Lesson 2 Edu 8 PDF

LESSON 2 Educ 8 Arlene A. Balleras Course Facilitator  Background In 1956, Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals: Taxonomy of Educational Objectives. F...

LESSON 2 Educ 8 Arlene A. Balleras Course Facilitator  Background In 1956, Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals: Taxonomy of Educational Objectives. Familiarly known as Bloom’s Taxonomy, this framework has been applied by generations of K-12 teachers and college instructors in their teaching.  Background The framework elaborated by Bloom and his collaborators consisted of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as “skills and abilities,” with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice. Background While each category contained subcategories, all lying along a continuum from simple to complex and concrete to abstract, the taxonomy is popularly remembered according to the six main categories. Types of Learning Targets Knowledge Targets Knowledge targets represent the factual information, procedural knowledge, and conceptual understandings that underpin each discipline or subject matter. Math Example: Recognizes acute, obtuse, and right angles ELA Example: Identifies nouns and verbs Science Example: Describes how organisms interact with each other to transfer energy and matter in an ecosystem Knowledge Targets Knowledge targets represent the factual information, procedural knowledge, and conceptual understandings that underpin each discipline or subject matter. Math Example: Recognizes acute, obtuse, and right angles ELA Example: Identifies nouns and verbs Science Example: Describes how organisms interact with each other to transfer energy and matter in an ecosystem Reasoning Targets Reasoning targets specify thought processes students are to learn to apply effectively (do well) within a range of subjects; e.g., solve problems, make inferences, draw conclusions, form, and defend judgment. Students should develop the ability to apply knowledge in authentic contexts - that is, in contexts that transfer to work and life beyond school. This target requires students to engage in reasoning using their knowledge. Reasoning Targets Fall into one of six overall patterns of reasoning: inference, analysis, comparison, classification, evaluation, and synthesis. Represent those most commonly found among taxonomies, content standards documents, and assessments. To test reasoning proficiency, the key is to determine "Who is doing the reasoning?" Are the students doing something more than remembering the answers? Six Patterns of Reasoning Inference: Making a reasonable guess based on information or clues Analysis: Examining the components or structure of something Comparison: Describing similarities and differences between two or more items Classification: Sorting things into categories based on certain characteristics Evaluation: Expressing and defending an opinion, a point of view, a judgment, or a decision Synthesis: Combining discrete elements to create something new Examples of Reasoning Targets Math Reasoning Target - Uses data from a random sample to draw inferences about a population with an unknown characteristic of interest ELA Reasoning Target - With prompt and support, describes the relationship between illustrations and the story in which they appear. Social Studies Reasoning Target - Compares and contrasts points of view from a historical event Science Reasoning Target - Draws conclusions from experiment results Skill Targets Skill targets are those learning targets where a real-time demonstration or physical performance is the heart of learning. Subjects such as physical education, fine arts, performing arts, and world languages, have skill development as the core of their discipline. Examples of Skill Targets Math Skill Target - Measures the length of an object twice, using length units of different lengths for the two measurements ELA Skill Target - Pronounces, blends, and segments syllables in spoken words Social Studies Skill Target - Participates in civic discussions Science Skill Target - Uses laboratory equipment safely Health/Physical Education Skill Target - Dribbles to keep the ball away from an opponent; passes and receives on the move The Arts Skill Target - Integrates voice into character development (Theater) Product Targets Product targets specification for qualities of a good product are the focus. Product examples include " creates tables, graphs, scatter plots, and box plots to display data effectively. Curricula generally include far fewer product targets than knowledge and reasoning targets. Term papers, research reports, and lab reports are product targets when the curriculum guide, calls for students to create them. When products are assessed it yields evidence of the intended learning because the creation of the product is the stated learning.  Does the content standard call for the creation of a product? If so, it's a product target. Confusing the activity with the learning target can cause difficulties when classifying product targets. If the learning target does not call for the creation of a product, but you want to classify it as a product target, it is possible that you are including the task or activity students will engage in. The key question is " What is the intended learning" not "How will students demonstrate it?" Examples of Product Targets Math Product Target - Draws a bar graph to represent a data set with up to four categories. ELA Product Target - Writes opinion pieces on topics or texts, supporting a point of view with reasons and information. Social Studies Product Target - Creates a timeline to show the order of early explorations and settlements. Science Product Target - Makes pictographs to describe observations and draw conclusions. Health/PE Product Target - Develops a personal health- related fitness plan. The Arts Product Target - Creates drawings demonstrating one- and two-point perspectives (Visual Arts). Disposition Targets Disposition targets reflect attitudes and feelings. Disposition targets represent important affective goals we hold for students as byproducts of their educational experience and not assessed for the purpose of grading. Although dispositions are nonacademic, they hold students accountable. Examples of Disposition Targets ELA Disposition Target - Look forward to group discussions Math Disposition Target - Sees mathematics as important to learn Social Studies Disposition Target - Respects individual worth and human dignity Science Disposition Target - Seeks opportunities to understand how things work. Health/PE Disposition Target - Enjoys playing a sport The Arts Disposition Target - Values practice for its own sake.  Factors that caused the shift of Focus from Learning Content to Learning Outcomes Technological advancements Introduction of other sources of information Acquisition of 21st century skills Student-learner centered learning creation of meaning High order learning Outcomes-based education Mastery of concepts Continuous improvement Types of Learning Outcomes  Intellectual skills Cognitive strategies Verbal information Motor skills attitude Intellectual skills Gain/acquire knowledge Achieve highest learning outcome Process information Apply learning in various context Cognitive strategies Identification of learning style Acquisition of skills like note taking, summarizing, and time management Verbal information Comprehension and recall Ability to articulate explanations  Cognitive strategies Verbal information Motor skills attitude Motor skills Ability to plan and take action Utilize physical abilities Personal growth or attitude Changes in learners’ attitudes Fostering of positive attitude, beliefs and values Formulating Learning Outcomes Revised Bloom’s Taxonomy of Educational Objectives Formulating Learning Outcomes Formulating Learning Outcomes Formulating Learning Outcomes Verb Wheel Revised Bloom’s Taxonomy of Educational Objectives Formulating Learning Outcomes Thinking Skills Framework Formulating Learning Outcomes A Taxonomy for Teaching, Learning and Assessing https://www.celt.iastate.edu/teaching/effective-teaching-  1) Find out the parts of a lesson plan in outcomes-based education 2) Choose 1 topic from your major / specialization, which you think you can already Assignment teach in at least 45minutes 3) Look for a source and read about Outcomes-based Education 4) Create your OBE lesson plan up to assignment part on long bond paper (8.5” x 13”)  5) Your OBE LP should show at least 3 specific learning outcomes 6) Your assessment should be Assignment congruent to your learning outcomes. 7) Assessment should be a minimum of a 20-item quiz. 8) Submission is on the next f2f meeting References: ✓ https://www.celt.iastate.edu/teaching/effective-teaching-practices/revised-blooms- taxonomy/ ✓ https://www.slideshare.net/slideshow/obe-lesson-plan-format/36156204 ✓ https://www.studocu.com/ph/document/cavite-state-university/principles-of-teaching- 1/lesson-plan-in-out-come-based-education/35223510 ✓ https://www.linkedin.com/pulse/outcome-based-education-obe-murthy-vvs-tsnmc/