From: Vanessa Grieco
Date: 04 Sep 2003
Time: 09:59:47 -0400
Remote Name: 10.4.6.107
The course objectives are important for us as students to understand and have. Without an objective we have no plan, and with no plan we cannot achieve much in life. Here are some importatnt methods taken from Madeline Hunter: 1.objectives standards 2.anticipatory set 3.teaching 4.input 5.modeling 6.check for understanding 7.guided practice/monitoring 8.closure 9.independent practice fig.cox.miami.edu/~cmallery/150/scimeth/ definition_sci_method.htm Anticipatory set is a way that the teacher can get the students attention. It is extremely important that the teacher brings life to class and uses everyday examples in order to compare things and make it easier for the student to understand. Cognitive Domain has many important features, according to Bloom's Taxonomy: Cognitive Domain Modification of work by Norman E. Gronlund Descriptors of Levels of Learning Illustrative Verbs 1. Knowledge - remembering previously learned material. The skill may involve recall of a wide range of material, from specific facts to complete theories, but all that is required is the bringing to mind of the appropriate information. Knowledge represents the lowest level of learning outcomes in the cognitive domain. Knowledge - enumerate, define, describe, identify, label, list, match, name, outline, recall, recite, recollect, relate, reproduce, select, state 2. Comprehension - the ability to grasp meaning of material. This skill may be shown by translating material from one form to another (words or numbers), by interpreting material (explaining or summarizing), and by estimating future trends (predicting consequences or effects). Comprehension - change, construct, convert, decode, defend, define, describe, distinguish, discriminate, estimate, explain, extend, generalize, give example, illustrate, infer, paraphrase, predict, restate, rewrite, solve, summarize 3. Application - the ability to use learned material in new and concrete situations. This may include the application of such things as rules, methods, concepts, principles, laws, and theories. Application - apply, change, compute, demonstrate, develop, discover, dramatize, employ, illustrate, interpret, manipulate, modify, operate, organize, predict, prepare, produce, relate, solve, transfer, use 4. Analysis - the ability to break down material into its component parts so that its organizational structure may be understood. This skill may include the identification of the parts, analysis of the relationship between parts, and recognition of the organizational principles involved. Analysis - analyze, breakdown, classify, compare, contrast, determine, deduce, diagram, differentiate, distinguish, identify, illustrate, infer, outline, point out, relate, select, separate, subdivide 5. Synthesis - the ability to put parts together to form a new whole. This may involve the production of a unique communication (theme or speech), a plan of operations (research proposal), or a set of abstract relations (scheme for classifying information). Synthesis - categorize, combine, compile, compose, conceive, construct, create, design, devise, establish, explain, formulate, generate, invent, make manage, modify, organize, originate, plan, propose, rearrange, reconstruct, relate, reorganize, revise, rewrite, set up, summarize, tell, write 6. Evaluation - the ability to judge the value of material (statement, novel, poem, research report) for a given purpose. The judgements are to be based on definite criteria. These may be internal criteria (organization) or external criteria (relevance to the purpose) and the student may determine the criteria or be given them. Evaluate - www.olemiss.edu/depts/educ_school2/ docs/stai_manual/manual8.htm MY COURSE OBJECTIVES: When speaking of cognitive domain we mean that there are many steps that we all have in our mind that make us think the way we do. We have to be able to learn from the tools and we have and apply it in life, this is extremely crucial because cognitive domain is applied everyday in our lives, and this same way that we apply it in life we must be able to apply these cognitive domains when doing research......IT IS ALL A PROCESS. Everything has a step and order to it.
[_borders/disc41_aftr.htm]