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Writing Learning Objectives in Primary Science/Document: Difference between revisions
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Writing Learning Objectives in Primary Science/Document (view source)
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'''Learning Domains or Bloom’s Taxonomy''' | '''Learning Domains or Bloom’s Taxonomy'''<br /> | ||
'''The Three Types of Learning''' | |||
'''The Three Types of Learning'''<br /> | |||
There is more than one type of learning. A committee of colleges, led by Benjamin Bloom, identified three domains of educational activities. The three domains are cognitive, affective and psychomotor. Since the work was produced by higher education, the words tend to be a little bigger than we are normally used to. Domains can be thought of as categories. Cognitive is for mental skills (Knowledge), affective is for growth in feelings or emotional areas (Attitude), while psychomotor is for manual or physical skills (Skills). Trainers often refer to these as KAS, SKA, or KSA (Knowledge, Attitude, and Skills). This taxonomy of learning behaviours can be thought of as ‘the goals of the training process.’ That is, after the training session, the learner should have acquired these new skills, knowledge or attitude. | There is more than one type of learning. A committee of colleges, led by Benjamin Bloom, identified three domains of educational activities. The three domains are cognitive, affective and psychomotor. Since the work was produced by higher education, the words tend to be a little bigger than we are normally used to. Domains can be thought of as categories. Cognitive is for mental skills (Knowledge), affective is for growth in feelings or emotional areas (Attitude), while psychomotor is for manual or physical skills (Skills). Trainers often refer to these as KAS, SKA, or KSA (Knowledge, Attitude, and Skills). This taxonomy of learning behaviours can be thought of as ‘the goals of the training process.’ That is, after the training session, the learner should have acquired these new skills, knowledge or attitude. | ||
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This compilation divides the three domains into subdivisions, starting from the simplest behaviour to the most complex. The divisions are not absolutes and there are other systems or hierarchies that have been devised in the educational and training world. However, Bloom’s taxonomy is easily understood and is probably the most widely applied one in use today. | This compilation divides the three domains into subdivisions, starting from the simplest behaviour to the most complex. The divisions are not absolutes and there are other systems or hierarchies that have been devised in the educational and training world. However, Bloom’s taxonomy is easily understood and is probably the most widely applied one in use today. | ||
'''Cognitive''' | '''Cognitive'''<br /> | ||
The cognitive domain involves knowledge and the development of intellectual skills. This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development if intellectual abilities and skills. There are six major categories which are listed in order below starting from the simplest behaviour to the most complex. The categories can be thought of as degrees of difficulties. That is, the first one must be mastered before the next one can take place. | The cognitive domain involves knowledge and the development of intellectual skills. This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development if intellectual abilities and skills. There are six major categories which are listed in order below starting from the simplest behaviour to the most complex. The categories can be thought of as degrees of difficulties. That is, the first one must be mastered before the next one can take place. | ||
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'''Expressing objectives on science lesson plans'''<br /> | |||
- be able to…- be able to express the fact that…- be able to express understanding of…- be able to describe…- be able to sort and group…- be able to explain why…- be able to use the correct terminology to explain why…- be able to use their knowledge of… to explain why…- be able to use the… model to explain why…- be able to use ideas from… and from… to explain…- be able to identify patterns in…- be able to use… pattern to predict… | - be able to…- be able to express the fact that…- be able to express understanding of…- be able to describe…- be able to sort and group…- be able to explain why…- be able to use the correct terminology to explain why…- be able to use their knowledge of… to explain why…- be able to use the… model to explain why…- be able to use ideas from… and from… to explain…- be able to identify patterns in…- be able to use… pattern to predict… | ||
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'''Assessment in Science''' | |||
'''Writing Learning Objectives''' | |||
'''Objective Vocabulary''' | |||
'''Words to avoid''' | '''Words to avoid''' | ||
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'''Planning for Differentiation'''<br /> | |||
Ensure children’s strengths are used to build their confidence and maintain motivation. | Ensure children’s strengths are used to build their confidence and maintain motivation. | ||
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Organising some work to be done in groups or pairs to encourage co-operative work i.e. recording as a pair. | Organising some work to be done in groups or pairs to encourage co-operative work i.e. recording as a pair. | ||
'''Science Medium Term Plan Discussion Sheet'''<br /> | |||
{| style="border-spacing:0;" | {| style="border-spacing:0;" | ||
