Taxonomy in educational program Prof Ferdousi Begum Prof

Taxonomy in educational program Prof. Ferdousi Begum, Prof. & Head, Dept of OBGYN, Ibrahim Medical College & BIRDEM Hospital

Domains Taxonomy: classification of something Domain: an area of knowledge or activity

Bloom’s taxonomy & professional development

Miller’s pyramid for assessing clinical competence Adapted from Norcini (2007).

Domains Educational objectives are allocated to 3 domains

D o m a i n s

D o m a i n s

D o m a i n s

Domains of Learning

Cognitive Domain Knowledge Anatomy of Vermiform Appendix.

Psychomotor Domain Skill Doing an Appendectomy.

Affective Domain Attitude Counseling. How well it is to be done.

Levels of cognitive domain Evaluation Synthesis Analysis Application Comprehension Recall

Problem Solving Interpretation of data Recall of facts

Category Examples, key words (verbs), and technologies for learning (activities) Remembering: Examples: Recite a policy. Quote prices from memory to a customer. Recite the safety rules. Recall or retrieve previous learned information. Key Words: defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states Technologies: book marking, flash cards, rote learning based on repetition, reading

Category Examples, key words (verbs), and technologies for learning (activities) Understanding: Examples: Rewrite the principles of test writing. Explain in one's own words the steps for performing a complex task. Translate an equation into a computer spreadsheet. Comprehending the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words. Key Words: comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives an example, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates Technologies: create an analogy, participating in cooperative learning, taking notes, storytelling, Internet search

Category Examples, key words (verbs), and technologies for learning (activities) Applying: Examples: Use a manual to calculate an employee's vacation time. Apply laws of statistics to evaluate the reliability of a written test. Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place. Key Words: applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses Technologies: collaborative learning, create a process, blog, practice

Category Examples, key words (verbs), and technologies for learning (activities) Analyzing: Examples: Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in reasoning. Gathers information from a department and selects the required tasks for training. Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences. Key Words: analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates Technologies: Fishbowls, debating, questioning what happened, run a test

Category Examples, key words (verbs), and technologies for learning (activities) Evaluating: Examples: Select the most effective solution. Hire the most qualified candidate. Explain and justify a new budget. Make judgments about the value of ideas or materials. Key Words: appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports Technologies: survey, blogging

Category Examples, key words (verbs), and technologies for learning (activities) Creating: Examples: Write a company operations or process manual. Design a machine to perform a specific task. Integrates training from several sources to solve a problem. Revises and process to improve the outcome. Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure. Key Words: categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes Technologies: Create a new model, write an essay, network with others

Levels of Psychomotor Domain Organization Adaptation Complex overt response Mechanism Guided response Set Perception

Category Examples, key words (verbs), and technologies for learning (activities) Examples: Detects non-verbal Perception (awareness): communication cues. Estimate where a The ability to use sensory cues to guide motor activity. This ranges from sensory stimulation, through cue selection, to translation. ball will land after it is thrown and then moving to the correct location to catch the ball. Adjusts heat of stove to correct temperature by smell and taste of food. Adjusts the height of the forks on a forklift by comparing where the forks are in relation to the pallet. Key Words: chooses, describes, detects, differentiates, distinguishes, identifies, isolates, relates, selects.

Category Examples, key words (verbs), and technologies for learning (activities) Set: Examples: Knows and acts upon a sequence of steps in a manufacturing process. Recognize one's abilities and limitations. Shows desire to learn a new process (motivation). NOTE: This subdivision of Psychomotor is closely related with the “Responding to phenomena” subdivision of the Affective domain. Readiness to act. It includes mental, physical, and emotional sets. These three sets are dispositions that predetermine a person's response to different Key Words: begins, displays, explains, situations moves, proceeds, reacts, shows, states, (sometimes called mindsets). volunteers.

Category Guided Response: Examples, key words (verbs), and technologies for learning (activities) Examples: Performs a mathematical equation as demonstrated. Follows instructions to build a model. Responds The early stages hand-signals of instructor while learning in learning a to operate a forklift. complex skill that includes Key Words: copies, traces, follows, imitation and react, reproduce, responds trial and error. Adequacy of performance is achieved by practicing.

Category Examples, key words (verbs), and technologies for learning (activities) Mechanism (basic proficiency): Examples: Use a personal computer. Repair a leaking faucet. Drive a car. This is the intermediate stage in learning a complex skill. Learned responses have become habitual and the movements can be performed with some confidence and proficiency. Key Words: assembles, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches.

Category Examples, key words (verbs), and technologies for learning (activities) Complex Overt Response (Expert): Examples: Maneuvers a car into a tight parallel parking spot. Operates a computer quickly and accurately. Displays competence while playing the piano. The skillful performance of motor acts that involve complex movement patterns. Proficiency is indicated by a quick, accurate, and highly coordinated performance, requiring a minimum of energy. This category includes performing without hesitation, and automatic performance. For example, players are often utter sounds of satisfaction or expletives as soon as they hit a tennis ball or throw a football, because they can tell by the feel of the act what the result will produce. Key Words: assembles, builds, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches.

Category Examples, key words (verbs), and technologies for learning (activities) Adaptation: Examples: Responds effectively to unexpected experiences. Modifies Skills are well instruction to meet the needs of developed and the individual can modify the learners. Perform a task with a movement patterns to machine that it was not originally intended to do (machine is not fit special damaged and there is no danger in requirements. performing the new task). Key Words: adapts, alters, changes, rearranges, reorganizes, revises, varies.

Category Origination: Examples, key words (verbs), and technologies for learning (activities) Examples: Constructs a new theory. Develops a new and Creating new movement patterns to comprehensive training programming. Creates a new fit a particular gymnastic routine. situation or specific problem. Learning outcomes emphasize Key Words: arranges, builds, creativity based upon combines, composes, constructs, highly developed skills. creates, designs, initiate, makes, originates.

Harrow’s Taxonomy of Psychomotor Domain Harrow, A. J. (1972). A taxonomy of the psychomotor domain. New York: David Mc. Kay Co.

Category Reflex movements Examples, key words (verbs), and technologies for learning (activities) Objectives at this level include reflexes that involve one segmental or reflexes of the spine and movements that may IMITATION involve more than one Observes skill segmented portion of the spine and attempts to as intersegmental reflexes (e. g. , repeat it involuntary muscle contraction). These movements are involuntary being either present at birth or emerging through maturation.

Category Fundamental movements Examples, key words (verbs), and technologies for learning (activities) Objectives in this area refer to skills or movements or behaviors related to walking, MANIPULATION running, jumping, pushing, Performs skill by pulling and manipulating. instruction They are often components rather than for more complex actions. observation

Category Examples, key words (verbs), and technologies for learning (activities) Perceptual abilities Objectives in this area should address skills related to kinesthetic (bodily movements), visual, auditory, tactile (touch), or coordination abilities as they are related to the ability to take in information from the environment and react. PRECISION Reproduces a skill with accuracy, proportion, and exactness; usually performed independent of original sources

Category Examples, key words (verbs), and technologies for learning (activities) Physical abilities Objectives in this area should be related to endurance, flexibility, agility, strength, reaction-response time or dexterity. ARTICULATION Combines more than one skill in sequence with harmony and consistency

Category Skilled movements Examples, key words (verbs), and technologies for learning (activities) Objectives in this area refer to skills and movements that must be learned for games, NATURALIZATION sports, dances, performances, Completes one or or for the arts. more skills with ease; requires limited physical or mental exertion

Category Examples, key words (verbs), and technologies for learning (activities) Nondiscursive communication Objectives in this area refer to expressive movements through posture, gestures, facial expressions, and/or creative movements like those in mime or ballet. These movements refer to interpretative movements that communicate meaning without the aid of verbal commands or help.

Category Examples, key words (verbs), and technologies for learning (activities) 1. Receiving This refers to the learner’s sensitivity to the existence of stimuli – awareness, willingness to receive, or selected attention. feel sense capture experience pursue attend perceive

Category Examples, key words (verbs), and technologies for learning (activities) 2. Responding This refers to the learners’ active attention to stimuli and his/her motivation to learn – acquiescence, willing responses, or feelings of satisfaction. conform allow cooperate contribute enjoy satisfy

Category Examples, key words (verbs), and technologies for learning (activities) 3. Valuing This refers to the learner’s beliefs and attitudes of worth – acceptance, preference, or commitment. An acceptance, preference, or commitment to a value. believe seek justify search persuade respect

Category Examples, key words (verbs), and technologies for learning (activities) 4. Organization This refers to the learner’s internalization of values and beliefs involving (1) the conceptualization of values; and (2) the organization of a value system. As values or beliefs become internalized, the leaner organizes them according to priority. examine clarify systematize create integrate

Category Examples, key words (verbs), and technologies for learning (activities) 5. Characterization This refers to the learner’s highest of internalization and relates to behavior that reflects (1) a generalized set of values; and (2) a characterization or a philosophy about life. At this level the learner is capable of practicing and acting on their values or beliefs. – the Internalization of values internalize review conclude resolve judge

• **Remember that the trick in effectively planning lessons — there has to be the intention for growth specifically in the selected domain area! • Learning takes place in ALL 3 domains and wise teachers combine domains so that lessons and learning are more holistic and multidimensional.

“The more that you read, the more things you will know. The more that you learn, the more places you'll go. ” — Dr. Seuss.

Writing Objectives Five basic elements: • Who • Will do • How much (how well) • Of what • By when?

Writing Objectives Use words that are specific and unequivocal for objectives • Example: Each third year medical student (who) will demonstrate (will do) the appropriate technique for a lumbar puncture procedure (what) once (how often) meeting criteria on check list as judged by a trained observer (how well) by the end of their neurology rotation (when).

Objectives fall into 3 domains Cognitive – ranges from factual knowledge to higher levels of function such as problem Solving and clinical decision making Affective (attitudinal) – attitudes, values, beliefs, biases, emotions and role expectations Psychomotor – skill or behavioral objectives ( hx taking, PE, interpersonal communication, record keeping, procedures)

Harrow’s Taxonomy of Psychomotor Domain Harrow, A. J. (1972). A taxonomy of the psychomotor domain. New York: David Mc. Kay Co.

Krathwohl’s Taxonomy of Affective Domain – ordered by level of internalization of values Krathwohl, D. R. , Bloom, B. S. , and Masia, B. B. (1964). Taxonomy of educational objectives: Handbook II: Affective domain. New York: David Mc. Kay Co.

Cognitive- easy to remember Problem solving Interpretation of data Recall of Facts