Before entering the classroom the teacher need to:

1. formulate objectives,
2. select and organize content,
3. choose teaching methods, and design
assignment, and
4. finally evaluate learning.

By Failing to prepare, you are preparing to fail. “

– Benjamin Franklin.

 Course outline include:

✘ The name of the course.
✘ The name of instructor.
✘ A one- paragraph course description.
✘ A list of course description.
✘ Teaching methods to be used.
✘ The method of evaluation.
✘ The text book or other readings.
A course outline or syllabus is considered a contract between teacher and learners.

Formulating Objectives:
WHY we do need objectives

To guide selection and handling of course material.

 To help teachers to determined whether
people in the class have learned what you
have tried to teach (EVALUATION)
 Are essential from the learners perspective.
It guide the students in their studying.
 To justify the budget of the learning program.
Bloom’s Taxonomy

Educational objectives suggested by

Bloom (1984) and divided into 3
domains:
• Cognitive (knowing)
• Psychomotor (doing)
• Affective(feeling, valuing).
Who is Benjamin Bloom?

A Jewish-American educational psychologist

 Contributions:
 1. Classification of educational objectives
 2. Theory of Mastery-Learning
What is TAXONOMY?
✘ Comes from two Greek words:
✘  Taxis: arrangement
✘  Nomos: science
✘  Science of arrangements
✘  A set of classification principles, or
structure and Domain simply means
category.
In 1956, Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill, and David
Krathwohl  published a framework for categorizing educational goals:  Taxonomy of Educational
Objectives  this framework has been applied by generations
of teachers and college instructors in their teaching.
Bloom’s taxonomy is a classification system used to define and distinguish different
levels of human cognition—i.e., thinking, learning, and understanding.
The purpose of Bloom’s Taxonomy is to help educators inform or guide
the development of assessments (tests and other evaluations of student learning), curriculum (units,
lessons, projects, and other learning activities), and instructional methods such as questioning strategies
✘ ORGINAL TAXONOMY (1956)
By BLOOM
✘  REVISED TAXONOMY (2001)
By LORIN ANDERSON
A farmer student of Bloom
The Original Taxonomy (1956)
✘ The Three Domains Of Learning:
✘  Cognitive: mental skills (knowledge)
✘  Affective: growth in feelings or emotional
areas (attitude or self)
✘  Psychomotor: manual or physical skills (skills)
Instructional designers, trainers, and
educators often refer to these three categories
as KSA
COGNITIVE DOMAIN:
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
of intellectual abilities and skills. There are six major categories of cognitive processes, starting from
the simplest to the most complex
KNOWLEDGE
involves the recall of specifics and universals, the recall of methods and processes, or the recall of a
pattern, structure, or setting.”
Student can: Write, List, Define with his knowledge if he have
COMPREHENSION
Refers to a type of understanding oR apprehension such that the individual knows what is being
communicated. Student translates, comprehends or interprets information based on prior learning like:
 Explain, summarize, paraphrase, describe
APPLICATION
Refers to the “use of abstractions in particular and concrete situations.” Student selects, transfers and
uses data and principles to complete a problem with a minimum of direction. How student can use,
compute,solve and apply his knowledge. Example: 100-15=85
ANALYSIS
Breakdown of a communication into itS constituent elements or parts.  Student distinguishes, classifies
and relates the= evidence or structure of a statement or question. Student can analyze, categorize,
compare and separate.
SYNTHESIS
 Involves the “putting together of elements and parts so as to form a whole.”
 Student originates, integrates, and combines ideas into a product, plan or proposal that is new to him.
 He can create, design, invent and develop
 He can combine different types of information to find alternative solutions\
EVALUATION
Judgments about the value of material and methods for given purposes.
Student can judge what he learned whether it is right or wrong. If wrong than he can start the process
again.
Student can judge, recommend, critique and justify
The Affective Domain
 Skills in the affective domain describe the way people react emotionally and their ability to feel
other living things' pain or joy. Affective objectives typically target the awareness and growth in
attitudes, emotion, and feelings.
five levels in the affective domain
 Receiving (lowest)
 Responding
 Valuing
 Organizing
 characterizing (highest)
RECEIVING
The lowest level; the student passively pays attention. Without this level, no learning can occur.
Receiving is about the student's memory and recognition as well.
EXAMPLE: Student saw a person helping a beggar...
RESPONDING
The student actively participates in the learning process, not only attends to a stimulus; the student
also reacts in some way.
EXAMPLE: He saw that people appreciating the person who helped poor…
VALUING
The student attaches a value to an object, phenomenon, or piece of information. The student
associates a value or some values to the knowledge they acquired.
 Example: He gives value that helping poor is an appreciable work…
ORGANIZING
The student can put together different values, information, and ideas, and can accommodate them
within his/her own schema;
the student is comparing, relating and elaborating on what has been learned.
Example: Then he organizes his learning how he can help the poor…
CHARACTERIZING
The student at this level tries to build abstract knowledge.
Example: At this stage the habit becomes the part of his character.
The Psychomotor Domain (actionbased
 Skills in the psychomotor domain describe the ability to physically manipulate a tool or instrument like
a hand or a hammer. Psychomotor objectives usually focus on change and/or development in behavior
and/or skills.  Bloom and his colleagues never created subcategories for skills in the psychomotor
domain.
Selecting Content
\How much time you can devote to the topic?
 The kind of background the students have.
 What you need to include from a textbook
Give yourself time to discuss the importance of the subject and cover important points without getting
bogged down in details that the learners will never remember. - It rehearse your content orally in front
of a mirror
Organizing Content
Headings / Subheadings- Should follow a logical sequences moving from general to specific or from
simple to complex .
Selecting Teaching Methods
What are the factors affecting choice of method:• It depend on the objectives and type of learning you
are trying to achieve.
Number of people in the class.
 With high number modules, computer programs or handout with explanation is greatly useful.
 With small group; brain storming,
 role- playing and cooperative learning
The Effectiveness of teaching methods depend on the out come criterion. If the criterion is the
acquisition of knowledge may be lecture is useful. While acquisition of doing objectives it is useful to
use training sessions.

 Choosing a Textbook- Quality of writing How the book organized and the graphics that were
included. introductions to chapters( give an overview to content) Keywords in bold face is
favorite. Summaries at the end-of- chapter. Study questions, charts, tables, and pictures are
also reflect the quality of the text. Cost. Permanency. Quality of print. Contain or start with a
preface(overview)

Conducting the class

The first day of class : Begin introducing yourself. Welcoming the class can establish a pleasant
atmosphere. Reading names and getting correct pronunciation. Ensuring that every one gets the
handouts. A little humor is useful Communicate your expectations for the course. Review the course
syllabus. Try to whet the learners appetite for what is to come. SUBSEQUENT CLASSES: Gaining and
controlling the attention of the learners. To keep communication skills effectively going