Applying story about the uses of both. Read a story about “The Little Red
Engine” and make up a play about it. Survey 10 other children
to see what bikes they ride. Display on a chart or graph.
Make a jigsaw puzzle of children using bikes safely. What
Analyzing problems are there with modern forms of transport and their
uses- write a report. Use a Venn Diagram to compare boats to
planes, or helicopters to bicycles.
What changes would you recommend to road rules to prevent
Evaluating traffic accidents? Debate whether we should be able to buy fuel
at a cheaper rate. Rate transport from slow to fast etc..
Invent a vehicle. Draw or construct it after careful planning.
Creating What sort of transport will there be in twenty years time?
Discuss, write about it and report to the class. Write a song
about traveling in different forms of transport.
 Receiving; this objective is indicative of the learner’s
sensitivity to the existence of stimuli & includes
awareness, willingness to receive e.g. to recognize
musical instrument played on a record.
 Responding; this include active attention to stimuli
such as willing responses, feeling of satisfaction. E.g.
to contribute to group discussion by asking questions.
 Valuing; objectives related to beliefs and attitudes of
worth in the form of acceptance and preference. E.g.
to argue over an issue involving health care.
 Organization; it involves organization of a
value system. E.g. to organize a class room
meeting concerning a neighborhood’s
housing integration plan.
 Characterization; it includes behavior
related to generalized set of values
characterization of philosophy of life. E.g. to
debate the virtues of a particular social or
political tract.
 Reflex movement; these objectives include
segmental and intersegmental reflexes e.g. to
contract a muscle.
 Fundamental movement; these include behavior
related to walking, running, jumping &
manipulating.
 Perceptual movement; these objectives include
visual, auditory and coordination abilities e.g. to
distinguish distant & close sound.
 Skilled movement; include objectives
concerning games, sports & arts etc.
 Nondiscursive communication; include
objectives related to expressive movements
through posture, gestures, facial expression
& creative movements e.g. to act a part in
play.
ALLAMA IQBAL:
Education is the activity of recognizing God & understanding
of self.
PLATO:
Education helps in developing human being’s physical and
mental qualities in such a way that his potentialities can be
realized.
IMAM GHAZALI:
Education enables an individual to distinguish between the
true and false, the good and bad, the right conduct and evil
doing.
Various commissions and committees were established
from time to time during the educational history of
Pakistan by various regimes. It is however sad to observe
that in spite of all efforts and importance given to
education sector, standards of education have gone
down. It is a matter of serious concern to find that
educational degree awarded in Pakistan have lost their
past prestige and recognition However aims and
objectives of education formulated by various national
educational policies as:
Promotion of Islamic ideology of Pakistan
 Our education should
preserve the ideals, led to the concept of unity
and oneness. This Islamic state should be
based upon Islamic ideology of justice,
equality and brotherhood. It should be a
welfare state, striving to raise the standard of
living of its entire citizen.
.
 Ensuring the preservation, promotion and practice
of the basic ideology of Pakistan and making it a
code of individual and national life

Cultural aim of education

 conservation of culture through education.


 The valuable cultural heritage is transmitted to the
coming generation through education. Otherwise
each generation would have to go over them.
Promotion of social values
 promoting social and cultural harmony
 Brother hood, sacrifice, unity and justice are those values
on which an ideal society can be established.

Personality development
 Building up and nurturing the total personality of the
individual, dynamic, creative and capable of facing the
truth.
 All round development of an individual - physically,
mentally and spiritually
 make children self- confident and self dependent
Provision of leadership

 Mobilizing the youth for leadership


Promoting literacy
 Eradicating illiteracy within shortest possible
time through universalization of elementary
education.
Promoting female and adult education
 Equalizing access to education through
provision of special facilities for women.
 making individuals productive citizens to build a
productive society.
 Correlation of the curriculum with productive activity.
VOCATIONAL AIM OF EDUCATION
 society today demands a utilitarian type of education.
 people able to earn their livelihood, do not become
parasites upon the society.
 education should provide opportunities for the
development of vocational abilities needed for the creation
of progressive and democratic society.
 Education should be able to
 Make students aware of the social
responsibility cast on them.
 Inculcate democracy, social justice, equality of
opportunity.
 make a man capable of earning his livelihood
reasonably
 while making effective contributions to the
society for making country strong, advanced
and prosperous.
 Education should enable a person
 to bring desirable changes in the society.
 Educational institution should become an agency of
change.
MODERNIZATION
 Modernization of society in terms of
 scientific and technological advancement
 Education should enable us to move with times
 to keep pace, with the advances in the world.
 A sane and learning society where no section
of the society remains unemployed
 where the conditions of work and general
environment will offer psychic satisfaction
and effective motivations to its members.
 A society reconciling technological and
scientific advancement with general well-
being of its members, enhancing joy of life
and eliminating all forms of exploitation.
 In a developing society like Pakistan, education should help in
 developing the personality,
 preserving, enriching and propagating the cultural heritage,
 cultivating the faculties and talent of human resources.

 But the Pakistani education system lost its purpose , objectives and
perspective.
 the system is divorced from its
 social,
 economic and
 cultural moorings.

 It only emphasis on the cognitive aspect of education, leading to


bookish knowledge in a capsule without developing the capabilities
for learning .
 There is no
 proper implementation of policies.
 Proper identification of objectives.
 Ideological ,emotional or moral development in the students.
 Preservation of norms.
 Promotion of social and cultural harmony.
 Free and compulsory education for all.
 Utilitarian type of education.
 diversified subjects for the vocation.
 Equal access to education
 opportunity of one and equal system of education.
 participation of community.
 our education system has lost touch from its goals and it failed
badly to make any relevance with our traditional
commitments and values, such as reverence to the learned
rather than to the powerful, social justice, promotion of Islamic
ideology at educational means and equality of opportunities for
all, liberalism and idealism in education as well as life-long
learning.
 At present, Pakistan does not have a coherent National
Education Policy. For Pakistan to emerge as a great nation, we
have to define a National Education policy in accordance
with our traditional commitments and values. To expect a
better future for Pakistan and for its citizens, educational
policies should be formulated by involving representatives from
the teaching profession, educational experts, parents and
students.
 lectures of Dr.shafqat parveen I.E.R University of Peshawar.
 Bloom, Benjamin: All Our Children Learning. McGraw-Hill. New
York, 1981.
 Bloom, Benjamin, et al. Taxonomy of Educational Objectives:
The Classification of Educational Goals. New York: McKay,
1956.
 Mager, R. F. Preparing Instructional Objectives (2nd edition).
Lake Publishing Company: Belmont, California, 1984.
 Schunk, Dale. Learning Theories. An Educational
Perspective. 2nd ed. Englewood Cliffs, NJ: Merrill/Prentice-
Hall, 1996.
 Stipek, Deborah. Motivation to Learn: Integrating Theory and
Practice. 4th ed. Boston: Allyn and Bacon, 2002.

Potrebbero piacerti anche