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The taxonomy divides learning objectives into three broad domains: cognitive (knowledge-based), affective (emotion-based), and psychomotor (action-based), each with a hierarchy of skills and abilities. These domains are used by educators to structure curricula, assessments, and teaching methods to foster different types of learning.
Structure of observed learning outcome (SOLO) DIKW pyramid; Model of hierarchical complexity; In some organisations the term learning outcome is used in the part of a course description where aims are normally found. [5] [6] One can equate aims to intended learning outcomes and objectives to measured learning outcomes.
Benjamin Samuel Bloom (February 21, 1913 – September 13, 1999) was an American educational psychologist who made contributions to the classification of educational objectives and to the theory of mastery learning.
Also called lesson objectives or aims; statements of student learning outcomes based on student needs; objectives state specifically what the students will be able to do in a specified time period; objectives are measurable and therefore involve specific and discrete language skills. Oral Related to speaking. Over-correction
The objectives are described using action verbs based on Bloom's taxonomy of educational objectives. Learning Tasks - Learning tasks are structured as open questions (i.e. questions with no set, "right" answer) asked of learners, inviting them to interact with the content in some way and leading to open dialogue between learner and teacher and ...
The structure of observed learning outcomes (SOLO) taxonomy is a model that describes levels of increasing complexity in students' understanding of subjects. It was proposed by John B. Biggs and Kevin F. Collis.
Learning goals - A teacher-developed description of what the student will know and be able to do at the end of a course based upon an overarching idea for the academic or elective discipline. A teacher will know that they have an effective learning goal when the knowledge or skill can be applied to life outside the classroom.
Robert Frank Mager [meɪgɜ:] (June 10, 1923 – May 23, 2020) was an American psychologist and author. Concerned with understanding and improving human performance, he is known for developing a framework for preparing learning objectives, and criterion referenced instruction (CRI), as well as addressing areas of goal orientation, student evaluation, student motivation, classroom environment ...