Workshop on Taxonomy of Teaching Learning and Assessing

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P u r p o s e
O b j e c t i v e s
G e n e r a l O b j e c t i v e
S p e c i f i c I n s t r u c t i o n a l O b j e c t i v e
R u l e s f o r W r i t i n g O b j e c t i v e s
T a x o n o m y T a b l e
Overview
K n o w l e d g e
D i m e n s i o n
F a c t u a l K n o w l e d g e
C o n c e p t u a l K n o w l e d g e
P r o c e d u r a l K n o w l e d g e
M e t a - C o g n i t i v e K n o w l e d g eC o g n i t i v e
P r o c e s s
D i m e n s i o n
R e m e m b e r
U n d e r s t a n d
A p p l y
A n a l y s e
E v a l u a t e
C r e a t e
C a s e S t u d y : O h m ’ s L a w
P r o b l e m S o l v i n g S k i l l s
C r i t i c a l T h i n k i n g S k i l l s
C r e a t i v e s k i l l s

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W h a t t o t e a c h ( c o n t e n t )
Te a c h e r s t o Te a c h
H o w t o t e a c h ( k n o w l e d g e d e l i v e r y )
Te a c h e r s t o L e a r n
H o w t o a s s e s s ( s t u d e n t l e a r n i n g )
Te a c h e r s t o A s s e s s
To create a new system that is aligned with the aspirational goals of 21st century education
To transform and reinvigorate the education system in order to respond to the requirements of
fast-changing, knowledge-based societies
To deal with many situations with the various challenges of working life
To acquire a body of knowledge & master the content
To develop creative, critical thinking & problem solving abilities
To develop higher order thinking abilities
To learn deeper learning
Purpose

Learning in Higher Education
it involves
 development of analytical and other intellectual skills,
 the ability to critically deconstruct and evaluate given knowledge, and
the creativity to make new connections and syntheses.
 to acquire practical skills,
 explore, inquire, seek solutions to complex problems,
learn to work in teams and more.
 All these by and large assume direct human engagement – not just
teacher-student interaction, but also peer interactions, including
informal ones.
 Learning often happens through osmosis in social settings.
4

Learning • Rote Learning- focus is on
consistent with the view of
learning as knowledge acquisition,
in which students seek to add new
info. to their memories.
• Meaningful Learning provides
students with the knowledge and
Cognitive processes they need for
successful Problem Solving.
No Learning
Rote learning
Meaningful
Learning
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Mapping
Curriculum
& Syllabus
Teaching &
Learning
Process
Assessment
W h a t t o t e a c h
( c o n t e n t )
H o w t o a s s e s s
( s t u d e n t l e a r n i n g ) .
H o w t o t e a c h
( k n o w l e d g e d e l i v e r y )
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D i s c u s s i o n
C o n t e x t

7
In education, objectives indicate what we
want students to learn; they are
“ explicit formulations of the ways in which
students are expected to be changed by the
educative process”
In life, objectives help us to focus
our attention and our efforts,
they indicate what we want to
accomplish.
When we teach,
we want our students to learn. What we
want them to learn as a result of our
teaching are our objectives
A i m s
P u r p o s e
G o a l s
G u i d i n g o u t c o m e s
C o n t e n t s t a n d a r d s
C u r r i c u l u m s t a n d a r d s
Objectives

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T h e l e a r n i n g
e n v i r o n m e n t s t h e
t e a c h e r s c r e a t e ,
a c t i v i t i e s , a n d e x p e r i e n c e
t h e y p r o v i d e s h o u l d b e
a l i g n e d w i t h , o r
b e c o n s i s t e n t w i t h ,
t h e s e l e c t e d o b j e c t i v e s
Objectives are present in virtually all teaching

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Need
for
Instructional
Objectives
Serves as sign post to the students.
Provides direction to the teacher in the
teaching learning process to attain the stated objectives.
Provides guidance to the question paper setter
for evaluating students achievements.
Specifies what the students should learn to do
Instructional
objectives are
statements, which
communicate in
b e h a v i o u ra l
terms the
e x p e c t e d
p e r fo r m a n c e of
the students a t t h e
e n d o f
i n s t r u c t i o n .

1
PROGRAMME
COURSE 1 COURSE n
UNIT 1 nUNIT
TOPIC 1 TOPIC n
TEACHING
POINT
TEACHING
POINT n
10
Specific Instructional Objectives
Objectives

General Objectives
Very general statements, which
describe in implicit terms the
overall aims of the total teaching
learning process.
They are not explicit.
Stated in broad term to encompass a
class or domain of student
performance.
On completion of the study the student will be able:
To understand the concept of Data Flow Diagram.
To comprehend the concept of break-even analysis.
To understand the Multimedia highway
To understand the concept of semiconductor.
To analyze the functions of commercial banks
To understand the concept of DBMS.
To understand the atomic theory
To evaluate the development of art during Gupta period
To understand women, gender and development
issues.
To equip the students with requisite skills to work with
NGOs
To empower the learner to actively participate in
governance
To serve as social facilitators in bringing
transformation in the lives of youth
To become professional youth worker
Definition Examples

Specific Objectives - Definition
• Specify what the student will be able to do on completion of learning.
(S tudent Centered )
• Expressed in terms of student’s terminal cognitive process / behavioral
terms. ( Learning Based )
• Identify the end product of instruction in terms of observable
performance of students. ( E xplicit)
• Indicate a very specific learning outcome which can be easily be tested for
achievement. (A ssessab le S tatement )

Specific Objectives- Format
The most useful form of stating
objectives is to express them in terms
which identify both the kind of
cognitive process/behavior to be
developed in the student and the
knowledge/content … in which this
behavior is to operate.
The students will be able to, (verb) or learn to,
(noun).
Verb describes the intended the cognitive
process
Noun describes the knowledge / content
students are expected to acquire or construct
to distinguish among confederal, federal, and unitary systems of government
to introduce theoretical perspectives of Feminism
to cite three causes of the Civil War
to interpret various types of social data
E x a m p l e s

Specific Objectives - Examples
 To list the six levels of a Data Flow Diagram used in an application system
 To state Ohm’s law
 To scan a given picture
 To transfer the scanned picture to the appropriate module of application
 to distinguish among confederal, federal, and unitary systems of government
 to introduce theoretical perspectives of Feminism
 to cite three causes of the Civil War
 to interpret various types of social data
On completion of the study the student will be able:

Advantages of Objectives
 Provides integral relationship between knowledge and cognitive
process.
 Provides consistency, or lack of it, among the stated objectives for a
unit, the way it was taught, and how learning was assessed.
 Makes better sense of the wide variety of terms.
 Increases students level of precision for better communication.
 Makes life easier.

MAGER’S METHOD
(i) Specific terminal performance of the student.
(ii) Conditions under which the performance is expected to occur.
(iii) Standards of minimum acceptable performance.
In this method, the list of specific behaviours which the
students are to exhibit at the end of instruction is
prepared.
Mager has specified three criteria which every specific
objective must satisfy:
16

MAGER’S METHOD
The student will be able to determine
the diameter of a copper wire, given a
suitable screw gauge, to an accuracy
of 0.05 mm within 15 minutes.
Example:
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Specific
Terminal
Performance
condition
Minimum
Acceptable
Performance

GRONLUND’S METHOD
In this method, the General Objectives are first
stated.
Then each General Objective is clarified by listing
a sample of the specific behaviours which are
accepted as evidence of attainment of the General
Objective. Contd.
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Example:
1. To list the two protocols that are used in Medium Access
Sub layer with respect to channel allocation.
2. To define collision with respect to channel allocation in
medium access sub-layer.
3. To calculate frame time T, for a given frame length and bit
rate in a channel.
Specific Objectives:
General Objectives:
To understand the working of medium access sub layer in OSI
Network Model.
GRONLUND’S METHOD
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SIX RULES
FOR
STATING
SPECIFIC OBJECTIVES

GENERAL RULES FOR STATING
SPECIFIC OBJECTIVES
Instructional Objectives should be stated in terms of
learner’s performance and not teacher’s performance
The Objective should specify what the learner will be
able to do at the end of the lesson 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 “Remote Procedure calls”
Rule 1:
21

SPECIFIC OBJECTIVES
The mere description of subject matter should be avoided
An objective should specify both the kind of behaviour
expected and the subject or context 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 by applying multithreading technique
Rule 2:
22

.
Rule 3:
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
SPECIFIC OBJECTIVES
Use verbs that refer to any observable activity
displayed by a learner
Use Action Verbs
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State in terms of learning outcome instead of the
learning process
Non-example:
The student gains knowledge of Compiler
Example:
The student will be able to draw the structure of seven
phases of a compiler
SPECIFIC OBJECTIVES
Rule 4:
Describe in detail the final outcome of learning
(end product) and not the process of learning itself.
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Specify the standards of minimum acceptable performance
Examples:
SPECIFIC OBJECTIVES
Rule 5:
1. To list any six differences between metals and non-metals
2. To determine the diameter of a given rod using a suitable screw
gauge to an accuracy of 0.05 m.m within 10 minutes
1. The student will be able to distinguish between metals and non-metals
2. The student will be able to determine the diameter of a given rod
The student will be able:
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The standards of minimum acceptable performance must be specified
in terms of (a) the number of points / examples / differences etc. in case
of theory subjects (b) the accuracy of results and speed of performance
in the case of practical / laboratory work.
Non Examples:

An objective should not consist of more than one learning
outcome
Non-example:
Example:
SPECIFIC OBJECTIVES
Rule 6:
1. To explain why networks are needed
2. To list the two types of networking
The student will be able to explain the need for networking
and list the types of networking.
The student will be able:
26

On completion of the study of this Unit the learner will be able
1.0 To understand the concept of semiconductor and its types
1.1 To define “semi conductor” (K)
1.2 To distinguish between intrinsic and extrinsic semiconductors by stating the
four differences between them (C)
1.3 To derive the carrier concentration of intrinsic and extrinsic semiconductors
(C)
1.4 To explain how a p-n junction is formed (C)
1.5 To describe the characteristic behaviour of a p-n junction, when biased forward
and reverse (C)
EXAMPLES OF OBJECTIVES
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Example 1:
Name of the Unit: SEMICONDUCTORS

1.0 To comprehend the nature of Viral diseases and methods of preventing them
1.1 To define Virus (K)
1.2 To explain the origin of Viruses on the basis of “Regressive theory” (C)
1.3 To list the four characteristic features of Viruses (K)
1.4 To define virulent cycle (K)
1.5 To give an example for (i) Spherical virus and (ii) Tadpole shaped Virus (C)
1.6 To describe the shape and general structure of Viruses (C)
1.7 To name three Viral diseases in plants (K)
1.8 To describe the structure of HIV (C)
1.9 To explain the multiplication of T4 bacteriophage with labeled sketches (C&Sk)
1.10 To describe any three Viral diseases in Human beings and methods of preventing them (C)
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Example 2:
Name of the Unit: VIRAL DISEASES

1.0 To understand the working of Open System Interconnection (OSI)
Network Model & its services
1.1 To draw the structure of OSI Network Model and name its seven layers
(C)
1.2 To list the two principles used to arrive at the seven layers of OSI
network model (C)
1.3 To list any three services provided by the application layer to the user in
an OSI Network Model (K)
Example 3:
Name of the Unit: INTRODUCTION TO NETWORK ARCHITECTURE
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Objectives:
Emphasis on
student-oriented
learning-based
explicit
and
assessable statements
of
intended
cognitive outcomes

31
Feb1913- Sep 1999
Classification of
Educational Objectives
Theory of
Mastery Learning
Re v i s e d B l o o m ’s Ta xo n o my

Advantages of Taxonomy
• Helps to organize the knowledge which helps subconscious mind
for faster retrieval.
• Lead to better IQ and better “First thing first”
• Provides a common way of thinking about and a common
vocabulary that enhances communication among engineers.
• Makes working environment and life easier

THE TAXONOMY TABLE
The
Knowledge
Dimension
The Cognitive Process Dimension
1.
Remember
2.
Understand
3.
Apply
4.
Analyze
5.
Evaluate
6.
Create
A. Factual
Knowledge
B. Conceptual
Knowledge
C. Procedural
Knowledge
D. Meta-Cognitive
Knowledge
Slide # 33
Revised
Bloom’s
Taxonomy

The student will learn to implement the reduce-
reuse-recycle approach to conservation
Educational Objective
The student will learn to implement the reduce-reuse-recycle approach to conservation.
Noun
The reduce-reuse-recycle approach to conservation
Verb
i m p l e m e n t
Knowledge Dimension
Factual knowledge
Conceptual knowledge
Procedural knowledge
(the reduce-reuse-recycle approach to conservation)
Metacognitive knowledge
Cognitive Process Dimension
Remember
Understand
Apply (implement)
Analyze
Evaluate
Create
THE KNOWLEDGE
DIMENSION
THE COGNITIVE PROCESS DIMENSION
1.
REMEMBER
2. UNDERSTAND 3. APPLY 4. ANALYZE 5. EVALUATE 6. CREATE
A.
Factual
B.
Conceptual
C.
Procedural X
D.
Meta-Cognitive
HOW AN OBJECTIVE IS CLASSIFIED IN THE TAXONOMY TABLE?
Slide # 34

K n o w l e d g e
“Historically shared knowledge”
that defines the subject matter of a particular
discipline.
It is not static;
Changes are made as new ideas and evidence are
accepted by the scholarly community.
The term Knowledge to reflect our belief that
disciplines are constantly changing and evolving in
terms of the knowledge that shares a consensus of
acceptance within discipline.

Different varieties of knowledge
Content knowledge
Conditional knowledge
Declarative knowledge
Disciplinary knowledge Discourse knowledge
Domain knowledge Episodic knowledge
Explicit knowledge Factual knowledge
Inert knowledge Meta-cognitive
knowledge
Prior knowledge Procedural knowledge
Semantic knowledge Situational knowledge
Socio-cultural knowledge Strategic knowledge
Tacit knowledge

The continuum underlying the knowledge dimension is Concreteness/ Abstractness.
2. Conceptual
C. Theories, Models and Structures
B. Principles and Generalizations
A. Classification and Categories
3. Procedural
C. Criteria for determining when to use
appropriate procedures.
B. Subject Specific Techniques and Methods
A. Subject specific skills and Algorithms
4. Metacognitive
C. Self knowledge
B. Contextual knowledge
A. Strategic knowledge
1. Factual
B. Specific Details and Elements
A. Terminology C o n c r e t e
A b s t r a c t
Concrete
Concrete
Concrete
Abstract
Abstract
Abstract
H i e r a r c h y
i n o r d e r
1 . T o p r o m o t e &
r e t e n t i o n o f k n o w l e d g e
Ability to remember material at some
later time in much the same way it
was presented during instruction.
Requires that students REMEMBER
what they have learned.
Focuses on PAST
2 . T o p r o m o t e t r a n s f e r
o f k n o w l e d g e
Ability to use what was learned to solve
new problems, to answer new questions,
or to facilitate learning new subject matter.
Requires NOT only to remember but also to
MAKE SENSE OF and BE ABLE TO USE what
they have learned.
Emphasizes the FUTURE
1,2,3Domain
Specific
Relative to various domain matter
37
Two important Education Goals

1. Factual Knowledge
The basic elements Professionals must know to be acquainted
with a discipline or solve problems in it.
A discrete, isolated bits of information that are believed to
have some value in and of themselves.
Even Experts have difficulty keeping up with all the new
elements
WHAT ?

1. Factual Knowledge – A. Terminology
• Conventions / Agreements
within a field.
• Professionals to know more
terminology than they really
need or can learn.
• Knowledge of specific
verbal and nonverbal labels
and symbols
• Examples:
Words – ohm, absolute zero,
Efficiency
Numerals – α, β, £
Signs - ®,™, ©
Pictures

1.Factual Knowledge – B. Specific Details and Elements
Refers to events, location,
people, dates, sources of
information.
Facts – findings arrived at by
means other than
agreements made for
communication.
Knowledge of specific facts and
sources of facts
Knowledge of
Counseling
NGOs
Government Agencies
Policies
Gender issues
Welfare program
Youth empowerment

Examples- Knowledge of
 Major factors about particular cultures an societies
 Practical facts important to health, citizenship, and
other human needs and concerns
 More significant names, places and events in the
news
 Reputation of a given author for presenting and
interpreting facts on government problems
 Reliable source of information for

2. Conceptual Knowledge
• The interrelationships among the basic elements within
a larger structure that enable them to function together.
• More complex, organized knowledge form.
• Disciplinary Knowledge – the way the experts in the
discipline THINK about a phenomena (Solar System,
Computer System)

Number of variables
Controlled Variable
Uncontrolled variables
Interconnectivity between variables
Cause and Effect
S o l a r S y s t e m
B o h r ’s At o m i c M o d e l

Why the seasons occur?
Earth
Sun
Rotation
Revolution
These are not simple isolated facts about Earth & Sun,
rather ideas about the relationships between them and
how they are linked to the seasonal changes

2. Conceptual Knowledge –
A. Classification and Categories
Connectivity between
and among specific
elements.
Classic sign of learning
and development.
Reflect a conceptual
change.
The variety of types of literature
The various forms of business ownership
Different kinds of psychological problems
The different periods of geologic time
Different kinds of Gender issues
The various cross-cutting areas of governance
Types of materials – Magnetic (Dia, Para,
Ferro), Semi conducting, Construction.
Parts of sentences (nouns, verbs, adjectives).
Telecommunication Systems (GSM, GPRS,
DECT, UMTS)
Examples

B. Principles and Generalizations
Used to study phenomena or solve
problems in the discipline.
Bring together larger number of
specific facts and events
Describe the processes and
interrelationships among
Classification and Categories.
Major generalization about particular culture
Fundamental laws of marketing
Major principles involved in learning
Principles of federalism
Implications of American foreign trade
policy for the international economy
Law of supply and demand ,
Bernoulli's theorem,
 Faraday's law
Examples

C. Theories, Models and Structures.
Interrelationships
among Principles
and Generalizations.
 Organization structure (Chairman, Director,
Principal, Registrar, HoD, Prof, Asst.Prof, Lecturer).
 Formulation of Theory of evolution
 Genetic models (e.g., DNA)
 8085, 8086 Microprocessor Architecture.
 8051 Microcontroller Architecture.
 Theory of Computation.
 Overall structure of multilateral organizations
 Basic structural organization of the local city govt.
Examples

3. Procedural Knowledge
How to do something, methods of
inquiry, and criteria for using skills,
algorithms, techniques, and methods
(collectively known as procedures).
Reflects knowledge of different
“processes”.
Factual & Conceptual - Products

Examples
 Algorithms for performing long divisions
 Solving quadratic equations
 General Methods for designing and performing
experiments
 Procedures for reading maps
 Estimating the age of physical artifacts
 Collecting historical data
 Procedures for spelling words in English
 Generating grammatically correct sentences

3. Procedural Knowledge –
A. Subject specific skills and Algorithms
• The process may either fixed or open, the end result is fixed.
• The result of Procedural Knowledge is Conceptual or Factual
Knowledge.
• The emphasis is on the procedure not on the ability to use it.
• Example:
Algorithms for solving quadratic equation.
Direct outcome of observation,
Experiment, Discovery.

B. Subject Specific Techniques and Methods
• Result open – no single predetermined answer or
solution
• Largely result of consensus, agreement or disciplinary
norms.
• Reflects how Professionals think and attack the
problem rather than result
• “Scientific way of thinking”
• Example: Project work, Interviewing technique,
research methodology, outcome of meetings.

Knowledge of
• Research methods relevant to the social sciences
• Techniques used by scientist in seeking solutions
to problems
• Methods for evaluating health concepts
• Various methods of literary criticism

C. Criteria for determining when to appropriate procedures.
Experience
Criteria vary markedly from subject matter to subject matter
Know the conditions under which the procedures are to be applied.
Know when & where to use knowledge,
which often involves knowing the ways they have
been used in the past
Knowledge of s itu ation s in which
Professionals may use metacognitive Knowledge.

4. Metacognitive Knowledge
Cognition in general as well as
awareness of and knowledge
about one’s own cognition.
Know what you KNOW
Know what you DONOT KNOW
Emphasis on making Professionals more aware
of and responsible for their own knowledge
and thought. (There is no blame)

1. Strategic knowledge
2. Contextual knowledge
3. Self knowledge
Strategies for learning,
thinking and problem
solving
Knowledge of the situation
Knowledge of one strengths
and weakness in relation
to cognition and learning
Knowledge of the different situations and the cultural norms regarding the use of different
strategies is an important aspect of Meta-cognitive knowledge

Knowledge of
• Various organizational strategies
• Planning strategies
• Solving ill-defined problem
• Local, social, conventional and cultural norms how, when,
and why to use different strategies.
• Recall task is more difficult than recognition task
• One’s goal for performing a task
• One’s personal interest in a task
• One is knowledgeable in some areas but not in other areas

Know – Do not know
• Professionals need to develop self knowledge and
awareness about their own knowledge, cognition
and their own motivation
• Know what you KNOW
• Know what you DONOT KNOW

P P T a v a i l a b l e @ w w w . s l i d e s h a r e . n e t / A s o k a n n d r
A f t e r s e s s i o n f o r c l a r i f i c a t i o n s : 9 4 4 5 1 9 1 3 6 9 , n t v a s o k a n @ g m a i l . c o m58

59
P u r p o s e
O b j e c t i v e s
G e n e r a l O b j e c t i v e
S p e c i f i c I n s t r u c t i o n a l O b j e c t i v e
R u l e s f o r W r i t i n g O b j e c t i v e s
T a x o n o m y T a b l e
Overview
K n o w l e d g e
D i m e n s i o n
 F a c t u a l K n o w l e d g e
 C o n c e p t u a l K n o w l e d g e
 P r o c e d u r a l K n o w l e d g e
 M e t a - C o g n i t i v e K n o w l e d g eC o g n i t i v e
P r o c e s s
D i m e n s i o n
R e m e m b e r
U n d e r s t a n d
A p p l y
A n a l y s e
E v a l u a t e
C r e a t e
C a s e S t u d y : O h m ’ s L a w
P r o b l e m S o l v i n g S k i l l s
C r i t i c a l T h i n k i n g S k i l l s
C r e a t i v e s k i l l s

Paying attention to
relevant incoming
information.
Mentally organizing
incoming information into
a coherent
representation.
Mentally integrating
incoming information
with existing knowledge.
Cognitive
Process
61

6. Create: Create is putting elements together to form a novel, coherent whole or to
make an original product. It includes Generating, Planning and Producing.
5. Evaluate: Evaluate means making judgements based on criteria and / or standards.
It includes Checking and Critiquing.
4. Analyze: It is breaking material into its constituent parts and determine how the
parts are related to one another as well as to an overall structure or purpose. It
includes Differentiating, Organizing and Attributing.
3. Apply: Apply means carrying out or using a procedure in a given situation. It
includes Executing and Implementing.
2. Understand: It is defines as constructing the meaning of instructional messages,
including oral, written and graphic communication. It includesInterpreting,
Exemplifying, Classifying, Summarizing, Inferring, Comparing and Explaining.
1.Remember: It means to retrieve relevant knowledge from long-term
memory. It includes Recognizing and Recalling.
Lower
Order
Thinking
Skills
Higher
Order
Thinking
Skills
HIERARCHICAL ORDER
Six categories of Cognitive Process Dimension:
62

1. Remember
Retrieving relevant knowledge
from long term memory
Relevant Knowledge – F,C,P & M or
some combination
Essential for meaningful learning
Either as isolation or as integrated
within the larger context
63

1. Remember – 1.1. Recognizing
Retrieving relevant knowledge from long term memory in
order to compare it with presented information.
Example: Important Dates, Events, Data
Resistance values, IC nos.
Identifying
64

1. Remember – 1.2. Recalling
Searches long term memory for a
piece of information and brings
that to working memory.
Example. 7 X 8 =
Retrieving
Retrieving relevant knowledge from
long term memory
when given a prompt to do so.
65

66
R e m e m b e r Examples of Questions
1. State Ohm’s law
2. List the physical and chemical properties of silicon
3. List the components of A/D converter
4. List the arithmetic operators in increasing order of precedence.
5. Define the purpose of a constructor.
6. Define the terms: Sensible heat, Latent heat and Total heat of evaporation
7. List the assembler directives.
8. Describe the process of galvanisation and tinning
9. Write truth table and symbol of AND, OR, NOT, XNOR gates
10. Define the terms; Stress, Working stress and Factor of safety.
11. List any two storage class specifiers in C.
12. What is the use of local variables?
13. What is a pointer on pointer?
14. What are the valid places for the keyword break to appear?
15. What is a self-referential structure?
66

2. Understand
Students understand when they
build connections between the
“new” knowledge to be gained and
their prior knowledge.
1. Interpreting
2. Exemplifying
3. Classifying
4. Inferring
5. Comparing
6.Summarizing
7.Explaining 67
Construct meaning from
instructional messages, including
oral, written and
graphic communication

2. Understand
2.1. Interpreting
Change from one form of
representation to another.
words to words,
words to picture,
numbers to words,
musical notes to tones
Translating,
paraphrasing,
representing,
clarifying.
To draw a graph between Voltage and current.
To Draw block diagrams representations of systems.
To translate number sentences expressed in words
into algebraic equations expressed in symbols.
Write an equation (using B for boys and G for girls)
that corresponds to the statement “ There are twice
as many boys as girls in this class.
To draw pictorial representation of various natural
phenomena
(Water Cycle, Sea breeze, Land breeze).
68

2. Understand
2.2. Exemplifying
Finding a specific example
of a concept or principle.
To be able to give examples of
various kinds of chemical
compounds.
Locate five inorganic compound
on a field trip and tell why its is
inorganic?
Illustrate the terms; Particle, Rigid
body and Deformable body by
giving two examples for each.
Illustrating
Identifying the defining features of
the general concept or principle.
69

2. Understand
2.3. Classifying
Determine that something
(a particular instance or example)
belongs to a category
(Concept or Principle)
Complementary process to
Exemplifying
To determine the categories to which
numbers belong.
Circle all prime numbers for the following list.
To classify the electrical machines.
Classify the following electrical machines into
A.C and D.C machines.
Categorizing
Detecting relevant features or patterns
that “fit” both the specific instant and the
concept or principle
70

2. Understand
2.4. Summarizing
Abstracting a general
theme or major points.
A single statement that
represents presented
information or
abstracts of a general
theme.
Generalizing
To summarize the purposes of various
subroutines in a programme.
Write a sentence describing the sub goal that
each section of the program accomplishes
within the overall program.
To summarize the major contributions of
famous social workers
To summarize the best practices
When given information, a student
provides a summary or abstracts a
general theme
71

2. Understand
2.5. Inferring
Drawing a logical
conclusion from
presented
information.
Extrapolating,
Interpolating,
Predicting,
Concluding
To infer the pattern in the series of numbers.
What number will come next in the series
1,2,3,5,8,13,21,… (completion task)
To infer the analogy of the form. (Analogy task)
Nation is to President, State is to ________.
AND,OR,NOT and XOR (Oddity task)
Involves finding a pattern within a series
of examples.
72

2. Understand
2.6. Comparing
Detecting correspondence
(similarities & differences)
between two ideas,
objects, events, problems.
Determine how a well known
event is like a less familiar
event Contrasting,
Matching,
Mapping
To compare an electrical circuit with a water
flow system.
Compare battery, wire and resistor in an
electrical circuit with pump, pipes and pipe
construction in a water flow system.
Compare TRIAC and DIAC.
Compare Intel80386 and Intel80486
Includes finding one-to-one
correspondence between elements and
patterns in one object, event or idea.
73

2. Understand
2.7. Explaining
Constructing a
cause – and – effect
model of a system.
Reasoning,
Trouble shooting,
Redesigning,
Predicting.
To explain Ohm’s law.
Explain what happens to the rate of the
current when a second battery is added to a
circuit.
Explain masking and etching process in IC
fabrication.
Explain 565 phase lock loop circuit functioning.
Determine how a change in one part of the
system or one “link” in the chain affects a
change in another part.
74

1. Explain the importance of sustainability in Engineering design
2. Describe the behaviour of PN junction diode under different bias conditions
3. Describe the characteristics of SCR and transistor equivalent for a SCR
4. Illustrate the terms; Particle, Rigid body and Deformable body by giving two examples for each.
5. How many values of the variable num must be used to completely test all branches of the
following code fragment ?
if (num>0)
if (value<25)
{
value=10*num;
if(num<12)
value=value/10;
}
else
Value=20*num;
else
Value=30*num
6. Discuss the effect of Make in India initiative on the Indian manufacturing Industry.
7. Summarise the importance of ethical code of conduct for engineering professionals
8. Explain the syntax for ‘for loop’.
9. What is the difference between including the header file with-in angular braces < > and double quotes “ ”?
10. What is the meaning of base address of the array?
11. What is the difference between actual and formal parameters?
12. Explain the different ways of passing parameters to the functions.
13. Explain the use of comma operator (,).
14. Differentiate between entry and exit controlled loops.
15. How is an Array different from Linked List?
Understand
Examples of Questions
75

Reasoning: A student is asked to offer a reason for a
given event.
Why does air enter a bicycle tire pump when you pull up
on the handle?
Answer, it is forced in because the air pressure is less
inside the pump than outside, involves finding a principle
that accounts for a given event.
76

Troubleshooting: A student is asked to diagnose what
could have gone wrong in a malfunctioning system.
Suppose you pull up and press down on the handle of a
bicycle tire pump several times but no air comes out.
What’s wrong?
Student must find an explanation for a symptom. “There
is a hole in the cylinder” or “A valve is stuck in the open
position”
77

Redesigning: A student is asked to change the system to
accomplish some goal
How could you improve a bicycle tire pump so that it
would be more efficient?
Student must imagine altering one or more of the
components in the system.
“Apply lubricant between the piston and the cylinder”
78

Predicting: A student is asked to change in one part of a
system will effect a change in another part of a system.
What would happen if you increased the diameter of the
cylinder in a bicycle tire pump?
Student “operate” the mental model of the pump to see
that the amount of air moving through the pump could
be increased by increasing the diameter of the cylinder.
79

3. Apply
3.1. Execute
Use of skills and algorithms, routinely carries
out a procedure when confronted with a
familiar task.
Consists of a sequence of steps that are
generally followed in a fixed order , when
the steps are performed correctly, the end
result is a predetermined answer.
Student is given a familiar task that can be
performed using a well known procedure.
Emphasis on the procedure as well as the
result.
To compute the values of variables using scientific
formulas. (General Objective)
To apply the reduce-reuse- recycle approach to
conservation
What is the density of diamond with a mass of 18
pounds and a volume of 9 cubic inches?
Solve for x: x2 + 2x – 3 = 0
To write a program in C language for iteratively
solving load flow equations using Gauss-Seidel
method with provision for acceleration factor and for
dealing with P-V buses.
Solve load flow equations using Gauss-Seidel method
with provision for acceleration factor and for dealing
with P-V buses.
80
Carry out or use procedure in a given situation.

To carryout fault analysis for a sample power system for LLLG fault.
To write C programs to simulate UNIX commands like ls, grep.
To write a programs for String manipulation operations using 8086.
To study of basic digital IC’s. (General Objective)
To verify truth table for NAND gate.
Examples of Questions
3. Apply - 3.1. Execute
81

3. Apply
3.2. Implementing
Selects and uses a procedure to perform an
unfamiliar task.
S e l e c t s – understanding the type of
problem encountered.
U s e s – range of procedures that are
available.
No single procedure may be a ‘Perfect Fit’
for the problem. Needs modification in
the procedure.
Use of technique and methods than skills
and algorithms.
To implement the IIR and FIR filter using MATLAB.
To implement the processing techniques using
instructions of TMS320c5X.
To implement the Producer-Consumer problems using
semaphores.
To implement text compression algorithm.
To implement Bresenham’s algorithm for line.
To solve a variety of personal finance problems.
Choose the most economical financing package for a
new car.
Choose the bank which gives most economical
housing loan.
To use the most effective , efficient, and affordable
method of conducting a research study to address a
specific research question
82
Carry out or use procedure in a given situation.

Techniques and Methods
It has two qualities that make students particularly
amenable to implementing.
1. The procedure may be more like a “Flow Chart” than a
fixes sequence, that is, the procedure may have
“decision points” built into it.
2. There often is no single, fixed answer that is expected
when the procedure is applied correctly. 83

Student must not only apply a
procedure (engage in implementing)
but also rely on conceptual
understanding of the problem, the
procedure, or both
84

1. Model and realize the following behaviors using diodes with
minimum number of digital inputs.
(i) Turning on of a burglar alarm only during night time when the
locker door is opened.
(ii) Providing access to an account if either date of birth or
registered mobile number or both are correct.
(iii) Updating the parking slot empty light in the basement of a
shopping mall.
2. One of the resource persons needs to address a huge crowd
(nearly 400 members) in the auditorium. A system is to be
designed in such a way that everybody attending the session
should be able to hear properly and clearly without any
disturbance. Identify the suitable circuit to boost the voice signal
and explain its functionality in brief.
3. A ladder 5.0 m long rests on a horizontal ground & leans against
a smooth vertical wall at an angle 20 with the vertical. The weight
of the ladder is 900 N and acts at its middle. The ladder is at the
point of sliding, when a man weighing 750 N stands on a rung 1.5
m from the bottom of the ladder. Calculate the coefficient of
friction between the ladder & the floor.
4. Write an algorithm to implement a stack using queue.
5. An electric train is powered by machine which takes the supply from
220 V DC rail running above the train throughout. Machine draws
current of 100 A from the DC rail to account for high torque during
starting and runs at 700 r.p.m initially. Calculate the new speed of the
train once it picks up the speed where the torque output required is
only 70% of starting torque. Assume the motor has a resistance of
0.1Ω across its terminals.
6. A single array A[1..MAXSIZE] is used to implement two stacks. The
two stacks grow from opposite ends of the array. Variables top1 and
top2 (topl< top2) point to the location of the topmost element in each
of the stacks. What is the condition for “stack full”, if the space is to be
used efficiently.
7. Consider the following table of arrival time and burst time for three
processes P0, P1 and P2.
Process Arrival time Burst Time
P0 0 ms 9 ms
P1 1 ms 4 ms
P2 2 ms 9 ms
The pre-emptive shortest job first scheduling algorithm is used.
Scheduling is carried out only at arrival or completion of processes.
What is the average waiting time for the three processes?
8. A CPU generates 32-bit virtual addresses. The page size is 4 KB. The
processor has a translation look aside buffer (TLB) which can hold a
total of 128-page table entries and is 4-way set associative. What is
the minimum size of the TLB tag?
E x a m p l e s o f Q u e s t i o n s
Apply
85

4. Analyze- An extension of Understanding and
prelude of Evaluating or Creating
Examples:
Distinguish fact from opinion
(or reality from fantasy)
Connect conclusions with supporting statements
Determine how ideas are related to one another
Ascertain the unstated assumptions involved in
what is said
Find evidence in support of the author’s purpose
86
Break material into its
constituent parts and
determine how the
parts relate to one
another and to an
overall structure or
purpose

4. Analyze
4.1. Differentiating
Discriminates
relevant from irrelevant,
important from unimportant,
significant from insignificant
and then attends to the
relevant ,
important or
significant information.
Focu s in g , Distin gu is h in g , Selectin g
Ask a student to read a chapter in a book that describes
lightning formation and then to divide the processes into
major steps including
•Moist air rising to form a cloud
•Creation of updrafts and downdrafts inside the cloud
•Separation of charges within the cloud
•Movement of a stepped leader downward from cloud to
ground and
•Creation of return stroke from ground to cloud
To differentiate between apple and Orange.
Internal seeds are relevant, Color and shape are irrelevant.
(compare – all are relevant).
To differentiate between NAND and NOR gate.
To differentiate between LASER and MASER
To determine the major points in research reports
To select the main steps in a written description of how
something working
87

4. Analyze
4.2. Organizing
Determining how
elements fit or
function within a
structure.
.
Structuring, Integrating, finding, outlining.
To structure a historical description into
evidence for and against a particular
explanation
To analyze research report in terms of four
sections: hypothesis, method, data and
conclusion
To outline textbook lessons
To organize field work practicum
Builds systematic and coherent connections
among pieces of presented information.
88
It occurs in conjunction with differentiating

4. Analyze
4.3. Attributing
Processes of deconstruction in which a
student determines the intensions of
the author of the presented
information
An extension beyond basic understanding
to infer.
Determine the underlying point of view or
intension of the author.
O t h e rs p o i n t o f v i e w
Student Centric Learning
Students Point of view
89

1. A class of 10 students consists of 5 males and 5 females.
We intend to develop a model based on their past scores to
predict the future score. The average score of females is 60
whereas that of male is 80. The overall average of the class is
70. Give two ways of predicting the score and analyse
them for fitting model.
2. Suppose that we want to select between two prediction
models, M1 and M2. We have performed 10 rounds of 10-
fold cross-validation on each model, whereas the same data
partitioning in round one is used for both M1 and M2. The
error rates obtained for M1 are 30.5, 32.2, 20.7, 20.6, 31.0,
41.0, 27.7, 26.0, 21.5, 26.0. The error rates for M2 are 22.4,
14.5, 22.4, 19.6, 20.7, 20.4, 22.1, 19.4, 16.2, 35.0. Comment
on whether one model is significantly better than the
other considering a significance level of 1%.
3. Return statement can only be used to return a single value.
Can multiple values be returned from a function? Justify
your answer.
4. Abraham wrote a program using functions to find sum of
two numbers whereas Alex wrote the statements to find the
sum of two numbers in the main() function only. Which of
the two methods is efficient in execution and why?
5. Kamala wants to store the details of students studying in 1st
year and later on wishes to retrieve the information about the
students who score the highest marks in each subject. Specify
the scenario where the data can be organized as a single 2-D
array or as multiple 1-D arrays.
6. Murugan is working on a Campus Management Software but
is unable to identify the maximum number of students per
course. He decided to implement the same using arrays but
discovered that there is memory wastage due to over
provisioning. Which method of memory storage should be
used by Dave and how it can be implemented using C?
7. Abdhul Khader is working on a 32-bit machine whereas Julie
is working on a 64-bit machine. Both wrote the same code to find
factorial of a number but Albert is unable to find factorial of a
number till 9 whereas Julie is able to find the factorial of higher
number. Identify the possible reason why Albert is unable to
find the factorial. Suggest some changes in the code so that
Albert can handle bigger inputs.
8. While writing a C code, the problem faced by the
programmers is to find if the parenthesis is balanced or not.
Write an algorithm to check if the parenthesis in C code are
balanced. Initially your code should work for balanced { and }
braces.
Analysis 90

5. Evaluate
The standards are applied to the criteria
Is this process sufficiently effective?
Is this product of sufficient quality?
Judgments made by use of standards of
performance with clearly defined criteria
/ specifications
Not all judgments are Evaluative
Making judgments based on
criteria and standards
Criteria –
Q u ality,
Effectiven es s ,
Efficien cy an d
Con s isten cy
Standards
Quantitative
(Is this a sufficient amount?)
Qualitative
(Is this good enough?) 91

5. Evaluate
5.1. Checking (PDCA)
Detecting inconsistencies
within a process or product.
Determine whether a process
or product has internal
consistency.
Determine if a Director
/Principal / HoD’s
conclusions follow from
observed data.
Determining how well the plan is working
To determine whether a student’s
conclusion follows from the observed
data in the lab experiments.
Read a observation / record note of a
DBMS lab experiment and determine
whether or not a student’s conclusion
follows from the observed data in the
lab experiments.
C o o r d i n a t i n g ,
M o n i t o r i n g ,
Te s t i n g
92

5. Evaluate
5.2. Critiquing
Judging a product or operation
based on externally imposed
criteria and standards.
Judge which of two methods is the
best way to solve a given
problem.
Critiquing lies at the core of
Critical Thinking.
Judgment based on the positive
and negative features.
Formulate specific criteria, and fix the
relative weightage for each criteria for
evaluating and electing the most cost-
effective design for the new Library
To judge which of two alternative methods is
a more effective and efficient way of solving
given problem
To evaluate a proposal to achieve 100% result
with in three years.
To evaluate a proposal to achieve 100%
attendance of all the faculty.
To evaluate a roadmap to achieve 100%
placement for the students.
93

6. CreateMake a new product by mentally
reorganizing some elements or parts
into a pattern or structure not clearly
present before.
Coordinated with the students previous
learning experiences.
Production of unusual products, often as result
of some special skill.
Emphasis Originality or Uniqueness.
94
1. Problem representation:
In which student attempts to
understand the task and generate
possible solutions.
2 Solution Planning: In which
student examines the possibilities
and devises a workable plan.
3. Solution Execution: In which
student successfully carries out the
plan.
Creating Process

6. Create
6.1. Generating
Coming up with
alternative hypothesis
based on criteria.
Transcends the boundaries
or constraints or prior
knowledge and existing
theories.
Creative thinking
Plan B
To generate multiple useful solutions for
college admission problems.
Suggest as many ways as you can to assure
that everyone has 100% attendance.
Suggest to improve the pass %.
What are the possible uses of WWW – uses
task
What would happen if there was a flat income
tax rather than a graduated income tax? -
consequences task
95

6. Create
6.2. Planning
Devising a procedure for
accomplishing task.
Developing a plan for
solving the problem.
Designing
96

6. Create
6.3. Producing
Inventing a product.
Carry out a plan for
solving a given problem
that meets certain
specifications.
Constructing
To plan research papers on given social topics
To design studies to test various hypothesis
To develop worked out solutions
To describe solution plans
To select solution plans for a given problem
97
Requires 4 types of knowledge

Student is given a functional description of a goal and
must create a product that satisfies the description.
Eg: Period Movies
Design the living quarters of a space station
Design sets/backdrop for stage play
The specifications become the criteria for evaluating
students performance relative to the objective
98

1. Automatic tethering of milking machine to the
udder of a cow. A milk diary wants to automate the
milking process. The milking process involves
attaching the milking cups to the teats. Design a
system for the same.
2. An electric vehicle uses LIoN batteries. The batteries
have to be charged and get discharged during use.
The batteries require continuous monitoring during
charging and discharging so that they remain healthy
and yield a long life. Design a system to monitor and
manage the health of the batteries.
3. A Biotech industry needs automation for filling its
product into 20 ltr bottles. Design a system to meter
the flow into the bottles so that each bottle has 20 ltr
of the liquid. There will be more than one filling
station and the system has to monitor all the filling
stations as well as keep count of the total production
on a daily basis.
4. Microwave Doppler radar with a
range of 9m are available for motion
detection. Design a surround view
monitoring system for a 3 wheeler to
detect human obstacles while the
vehicle is in motion.
5. Design a system to assist the driver
by using cameras to detect lane markers
and pedestrians while the vehicle is in
motion.
6. Develop a small size USB 2.0 / 3.0
CMOS camera system which can be used
for industrial inspection, medical
applications, microscopy, etc. The
system should be able to capture the
image quickly and be able to process the
captured image and then store it also
99
Create

Core values (Culture)
How How the college wants life to be on a day-
to-day basis
Vision (Create)
What Painting a picture of future
Mission (Purpose)
Why Why do we exists?
Synchronization / Mapping / Alignment
Programe Educational
Objectives
Programe Outcomes
Course Learning
Objectives
Course Learning
Outcomes
Course Unit Learning
Objectives
Course Unit Learning
Outcomes
(Syllabus Content)
Lesson Plan Specific
Instructional Objectives
(Syllabus Content)
Lesson Plan
Desired Outcomes
Re g u l a t i n g
A g e n c i e s
U n i v e r s i t y
T h e I n s t i t u t i o n
Stakeholders
Expectations
N o r m s
&
S t d s .

The student will learn to implement the reduce-
reuse-recycle approach to conservation
Educational Objective
The student will learn to implement the reduce-reuse-recycle approach to conservation.
Noun
The reduce-reuse-recycle approach to conservation
Verb
implement
Knowledge Dimension
Factual knowledge
Procedural knowledge
(the reduce-reuse-recycle approach to conservation)
Metacognitive knowledge
Cognitive Process Dimension
Remember
Understand
Apply (implement)
Analyze
Evaluate
Create
THE KNOWLEDGE
DIMENSION
THE COGNITIVE PROCESS DIMENSION
1.
REMEMBER
2. UNDERSTAND 3. APPLY 4. ANALYZE 5. EVALUATE 6. CREATE
A.
Factual
B.
Conceptual
C.
Procedural X
D.
Meta-Cognitive
HOW AN OBJECTIVE IS CLASSIFIED IN THE TAXONOMY TABLE?
Slide # 101

Interrupting
Factual Knowledge
Students should be able to define key terms (e.g.
,Resistance) in their own words
Explaining
Conceptual Knowledge
To explain what happens to the rate of current in an
electrical circuit when changes are made in the system (
e.g., two batteries that were connected in serial OR
connected in parallel)
Executing
Procedural Knowledge
To use Ohm’s law to compute the voltage when given the
current (in amperes) and the resistance (in ohms)
Differentiating
To determine which information in words problems
involving Ohm’s law (e.g., wattage of light bulb, thickness of
wire, voltage of battery) is needed to determine the
resistance.
Checking
Procedural Knowledge
To determine whether a worked-out problem solution to a
problem involving Ohm’s law is likely to be effective in
solving it.
Critiquing
Metacognitive
Knowledge
To choose a plan solve problem involving Ohm’s law that is
most consistent with his or her current level of
understanding.
Generating
To generate alternate ways of increasing the brightness of
the light in a circuit without changing the battery
O h m ’ s L a w Stakeholders
Expectations
E l e c t r i c a l ( c o r e )
E l e c t ro n i c s
I T/ I T E S
M a n u fa c t u r i n g
A u t o m o t i v e
Te a c h i n g
G o v t . S e c t o rs
G AT E
C o m p e t i t i v e E x a m s
How Faculty decide to write Learning Objectives / Learning Outcome of Ohm’s law?
Employability???

To solve a mathematical word problem
Interpreting To understand each sentence in the problem
Recalling To retrieve the relevant Factual Knowledge needed to solve
the problem
Organizing To build a coherent representation of the key information
in the problem
(Conceptual Knowledge)
Planning To devise a solution plan
Producing To carry out the plan
(Procedural Knowledge) 105

To write an Essay
Recalling To retrieve the relevant information needed to include in
the essay.
Planning To decide what to include in the essay, determine what to
say, and how to say.
Producing To create a written product
Critiquing To make sure the written essay “make sense”
106

6. Create
19. Generating
18. Planning
17. Producing
5. Evaluate
16. Checking
15. Critiquing
4. Analysis
14. Attributing
13. Organizing
12. Differentiating
3. Apply
11. Implementing
10. Executing
2.Understand
9. Explaining
8. Comparing
7. Inferring
6. Summarising
5. Classifying
4. Exemplifying
3. Interpreting
1.Remember
2. Recalling
1.Recognizing
L o w e r
O rd e r
T h i n k i n g
S k i l l s
H i g h e r
O rd e r
T h i n k i n g
S k i l l s
Creative Skills
Create : Generating, Planning, Producing
Problem Solving Skills
Combination of different cognitive abilities
depends upon context & problem complexity
E
x
p
e
r
i
e
n
c
e
Critical Thinking
C r i t i q u i n g
To p T h r e e 2 1 s t C e n t u r y S k i l l s
107

108
P r o b l e m S o l v i n g S k i l l Solving the ill-defined
problem logically,
scientifically with
evidences
Achieving a goal that
professionals have never
previously achieved
Of figuring out how to
change a situation from
its given state into a goal
state
Problem Representation
Builds a mental
representation of the
problem
Problem Solution
Devices and
carries out a plan
for solving the
problem

Critical Thinking Skill: Domain-General Thinking Skill
To think clearly and rationally is important
To understand the logical connections
between ideas
To identify, construct and evaluate
arguments
To detect inconsistencies and common
mistakes in reasoning
To solve problems systematically
To identify the relevance and importance of
ideas
To reflect on the justification of one’s own
beliefs and values
It is an essential part of creativity because we
need critical thinking to evaluate and improve
our c r e a t i v e i d e a s
O n e u s e s c r i t i c a l t h i n k i n g t o i m p r o v e o n e ’s p r o c e s s o f t h i n k i n g

Creativity:
“Something
Original and
Worthwhile”
Process of becoming sensitive to problems,
deficiencies, gaps in knowledge, missing elements,
disharmonies
Identifying the difficulty,
Searching for solutions
Making guesses
Formulating hypothesis about the deficiencies,
Testing and retesting hypothesis,
possibly modifying and retesting them and finally
communicating the results,
which is a new product

Creative Process
• To understand the
task
• Generate possible
solutions
Problem
Representation
• Examine the
possibilities
• Devises a workable
plan
Solution
Planning • Successfully carries
out the plan
• Meets certain
specifications
Solution
Execution
Divergent
Thinking

Evaluate
Same Content
Different
Objectives
Different Instructional
Activities
Different
Outcome
Expected
outcome
Change
Objectives
Change
Activities
113

P u r p o s e
O b j e c t i v e s
G e n e r a l O b j e c t i v e
S p e c i f i c I n s t r u c t i o n a l O b j e c t i v e
R u l e s f o r W r i t i n g O b j e c t i v e s
T a x o n o m y T a b l e
K n o w l e d g e
 F a c t u a l K n o w l e d g e
 C o n c e p t u a l K n o w l e d g e
 P r o c e d u r a l K n o w l e d g e
 M e t a - C o g n i t i v e K n o w l e d g eC o g n i t i v e
P r o c e s s
 R e m e m b e r
 U n d e r s t a n d
 A p p l y
 A n a l y s e
 E v a l u a t e
 C r e a t e
C a s e S t u d y : O h m ’ s L a w
P r o b l e m S o l v i n g S k i l l s
C r i t i c a l T h i n k i n g S k i l l s
C r e a t i v e s k i l l s

115
D r. N . A s o k a n P h . D
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n t v a s o k a n @ g m a i l . c o m
E d u c a t i o n a l L e a d e r,
C o n s u l t a n t ,
Fa c u l t y Tra i n e r
C e r t i f i e d A c c r e d i t o r,
F o r m e r D i r e c t o r, P r i n c i p a l ,
L i fe L o n g S e l f L e a r n e r
Re s o u r c e P e r s o n

Anderson, L.W. et al. (Eds). (2001). A Taxonomy for Learning, Teaching
and Assessing: A Revision of Bloom’s Taxonomy of Educational
Objectives. New York : Longman.
Bloom, B.S. et al. (Eds). (1956). Taxonomy of Educational Objectives;
Handbook I: Cognitive domain. New York : David Mckay.
Harrow, A. J. (1972). A Taxonomy of Psychomotor Domain: A Guide for
Developing Behavioral Objectives. New York: David McKay.
Krathwohl, D.R., Bloom, B.S., & Masia, B.B. (1964). Taxonomy of
Educational Objectives, the Classification of Educational Goals;
Handbook II: The affective domain. New York : David Mckay.
11
https://www.aicte-india.org/sites/default/files/ExaminationReforms.pdf
retrieved on 1st July 2020
116

What is your
Teaching
Competency???
D r . N . A s o k a n
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www.facebook.com/drnasokan
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