Bloom's taxonomy of educational objectives- Cognitive domain

Bloom's taxonomy of educational objectives- Cognitive domain
These objectives were developed by Benjamin Bloom, who chaired the committee of educators that devised the taxonomy. Bloom's taxonomy is a classification of educational objectives using a set of three hierarchical models, named cognitive, affective and sensory domains. 

The cognitive domain
It is mainly focused on the traditional way of education to structure the curriculum objectives, assessments, and activities. It has divided into six categories and they are:

• Remembering
• Comprehending
• Applying
• Analyzing
• Synthesizing
• Evaluating 

Remembering 
It involves recalling facts, terms or concepts with out an understanding what they mean.It represents the lowest level of learning outcomes in the cognitive domain. For example: learning of classifications or categories. Name the pairs of chromosomes. Majority of the students try to learn by heart and able to recall names without thinking or to memorize something, only for exams.

Verbs can be used to state the objectives are: define, state, list, name, outline, write, recall, recognize, label, underline, select, measure, describe, identify etc.
 
Comprehending
It involves understanding of facts by organizing, comparing, translating, interpreting and extrapolating it. Organization means a student can organize the ideas based on hierarchy or occurrence. The comparison means comparing similarities and differences of facts each other. Translation means communicating ideas in other words or languages without altering the meaning. Interpretation means ability to explain a fact in their own words without altering the meaning. Extrapolation means foreseeing or predicting the unknown events by understanding the known events. For example; Identify the differences between the chromosome and chromatin.
  
Verbs can be used to state the objectives are: identify, select, compare, translate, interpret, extrapolate, justify, organize, indicate, illustrate, represent, formulate, judge, classify etc.

Applying
Applying involves a student to solve daily problems in new situations with learned knowledge successfully. Learners are able to identify, relate prior knowledge and to apply in situations. It requires a higher level of understanding of facts and ideas to apply in an unexpected situation.
For example, a learner is able to give first aid in real life situation.

Verbs can be used to state the objectives are:  predict, select, assess, explain, choose, find, show, demonstrate, construct, compute, use, perform, discover, prepare, produce and relate.

Analyzing
This refers to examining and breaking information into parts, constructing relation to each other, making a generalization and finding evidences to support generalization. For example, an expert in nursing examined the concept of nursing care, broke into different parts, arranged in a synchronized manner such as assessment, goals, diagnosis, plan of action, rationale, implementation and evaluation, which helps the learners to give nursing care in an uniform manner.

Verbs can be used to state the objectives are: analyse, identify, conclude, differentiate, select, separate, compare, contrast, justify, resolve, distinguish etc.

Synthesizing
It includes the action of putting all related elements together and to form a 'whole'. It helps to formulate a new concepts or patterns.

Verbs can be used to state the objectives are:  combine, summarize, precise, conclude, compile, compose etc.

Evaluating
It involves presenting opinions by making judgment about the utility of work or quality of work based on a set of criteria. For example, which educational philosophy are best for curriculum implementation today?
 
 Verbs can be used to state the objectives are: evaluate, judge, compare, contrast etc..

Classification of educational objectives

Classification of educational objectives

Definition of educational objectives
Educational objectives are the guidelines to plan teaching-learning activities, in order to bring out desirable behavior modifications.

Classification of educational objectives based on the level of application
Here, educational objectives are classified into three:

1. institutional or general objectives
2. intermediate or departmental objectives
3. instructional or specific objectives

Institutional or general objectives
These objectives are for the attainment of overall aim or objectives of the educational program. It is very broad and focused, to help the institution to achieve their aim.

Intermediate or departmental objectives
These are derivatives of institutional objectives in related to a subject matter and formulated b curriculum committee.  

Instructional or specific objectives
This is formulated by the teacher to achieve each learning-teaching activity. These are highly specific, precise and attainable.

Classification of educational objectives based on nature

The objectives are classified into three:

1. central objectives
2. contributory objectives
3. indirect objectives 

Central objectives
These objectives are written for main topic or lesson. It aims for the overall development of learner and teacher.

Contributory objectives
These are written specifically to achieve central objectives. This aims to develop knowledge, abilities, skills, attitude, and interest among the students.

Indirect objectives
This helps to develop a moral attitude,  ideal behavior and certain understandings among the students along with the achievement of the educational program.
 

Classification of educational objectives based on the use
The objectives are classified into four:

1. teacher-centered objectives
2. subject-centered objectives
3. learner-centered objectives
4. behavior-centered objectives   

Teacher-centered objectives

These objectives are written down in relation to the teacher activity, which enables the teacher to bring out desirable changes in the behavior of the students.

Subject-centered objectives

These objectives will give significance to subject matter with an intention to produce knowledge among students.

Learner-centered objectives

These objectives are aiming for the overall development of learners through specific teaching-learning activities.

Behavior centered objectives

These aim at modification of behavior among the students to become a fruitful citizen in the society.

Qualities of educational objectives

• It should be relevant to the needs of learner and society
• It should be feasible and achievable by the students
• The end results are able to measure
• We should be able to observe the  progress towards the achievement of educational objectives
• It should be consistent with educational activities

Realism and its educational implications

Realism and its educational implications

Realism believes that the child has to face realities of life and is able to solve problems. To achieve this, the child should expose to knowledge and experiences. Realists suggest that the curriculum should include science subjects. While selecting subjects, the background of the learners and abilities should be considered. 

Realism and aims of education

It suggests that

1. should prepare the child for real life
2. should boost the physical and mental powers of the child
3. should develop and train senses
4. make the child to familiar with the social and natural environment

Realism and curriculum

It prefers science and vocational subjects to prepare the children for day to day living.

Realism and methods of teaching

It suggests that the child should train his senses to experience knowledge and has to use appropriate audio-visual aids to facilitate the learning through observation and experimentation.

Realism and discipline

It supports the moral education to inculcate self-discipline among the children.

Realism and teacher

The teacher should be mastered in knowledge and has in-depth experience in teaching. The teacher should do a lot of researches intellectually by implementing psychological and scientific principles.

Realism

Realism

This philosophy believes in things we see and perceive are real and knowledge acquired through senses is true.

According to Butter, 'realism is the reinforcement of our common acceptance of the world, as it appears to us'. 

Forms of realism

Humanistic realism

It believes that only education can bring out human welfare and success. It recommends liberal education by giving significance to religious, social and moral values.

Social realism

It proposes an education system which helps the child to attain real knowledge through senses, will make the human life happy and successful through fulfilling the needs of the society.

Sense realism

It believes in knowledge which receives through senses, not from words. The education should adopt real and effective methods to teach children instead of artificial techniques. This philosophical education includes scientific subjects, nature-related subjects, practical education, and research.

Neo-realism

It believes in science and inclined towards true knowledge which is verified by senses and experiments.

Principles of realism

1. Real things are true
2. It accepts sensory experiences as real
3. Man is a physical being controlled by rules and laws
4. True knowledge can be verified by senses and experiments
5. It supports physical science in education for acquiring knowledge