While a man was polishing his new car, his 4 yr old son picked up stone and scratched lines on the side of the car. In anger, the man took the child's hand and hit it many times; not realizing he was using a wrench.
At the hospital, the child lost all his fingers due to multiple fractures. When the child saw his father.....with painful eyes he asked, 'Dad when will my fingers grow back?' The man was so hurt and speechless; he went back to his car and kicked it a lot of times.
Devastated by his own actions......sitting in front of that car he looked at the scratches; the child had written 'LOVE YOU DAD'.
The next day that man committed suicide. . .
Anger and Love have no limits; choose the latter to have a beautiful, lovely life..... Things are to be used and people are to be loved,
But the problem in today's world is that, People are used and things are loved... During this year, let's be careful to keep this thought in mind: Things are to be used, but People are to be loved ... Be yourself....This is the only day we HAVE. Have a nice day
Wednesday, June 10, 2009
Tuesday, May 19, 2009
An innovative way of teaching symbols in chemistry
click here to see an innovative of teaching symbols in chemistry for middle school students
An article on measurement & evaluation
Measurement & Evaluation
Evaluation is a process or cluster of processes that people perform in order to gather data that will enable them to decide whether to accept, change, or eliminate something – the curriculum in general or an educational textbook in particular.
Daniel Stufflebeam has defined evaluation as the process of delineating, obtaining, and providing useful information for judging decision alternatives.
Formative Evaluation
Formative Evaluation encompasses those activities undertaken to improve an existing program.
Summative Evaluation
Summative Evaluation aims at getting the total picture of the quality of the produced curriculum. It focuses on the effectiveness of the total curriculum or the total course within the curriculum.
Concept of Continuous and Comprehensive Evaluation (CCE)
Definition
1. Continuity in Evaluation
2. Assessment of broad range of instructional objectives
(Scholastic (Cognitive) & Co-Scholastic (Affective & Psychomotor))
Objectives
1. To make evaluation an integral part of teaching – learning process
2. To use evaluation for improvement of students achievement through diagnosis and remediation
3. To make sound judgment and take timely decisions for learner’s growth, learning process, learning pace and learning environment.
4. To maintain desired standard of attainment
5. To provide scope for self - evaluation
Evaluation
Evaluation is the process that deals with the collection of evidences regarding the changes which occur in the pupil’s behaviour during the instruction. On the basis of evidences, interpretations and judgments regarding the progress of the child are made and decisions are taken. Thus evaluation consists of four main sub-processes. They are
Gathering information
Tools and techniques are needed. The tools and techniques are to be valid, reliable and objective.
Objectivity
“The extent to which a measure is a function of the trait measured is referred to as objectivity”
Reliability
“The accuracy of the data in the sense of their stability or precision”
- Fox
Validity
“Validity refers to the ability of a test to measure what it is supposed to measure.”
“The extent to which the procedure actually accomplishes what it seeks to accomplish or measure what is seeks to measure”
- Fox
Selection of appropriate tools
Interpretation of information
The numerical scores has to be interpreted in qualitative terms
Interpretation of attainment at three levels
1. w.r.t. student himself
2. w.r.t. peer group
3. w.r.t. a criteria
Making judgments
Judgments on pupil’s performance is based on total learning environment of the school (Physical facilities, personnel, curriculum and instructional setting)
Taking decisions
With regard to the students’ promotion or demotion
Principles of CCE
Flexibility
Functionality
Accountability
Economy
Illumination
Assessment of Scholastic Areas
(Has a fixed syllabus)
Area
All Subjects
Tecniques
Oral Test
Written Test
Project Test
Practical Test
Tools
Oral Questions
Class Work
Question Paper
Unit test
Assignments
Diagnostic tests
Peroidicity
Monthly
Terminal
Annual tests
Reporting
Grading
Self – appraisal
Self – appraisal is the analysis of the progress of the students by themselves.
SWOT Analysis for an imaginary person who is an under achiever
STRENGTH
Capacity to read, understand and do well
WEAKNESS
Highly Extrovert, Anger, Low motivation
OPPORTUNITIES
Good Teacher, Parents
THREAT
Improper attitudes of teachers and parents
Peer Appraisal
Anecdotal Record
Grading
Grading
Direct Grading
Co – scholastic areas on point scale
Example 3 point scale
A B C
Almost always Sometimes Rarely
Indirect Grading
Scholastic areas on three point scale
Rank Grade Description
75 – 100 A Excellent
50 - 74 B Good
0 - 49 C Below Average
Strategic Implementation of CCE
1. Principal and teachers should develop a action plan
2. In preparing the plan principles of CCE must be taken into account
3. Orientation for principals and teachers
4. Development of Q banks
5. Availability of Diagnostic and Criterion related tests
6. Monitoring and Follow up
Recording and Reporting
Recording
Recording refers to systematic documentation of evidences of pupil’s growth and development that have been captured through the use of various tools and techniques of assessment.
Reporting
Reporting refers to the categorization of pupils into appropriate ability bands in commensuration with the documented evidences of pupils’ growth for various purposes such as certification, promotion, selection etc.
Record Sheet for Scholastic Area
Year ………….
Class …………. Section ……………
Subject …………
Roll
No UT1 ….. UT TT1 …… TT AT Overall
Grade
M G M G M G M G M G
1
2
3
4
5
6
Curricular Areas aiming at development in affective & psychomotor domain
Health and Physical Education
Health Checkup
Sports
Games
Yoga
Drill
Art Education
Music
Dance’
Dramatics
Painting
Work Experience
Clay Modeling
Doll Making
Gardening
Buttoning Clothes
Other SUPW
Record Sheet for Co-Scholastic Area
Date of
Observation
Roll
No Activity 1 Grade Activity 2 Grade Overall
Grade
D1 D2 … D1 D2 …
1
2
3
4
5
6
OBJECTIVES OF TEACHING
Educational Objectives Instructional Objectives
Objective is why aspect of teaching
BENJAMIN BLOOM’S TAXONOMY OF EDUCATIONAL OBJECTIVES
Knowledge
Define
List out
Naming
Recognize
Recall
Identify
Label
Understanding
Convert
Distinguish
Compare
Estimate
Explain
Cite examples
Predict
Manipulate
Verify
Discriminate
Classify
Construct
Represent
Reorder
Rearrange
infer Prepare
Application
Produce
Solve’
Use
Show
Establish
Compute
Demonstration
Modify
Change
Find
Analysis, Synthesis Evaluation
Calculate Higher Order Thinking
Predict
Infer
Differentiate
Distinguish
Illustrate
Outline
Find relationship
Drive
Categorize
Design
Organize
Formulate
Reconstruct
Write a Theme’
Appraise
Criticize
Justify
Skill
Drawing diagrams,
Collection of materials,
Involving research in Lab works,
Demonstration,
Drawing Graph
Analysis
Break down, diagram, differentiate, discriminate, distinguish, identify, separate, subdivide, outline, and point out
Synthesis
Categorize, combine, compile, compose, create, design, devise, rewrite, summarize, tell, write
Evaluation
Appraise, compare, conclude, contrast, criticize, describe, discriminate, explain, justify, interpret, relate, summarize, support
Affective Domain
Receiving
Ask, choose, describe, follow, give, hold, identify, locate, name, point to, reply, select, sit, erect, use
Responding
Answer, assist, comply, conform, discuss, greet, help, label, perform, practice, present, read, report, respond, select, tell, and write
Valuing
Complete, demonstrate, describe, differentiate, explain, follow, form, initiate, invite, join, justify, propose, read, recognize, report, select, share, study, work, and write
Organizing
Adhere, alter, arrange, combine, compare, complete, defend, explain, generalize, identify, integrate, modify, organize, report, order, prepare, relate, synthesize
Characterization
Act, discriminate, display, influence, verbs to use when listen, modify, perform, practice, propose, quality, question, revise, serve, solve, use, verify
Psychomotor Domain
Imitation
To repeat, to follow, to copy, to imitate, to aping, to echoe, to mimicry, to resemble, to reflect, to reproduce, etc
Manipulation
To design, to make, to compose, to connect, to mend, to twist, to manipulate, to handle, to upstate, to negotiate, to steer, to broker
Precision
To sketch, to weigh, to sharpen, to make with accuracy, to exactitude, to nicety, to particularity, to calibrate, etc
Articulation
To start, to grind, to stir, to drill, to emphasized, to enunciate, to express, to pronounce, to state, to voice
Naturalization
To drive, to speak, to write, to walk, to use, to act, to sing, to gesture, to recite, to become normal, to make routine, to do regularly etc
Evaluation is a process or cluster of processes that people perform in order to gather data that will enable them to decide whether to accept, change, or eliminate something – the curriculum in general or an educational textbook in particular.
Daniel Stufflebeam has defined evaluation as the process of delineating, obtaining, and providing useful information for judging decision alternatives.
Formative Evaluation
Formative Evaluation encompasses those activities undertaken to improve an existing program.
Summative Evaluation
Summative Evaluation aims at getting the total picture of the quality of the produced curriculum. It focuses on the effectiveness of the total curriculum or the total course within the curriculum.
Concept of Continuous and Comprehensive Evaluation (CCE)
Definition
1. Continuity in Evaluation
2. Assessment of broad range of instructional objectives
(Scholastic (Cognitive) & Co-Scholastic (Affective & Psychomotor))
Objectives
1. To make evaluation an integral part of teaching – learning process
2. To use evaluation for improvement of students achievement through diagnosis and remediation
3. To make sound judgment and take timely decisions for learner’s growth, learning process, learning pace and learning environment.
4. To maintain desired standard of attainment
5. To provide scope for self - evaluation
Evaluation
Evaluation is the process that deals with the collection of evidences regarding the changes which occur in the pupil’s behaviour during the instruction. On the basis of evidences, interpretations and judgments regarding the progress of the child are made and decisions are taken. Thus evaluation consists of four main sub-processes. They are
Gathering information
Tools and techniques are needed. The tools and techniques are to be valid, reliable and objective.
Objectivity
“The extent to which a measure is a function of the trait measured is referred to as objectivity”
Reliability
“The accuracy of the data in the sense of their stability or precision”
- Fox
Validity
“Validity refers to the ability of a test to measure what it is supposed to measure.”
“The extent to which the procedure actually accomplishes what it seeks to accomplish or measure what is seeks to measure”
- Fox
Selection of appropriate tools
Interpretation of information
The numerical scores has to be interpreted in qualitative terms
Interpretation of attainment at three levels
1. w.r.t. student himself
2. w.r.t. peer group
3. w.r.t. a criteria
Making judgments
Judgments on pupil’s performance is based on total learning environment of the school (Physical facilities, personnel, curriculum and instructional setting)
Taking decisions
With regard to the students’ promotion or demotion
Principles of CCE
Flexibility
Functionality
Accountability
Economy
Illumination
Assessment of Scholastic Areas
(Has a fixed syllabus)
Area
All Subjects
Tecniques
Oral Test
Written Test
Project Test
Practical Test
Tools
Oral Questions
Class Work
Question Paper
Unit test
Assignments
Diagnostic tests
Peroidicity
Monthly
Terminal
Annual tests
Reporting
Grading
Self – appraisal
Self – appraisal is the analysis of the progress of the students by themselves.
SWOT Analysis for an imaginary person who is an under achiever
STRENGTH
Capacity to read, understand and do well
WEAKNESS
Highly Extrovert, Anger, Low motivation
OPPORTUNITIES
Good Teacher, Parents
THREAT
Improper attitudes of teachers and parents
Peer Appraisal
Anecdotal Record
Grading
Grading
Direct Grading
Co – scholastic areas on point scale
Example 3 point scale
A B C
Almost always Sometimes Rarely
Indirect Grading
Scholastic areas on three point scale
Rank Grade Description
75 – 100 A Excellent
50 - 74 B Good
0 - 49 C Below Average
Strategic Implementation of CCE
1. Principal and teachers should develop a action plan
2. In preparing the plan principles of CCE must be taken into account
3. Orientation for principals and teachers
4. Development of Q banks
5. Availability of Diagnostic and Criterion related tests
6. Monitoring and Follow up
Recording and Reporting
Recording
Recording refers to systematic documentation of evidences of pupil’s growth and development that have been captured through the use of various tools and techniques of assessment.
Reporting
Reporting refers to the categorization of pupils into appropriate ability bands in commensuration with the documented evidences of pupils’ growth for various purposes such as certification, promotion, selection etc.
Record Sheet for Scholastic Area
Year ………….
Class …………. Section ……………
Subject …………
Roll
No UT1 ….. UT TT1 …… TT AT Overall
Grade
M G M G M G M G M G
1
2
3
4
5
6
Curricular Areas aiming at development in affective & psychomotor domain
Health and Physical Education
Health Checkup
Sports
Games
Yoga
Drill
Art Education
Music
Dance’
Dramatics
Painting
Work Experience
Clay Modeling
Doll Making
Gardening
Buttoning Clothes
Other SUPW
Record Sheet for Co-Scholastic Area
Date of
Observation
Roll
No Activity 1 Grade Activity 2 Grade Overall
Grade
D1 D2 … D1 D2 …
1
2
3
4
5
6
OBJECTIVES OF TEACHING
Educational Objectives Instructional Objectives
Objective is why aspect of teaching
BENJAMIN BLOOM’S TAXONOMY OF EDUCATIONAL OBJECTIVES
Knowledge
Define
List out
Naming
Recognize
Recall
Identify
Label
Understanding
Convert
Distinguish
Compare
Estimate
Explain
Cite examples
Predict
Manipulate
Verify
Discriminate
Classify
Construct
Represent
Reorder
Rearrange
infer Prepare
Application
Produce
Solve’
Use
Show
Establish
Compute
Demonstration
Modify
Change
Find
Analysis, Synthesis Evaluation
Calculate Higher Order Thinking
Predict
Infer
Differentiate
Distinguish
Illustrate
Outline
Find relationship
Drive
Categorize
Design
Organize
Formulate
Reconstruct
Write a Theme’
Appraise
Criticize
Justify
Skill
Drawing diagrams,
Collection of materials,
Involving research in Lab works,
Demonstration,
Drawing Graph
Analysis
Break down, diagram, differentiate, discriminate, distinguish, identify, separate, subdivide, outline, and point out
Synthesis
Categorize, combine, compile, compose, create, design, devise, rewrite, summarize, tell, write
Evaluation
Appraise, compare, conclude, contrast, criticize, describe, discriminate, explain, justify, interpret, relate, summarize, support
Affective Domain
Receiving
Ask, choose, describe, follow, give, hold, identify, locate, name, point to, reply, select, sit, erect, use
Responding
Answer, assist, comply, conform, discuss, greet, help, label, perform, practice, present, read, report, respond, select, tell, and write
Valuing
Complete, demonstrate, describe, differentiate, explain, follow, form, initiate, invite, join, justify, propose, read, recognize, report, select, share, study, work, and write
Organizing
Adhere, alter, arrange, combine, compare, complete, defend, explain, generalize, identify, integrate, modify, organize, report, order, prepare, relate, synthesize
Characterization
Act, discriminate, display, influence, verbs to use when listen, modify, perform, practice, propose, quality, question, revise, serve, solve, use, verify
Psychomotor Domain
Imitation
To repeat, to follow, to copy, to imitate, to aping, to echoe, to mimicry, to resemble, to reflect, to reproduce, etc
Manipulation
To design, to make, to compose, to connect, to mend, to twist, to manipulate, to handle, to upstate, to negotiate, to steer, to broker
Precision
To sketch, to weigh, to sharpen, to make with accuracy, to exactitude, to nicety, to particularity, to calibrate, etc
Articulation
To start, to grind, to stir, to drill, to emphasized, to enunciate, to express, to pronounce, to state, to voice
Naturalization
To drive, to speak, to write, to walk, to use, to act, to sing, to gesture, to recite, to become normal, to make routine, to do regularly etc
An article on Education & Development
Title : Education and Development
P. SRINIVASAN
Lecturer, Dept. of Education & Management
Tamil University, 613 010
Thanjavur, Tamil Nadu
1. INTRODUCTION
Men are born with intelligence. We could trace the intelligence of men when he took two stones and rubbed it together to form a spark of fire and applied it to cook the food. This incidence refers to Stone Age men. We apply our intelligence since then in many fields.
Intelligence is the ability to apply knowledge. Intelligence as defined by Stoddard (1943) is the ability to undertake activities that are characterized by (1) difficulty, (2) complexity, (3) abstraction, (4) economy, (5) adaptiveness to a goal, (6) social value and (7) the emergence of originals and to maintain such activities under conditions that demand a concentration of energy and a resistance to emotional forces.
Economics is the study of how a society organizes its money, trade and industry. We now know intelligence and economics. Then by adding the two terms economic intelligence is born.
Economic Intelligence is information concerning the production, distribution, and consumption of goods and services, as well as labour, finance, taxation etc organize this information to form a better developed nation in comparable with international economic system. This article concerns with one service, which is Education.
2. EDUCATION
Etymologically the word Education has come from “educare / educere” which means to draw out. There are hundreds of definitions for Education. Here is one from our father of our nation.
Educaiton is drawing our the best in body, mind and soul
It is Education rather than any other aspect which propels the nation to become a progressive nation. That is why this important aspect is taken in this article.
3. NATIONAL EDUCATIONAL STATUS
The following table gives the decadal national literacy level according to 2001 census.
Table 1. National Literacy Level
S.No Category 1991 in % 2001 in %
1 Men 64.13 75.85
2 Women 39.42 54.36
3 Total 51.77 65.22
Courtesy: National Census Organization
From table 1 it can be seen that the national literacy levels have increased from 51.77% to 65.22% that is approximately 14% increment. Let us see where do we stand actually.
4. ASSESMENT ON NATIONAL EDUCATIONAL STATUS
Even though there is a quantitative increment of 14% in national literacy levels, quality of education provided and attained have to be checked. Here are two assessments on the national educational status.
One is Pratham, a non governmental organization measures the status of education annually. It adopts scientific method in its procedure. The Annual Status of Education Report (ASER) 2008 by Pratham are given below.
a. In Bihar only 52 % of the enrolled students were found to be attending schools.
b. In Rajasthan, UP, West Bengal, Jharkand, Orissa and MP 60 to 70 % of the enrolled students were found to be attending schools.
c. 44 % of children in public schools in std II to std V cannot read simple paragraphs.
d. Nearly 54 % children cannot do two digit subtraction problems.
e. 40 percent in public schools in std VI to VIII are unable to handle division problems.
There is another assessment on national educational status which is called as PROBE (Public Report on Basic Education System). This is decadal study. The latest report is between the years 1996 – 2006.
There were some positive changes from previous survey.
a. School enrolment rates have risen sharply, from 80% to 95% in the age group of 6 – 12 years.
b. Social disparities in school enrolment have considerably narrowed.
c. Gap between boys and girls has disappeared.
d. Enrolment of Muslims, SC and ST are better.
e. School infrastructure has been improved
f. School incentives are reaching many more. Examples are uniform, books, mid-day meals etc.
5. WOMEN EDUCATION
If all the women are educated, then our nation will be developed certainly. Swami Vivekananda calls him as a traitor, who does not provide women education. There is no hope of rise for that family or country where there is no education of women. The women educational status has been given in the table 2 from 1951 to 2001, which is spanning over five decades.
Table 2. National Women Literacy Level
S.No Year % of Literacy
1 1951 10.06
2 1961 18.17
3 1971 23.86
4 1981 34.19
5 1991 39.42
6 2001 54.36
Courtesy: National Census Organization
A gradual increase in the literacy level of women has been seen from the table 2. Even though there is an increase it is not enough. The causes for lower female literacy rate than men are
a. Gender based inequality
b. Social discrimination and economic exploitation
c. Occupation of girl child in domestic chores
d. Low enrolment of girls in schools
e. Low retention rate and high dropout rate
4. CONCULSION
We have seen the reports of Pratham, PROBE and national literacy levels from National Census Organization. Some of the negative reflections in national educational measurement are
a. Poor attendance
b. Shortage of teachers
c. Low pupil-teacher ratio
d. Poor performance of students
e. Domination of rote-learning method
We have to eliminate these negative reflections by provide quality education for men and women of this country. If we do so, then we will become a 100% literate nation. Education is the only aspect which brings social development, moral development, physical and health development, spiritual development, mental development and what ever development we name it. Cent percent literate nation only will become a developed, modernized, progressive nation. Let us try to achieve that.
P. SRINIVASAN
Lecturer, Dept. of Education & Management
Tamil University, 613 010
Thanjavur, Tamil Nadu
1. INTRODUCTION
Men are born with intelligence. We could trace the intelligence of men when he took two stones and rubbed it together to form a spark of fire and applied it to cook the food. This incidence refers to Stone Age men. We apply our intelligence since then in many fields.
Intelligence is the ability to apply knowledge. Intelligence as defined by Stoddard (1943) is the ability to undertake activities that are characterized by (1) difficulty, (2) complexity, (3) abstraction, (4) economy, (5) adaptiveness to a goal, (6) social value and (7) the emergence of originals and to maintain such activities under conditions that demand a concentration of energy and a resistance to emotional forces.
Economics is the study of how a society organizes its money, trade and industry. We now know intelligence and economics. Then by adding the two terms economic intelligence is born.
Economic Intelligence is information concerning the production, distribution, and consumption of goods and services, as well as labour, finance, taxation etc organize this information to form a better developed nation in comparable with international economic system. This article concerns with one service, which is Education.
2. EDUCATION
Etymologically the word Education has come from “educare / educere” which means to draw out. There are hundreds of definitions for Education. Here is one from our father of our nation.
Educaiton is drawing our the best in body, mind and soul
It is Education rather than any other aspect which propels the nation to become a progressive nation. That is why this important aspect is taken in this article.
3. NATIONAL EDUCATIONAL STATUS
The following table gives the decadal national literacy level according to 2001 census.
Table 1. National Literacy Level
S.No Category 1991 in % 2001 in %
1 Men 64.13 75.85
2 Women 39.42 54.36
3 Total 51.77 65.22
Courtesy: National Census Organization
From table 1 it can be seen that the national literacy levels have increased from 51.77% to 65.22% that is approximately 14% increment. Let us see where do we stand actually.
4. ASSESMENT ON NATIONAL EDUCATIONAL STATUS
Even though there is a quantitative increment of 14% in national literacy levels, quality of education provided and attained have to be checked. Here are two assessments on the national educational status.
One is Pratham, a non governmental organization measures the status of education annually. It adopts scientific method in its procedure. The Annual Status of Education Report (ASER) 2008 by Pratham are given below.
a. In Bihar only 52 % of the enrolled students were found to be attending schools.
b. In Rajasthan, UP, West Bengal, Jharkand, Orissa and MP 60 to 70 % of the enrolled students were found to be attending schools.
c. 44 % of children in public schools in std II to std V cannot read simple paragraphs.
d. Nearly 54 % children cannot do two digit subtraction problems.
e. 40 percent in public schools in std VI to VIII are unable to handle division problems.
There is another assessment on national educational status which is called as PROBE (Public Report on Basic Education System). This is decadal study. The latest report is between the years 1996 – 2006.
There were some positive changes from previous survey.
a. School enrolment rates have risen sharply, from 80% to 95% in the age group of 6 – 12 years.
b. Social disparities in school enrolment have considerably narrowed.
c. Gap between boys and girls has disappeared.
d. Enrolment of Muslims, SC and ST are better.
e. School infrastructure has been improved
f. School incentives are reaching many more. Examples are uniform, books, mid-day meals etc.
5. WOMEN EDUCATION
If all the women are educated, then our nation will be developed certainly. Swami Vivekananda calls him as a traitor, who does not provide women education. There is no hope of rise for that family or country where there is no education of women. The women educational status has been given in the table 2 from 1951 to 2001, which is spanning over five decades.
Table 2. National Women Literacy Level
S.No Year % of Literacy
1 1951 10.06
2 1961 18.17
3 1971 23.86
4 1981 34.19
5 1991 39.42
6 2001 54.36
Courtesy: National Census Organization
A gradual increase in the literacy level of women has been seen from the table 2. Even though there is an increase it is not enough. The causes for lower female literacy rate than men are
a. Gender based inequality
b. Social discrimination and economic exploitation
c. Occupation of girl child in domestic chores
d. Low enrolment of girls in schools
e. Low retention rate and high dropout rate
4. CONCULSION
We have seen the reports of Pratham, PROBE and national literacy levels from National Census Organization. Some of the negative reflections in national educational measurement are
a. Poor attendance
b. Shortage of teachers
c. Low pupil-teacher ratio
d. Poor performance of students
e. Domination of rote-learning method
We have to eliminate these negative reflections by provide quality education for men and women of this country. If we do so, then we will become a 100% literate nation. Education is the only aspect which brings social development, moral development, physical and health development, spiritual development, mental development and what ever development we name it. Cent percent literate nation only will become a developed, modernized, progressive nation. Let us try to achieve that.
An article on revised Benjamin Bloom's Taxonomy
Title : Bloom’s Revised Taxonomy of Educational Objectives
P. SRINIVASAN
Lecturer, Dept. of Education,
Tamil University, Thanjavur
1. INTRODUCTION
Aims serves as the light house to which education is directed. The systematically developed aims are operationalised through goals and objectives by educational administrators and teachers. For a professional teacher, objectives are important. An objective may be defined as “a statement describing the post-instructional behaviour of the learners at the end of a period of learning”. Objectives are useful for the teacher to attain the expected behavioural outcomes. Whether the teacher is a student teacher or a professional teacher he / she is expected to follow objective based instruction rather than content based.
Normally objective for classroom transaction are written based upon Benjamin Bloom’s Taxonomy of Educational Objectives. This taxonomy is an outcome of research by Benjamin Bloom, Krathwohl and etal in 1956. This outcome of that research which has come as taxonomy of educational objectives can be given as like this.
Educational Objectives
Cognitive Domain Affective Domain Psychomotor Domain
Knowledge Receiving Imitation
Understanding Responding Manipulation
Application Valuing Precision
Analysis Organisation Articulation
Synthesis Characterisation Naturalisaton
Evaluation
2. THREE BASES
Instructional objectives are based on three domains viz cognitive, affective and psychomotor. Cognitive domain deals with cognition. Cognition refers to the mental processes involved in gaining knowledge and comprehension, including thinking, knowing, remembering, judging and problem solving. These are higher level functions of the brain and encompass language, imagination, perception and planning. The categories in this domain are knowledge, comprehension, application, analysis, synthesis and evaluation.
Next is affective domain. The affective domain includes factors such as motivation, attitudes and values. The categories in this domain are receiving, responding, valuing, organisation and categorization.
The last domain is psychomotor domain. Psychomotor domain includes physical movement, coordination and motor skills areas. The categories in this domain are imitation, manipulation, precision, articulation and naturalization. The instructional objectives are written with the above mentioned classification by Benjamin Bloom.
3. REVISION IN COGNITIVE DOMAIN
Till now we are following the categories knowledge, comprehension, application, analysis, synthesis and evaluation in the cognitive domain for planning the instruction. However Anderson and Krathwohl (2001) have revised the above said categories
Revised taxonomy of the cognitive domain
Anderson and Krathwohl (2001)
In the new categories, following changes has been taken place from the old version.
Evaluation Creating
Synthesis Evaluating
Analysis Analysing
Application Applying
Comprehension understanding
Knowledge Remembering
4. REASONS FOR CHANGE
The change has been effected for the following reasons.
The names of six major categories were changed from noun to verb forms like knowledge to remembering, comprehension to understanding etc
As the taxonomy reflects different forms of thinking and thinking is an active process verbs were more accurate than noun
The subcategories of the six major categories were also replaced by verbs
5. SUB CATEGORIES
Now let us discuss each category with its new subcategories
A. Remembering
Remembering is recalling information. The learner is able to recall, restate and remember learned information. The subcategories are
Recognising
Listing
Describing
Identifying
Retrieving
Naming
Locating
Finding
B. Understanding
The learner grasps the meaning of information by interpreting and translating what has been learned. The subcategories are
Interpreting
Exemplifying
Summarizing
Inferring
Paraphrasing
Classifying
Comparing
Explaining
C. Applying
The learner makes use of information in a context different from the one in which it was learned. The subcategories are
Implementing
Carrying out
Using
Executing
D. Analysing
The learner breaks learned information into its parts to best understand that information. The subcategories are
Comparing
Organising
Deconstructing
Attributing
Outlining
Finding
Structuring
Integrating
E. Evaluating
The learner makes decisions based on in-depth reflection, criticism and assessment. The subcategories are
Checking
Hypothesizing
Critiquing
Experimenting
Judging
Testing
Defecting
Monitoring
F. Creating
The learner creates new ideas and information using what has been previously learned. The subcategories are
Designing
Constructing
Planning
Producing
Inventing
Devising
Making
6. EDUCATIONAL IMPLICATIONS
The change in the terminologies in categories and subcategories has been more useful in planning the instruction. Following are the educational implication for this change.
Classroom transaction can be made more effective if objectives are written based upon the new terminologies since it is based on verbs rather than nouns
The new terminologies can be authentic tool for curriculum construction
These terminologies are worthwhile in measurement and evaluation
Easily applied to all levels of schooling
Teacher educators can implement these new terminologies in practicing the would be teachers so that, the future teachers are also trained in these area
Reference
www.swanhillsc.vic.edu.au/home/midyears/toolbox/blooms/revisedbloomsverbs.doc
P. SRINIVASAN
Lecturer, Dept. of Education,
Tamil University, Thanjavur
1. INTRODUCTION
Aims serves as the light house to which education is directed. The systematically developed aims are operationalised through goals and objectives by educational administrators and teachers. For a professional teacher, objectives are important. An objective may be defined as “a statement describing the post-instructional behaviour of the learners at the end of a period of learning”. Objectives are useful for the teacher to attain the expected behavioural outcomes. Whether the teacher is a student teacher or a professional teacher he / she is expected to follow objective based instruction rather than content based.
Normally objective for classroom transaction are written based upon Benjamin Bloom’s Taxonomy of Educational Objectives. This taxonomy is an outcome of research by Benjamin Bloom, Krathwohl and etal in 1956. This outcome of that research which has come as taxonomy of educational objectives can be given as like this.
Educational Objectives
Cognitive Domain Affective Domain Psychomotor Domain
Knowledge Receiving Imitation
Understanding Responding Manipulation
Application Valuing Precision
Analysis Organisation Articulation
Synthesis Characterisation Naturalisaton
Evaluation
2. THREE BASES
Instructional objectives are based on three domains viz cognitive, affective and psychomotor. Cognitive domain deals with cognition. Cognition refers to the mental processes involved in gaining knowledge and comprehension, including thinking, knowing, remembering, judging and problem solving. These are higher level functions of the brain and encompass language, imagination, perception and planning. The categories in this domain are knowledge, comprehension, application, analysis, synthesis and evaluation.
Next is affective domain. The affective domain includes factors such as motivation, attitudes and values. The categories in this domain are receiving, responding, valuing, organisation and categorization.
The last domain is psychomotor domain. Psychomotor domain includes physical movement, coordination and motor skills areas. The categories in this domain are imitation, manipulation, precision, articulation and naturalization. The instructional objectives are written with the above mentioned classification by Benjamin Bloom.
3. REVISION IN COGNITIVE DOMAIN
Till now we are following the categories knowledge, comprehension, application, analysis, synthesis and evaluation in the cognitive domain for planning the instruction. However Anderson and Krathwohl (2001) have revised the above said categories
Revised taxonomy of the cognitive domain
Anderson and Krathwohl (2001)
In the new categories, following changes has been taken place from the old version.
Evaluation Creating
Synthesis Evaluating
Analysis Analysing
Application Applying
Comprehension understanding
Knowledge Remembering
4. REASONS FOR CHANGE
The change has been effected for the following reasons.
The names of six major categories were changed from noun to verb forms like knowledge to remembering, comprehension to understanding etc
As the taxonomy reflects different forms of thinking and thinking is an active process verbs were more accurate than noun
The subcategories of the six major categories were also replaced by verbs
5. SUB CATEGORIES
Now let us discuss each category with its new subcategories
A. Remembering
Remembering is recalling information. The learner is able to recall, restate and remember learned information. The subcategories are
Recognising
Listing
Describing
Identifying
Retrieving
Naming
Locating
Finding
B. Understanding
The learner grasps the meaning of information by interpreting and translating what has been learned. The subcategories are
Interpreting
Exemplifying
Summarizing
Inferring
Paraphrasing
Classifying
Comparing
Explaining
C. Applying
The learner makes use of information in a context different from the one in which it was learned. The subcategories are
Implementing
Carrying out
Using
Executing
D. Analysing
The learner breaks learned information into its parts to best understand that information. The subcategories are
Comparing
Organising
Deconstructing
Attributing
Outlining
Finding
Structuring
Integrating
E. Evaluating
The learner makes decisions based on in-depth reflection, criticism and assessment. The subcategories are
Checking
Hypothesizing
Critiquing
Experimenting
Judging
Testing
Defecting
Monitoring
F. Creating
The learner creates new ideas and information using what has been previously learned. The subcategories are
Designing
Constructing
Planning
Producing
Inventing
Devising
Making
6. EDUCATIONAL IMPLICATIONS
The change in the terminologies in categories and subcategories has been more useful in planning the instruction. Following are the educational implication for this change.
Classroom transaction can be made more effective if objectives are written based upon the new terminologies since it is based on verbs rather than nouns
The new terminologies can be authentic tool for curriculum construction
These terminologies are worthwhile in measurement and evaluation
Easily applied to all levels of schooling
Teacher educators can implement these new terminologies in practicing the would be teachers so that, the future teachers are also trained in these area
Reference
www.swanhillsc.vic.edu.au/home/midyears/toolbox/blooms/revisedbloomsverbs.doc
An article on action research
THE ROLE OF ACTION RESEARCH IN ELEMENTARY EDUCATION
....P.SRINIVASAN, Lecturer, Dept. of Education, Tamil University, Tanjore
1. Introduction
A good professional is always a good researcher. Profession by nature is developmental. Teaching is a profession. So, a good teacher has to be a good researcher. In order to grow in his profession a teacher has to search the truth. Teaching and research go hand in hand.
“Educational Research is that activity which is directed towards development of science of behaviour in educational situations. The ultimate aim of such a science is to provide knowledge that will permit the educator to achieve his goals by the most effective method”
- J.W. Best
2. Types of Researches
Research means search of knowledge. Basically there are three types of researches one can pursue of. They are Basic, Applied and Action Research.
2.1 Basic Research
Basic Research is that where fundamental search is done in a body of knowledge. Its purpose is to find solution to the fundamental problems, major issues and universal theories. It is also called Pure Research. This is done by the experts. The results of the basic research may not be immediately applied to a situation.
2.2 Applied Research
Applied Research is that where we are applying the fundamental laws to solve problems. Applied research tests the theories which came from basic research for its validity. It is also called Field Research. Most of the educational researches are of this type. Like basic research, this is also done by the experts.
2.3 Action Research
Action Research focuses on the immediate application of the hypothesis. Unlike the other two researches, this researcher of this type of research may or may not be expert in his field. In education, along with professional researches, teachers and administrators can also do action research. The results of this research are not generalized.
3. Versatility of Action Research
As it flows from the characteristics of action research, it does not require
High level tools
Expert to do the research
Well stated hypothesis
Sophisticated statistical techniques
Well equipped laboratory
Generalization of findings
Complex procedures for analyzing the data
From the above points, it can be said that the action research is an easy and effective tool in the hands of teachers. It can be used to solve their day to day problems like
Effectiveness of a particular method
Moral Education
Curriculum
Competence based problems
Preparation of TLM
Use of support materials
Multi Grade Teaching
Communication Skills
4. Definition of Action Research
1. “Action Research refers to the process by which practitioners attempt to study their problems scientifically in order to evaluate and correct their decisions”
- Stephen M Corey
2. “It is a problem solving approach which helps a practitioner to perceive, understand and assess the situation, and it further facilitates a systematic analysis and working out plausible solutions for the unsatisfactory condition. With this different alternative solutions can be tried out with which the problem can be solved satisfactorily”
3. “It is a critical collaborative inquiry by reflective practitioners being accountable and making results of their inquiry public, self evaluating their practice and engaged in a continuous professional development”
6. Steps in the Action Research
1. Perception of the problem / dissatisfied state
2. Analysis of the problem / dissatisfied state
3. Understanding the dynamics
4. Development of propositions
5. Prioritizing proposition
6. Development of Action Hypothesis
7. Planning for Intervention
8. Execution of Intervention
9. Evaluation of Intervention
10. Decision (Reflection, Explanation and Understanding of Action).
7. Process in Action Research
7.1 Identification
The researcher has to have a clear picture of the problem in his work. He has to recognize and pinpoint the problem.
7.2 Planning
Planning gives direction to the action research. It enables advance preparations. It minimizes ad-hoc decisions and wastage.
7.3 Action Hypothesis
A hypothesis is a tentative assumption, which guides the researcher to investigate the problem under situation. The researcher has to formulate a tentative supposition for the problem under investigation.
7.4 Tools
Following tools can be used in action research
• Achievement test
• Diagnostic test
• Psychological tests
• Questionnaires
• Interview schedules
• Checklists
7.5 Techniques
Following techniques can be used in action research
• Interview
• Video Recording
• Observation
• Tape recorder
7.6 Testing the Action Hypothesis
Execution of the intervention as planned. During the execution, note down and record all intended processes.
7.7 Analysis of data
The collected data is subjected to data analysis. Descriptive measures are apt for action researches and no inferential statistics.
7.8 Graphical Presentation
The data may be graphically presented. Examples of graphical presentation are
• Bar diagram
• Histogram
• Polygon
• Pie diagram
7.9 Analysis Interpretation and Decision Making
Analysis means categorizing, ordering, manipulating and reading meaning to facilitate discussion and interpretation. At the interpretation stage, pertinent inferences in the context of the action hypothesis are drawn. This leads to decision making.
8. Uses of Action Research
Action Research is useful because
It improves one’s own professional skills
Improves the learning environment
Enhances the quality and / or quantity of desired results
Solves an immediate problem
Provides local-specific solutions
Facilitates overall effectiveness of practice of a profession
9. Action Research as Professional Development for Teachers
By doing action research increases the professional skill of teachers. Teaching is a profession not a job. The nature of profession is given below
A unique definite and essential social service
Emphasis upon intellectual techniques in performing its service
A long period of specialized training
A broad range of autonomy for both individual practitioners and the
group
A profession is meant to be practiced
An acceptance by the practitioners of broad personal responsibility for
judgments made and acts performed within the scope of professional
autonomy
An emphasis upon service to be rendered, rather than economic gain
A comprehensive self governing organization of practitioners
Follows a code of ethics
Professional obligation and professional prerogatives are like two faces
of the same coin
10. Conclusion
Teaching is a reflective practice. If teaching is a reflective practice then surely action research should be a part of it. Since action research is simple, easy but effective method in investigating and finding solutions to day to day problems of practicing teachers, a teacher can profitably use this, there by increasing the professionalism in them which contributes for a quality elementary education.
References:-
Best, J.W. and Khan J.V., (1996), Research in Education ( 7th ed.), New Delhi; Prentice Hall of India
Action Research Monograph, (July 2001), DIET Manjur, Ramanathapurm District, Tamilnadu.
C.G.V. Murthy, (2002), Action Research Monograph, RIE, Mysore.
....P.SRINIVASAN, Lecturer, Dept. of Education, Tamil University, Tanjore
1. Introduction
A good professional is always a good researcher. Profession by nature is developmental. Teaching is a profession. So, a good teacher has to be a good researcher. In order to grow in his profession a teacher has to search the truth. Teaching and research go hand in hand.
“Educational Research is that activity which is directed towards development of science of behaviour in educational situations. The ultimate aim of such a science is to provide knowledge that will permit the educator to achieve his goals by the most effective method”
- J.W. Best
2. Types of Researches
Research means search of knowledge. Basically there are three types of researches one can pursue of. They are Basic, Applied and Action Research.
2.1 Basic Research
Basic Research is that where fundamental search is done in a body of knowledge. Its purpose is to find solution to the fundamental problems, major issues and universal theories. It is also called Pure Research. This is done by the experts. The results of the basic research may not be immediately applied to a situation.
2.2 Applied Research
Applied Research is that where we are applying the fundamental laws to solve problems. Applied research tests the theories which came from basic research for its validity. It is also called Field Research. Most of the educational researches are of this type. Like basic research, this is also done by the experts.
2.3 Action Research
Action Research focuses on the immediate application of the hypothesis. Unlike the other two researches, this researcher of this type of research may or may not be expert in his field. In education, along with professional researches, teachers and administrators can also do action research. The results of this research are not generalized.
3. Versatility of Action Research
As it flows from the characteristics of action research, it does not require
High level tools
Expert to do the research
Well stated hypothesis
Sophisticated statistical techniques
Well equipped laboratory
Generalization of findings
Complex procedures for analyzing the data
From the above points, it can be said that the action research is an easy and effective tool in the hands of teachers. It can be used to solve their day to day problems like
Effectiveness of a particular method
Moral Education
Curriculum
Competence based problems
Preparation of TLM
Use of support materials
Multi Grade Teaching
Communication Skills
4. Definition of Action Research
1. “Action Research refers to the process by which practitioners attempt to study their problems scientifically in order to evaluate and correct their decisions”
- Stephen M Corey
2. “It is a problem solving approach which helps a practitioner to perceive, understand and assess the situation, and it further facilitates a systematic analysis and working out plausible solutions for the unsatisfactory condition. With this different alternative solutions can be tried out with which the problem can be solved satisfactorily”
3. “It is a critical collaborative inquiry by reflective practitioners being accountable and making results of their inquiry public, self evaluating their practice and engaged in a continuous professional development”
6. Steps in the Action Research
1. Perception of the problem / dissatisfied state
2. Analysis of the problem / dissatisfied state
3. Understanding the dynamics
4. Development of propositions
5. Prioritizing proposition
6. Development of Action Hypothesis
7. Planning for Intervention
8. Execution of Intervention
9. Evaluation of Intervention
10. Decision (Reflection, Explanation and Understanding of Action).
7. Process in Action Research
7.1 Identification
The researcher has to have a clear picture of the problem in his work. He has to recognize and pinpoint the problem.
7.2 Planning
Planning gives direction to the action research. It enables advance preparations. It minimizes ad-hoc decisions and wastage.
7.3 Action Hypothesis
A hypothesis is a tentative assumption, which guides the researcher to investigate the problem under situation. The researcher has to formulate a tentative supposition for the problem under investigation.
7.4 Tools
Following tools can be used in action research
• Achievement test
• Diagnostic test
• Psychological tests
• Questionnaires
• Interview schedules
• Checklists
7.5 Techniques
Following techniques can be used in action research
• Interview
• Video Recording
• Observation
• Tape recorder
7.6 Testing the Action Hypothesis
Execution of the intervention as planned. During the execution, note down and record all intended processes.
7.7 Analysis of data
The collected data is subjected to data analysis. Descriptive measures are apt for action researches and no inferential statistics.
7.8 Graphical Presentation
The data may be graphically presented. Examples of graphical presentation are
• Bar diagram
• Histogram
• Polygon
• Pie diagram
7.9 Analysis Interpretation and Decision Making
Analysis means categorizing, ordering, manipulating and reading meaning to facilitate discussion and interpretation. At the interpretation stage, pertinent inferences in the context of the action hypothesis are drawn. This leads to decision making.
8. Uses of Action Research
Action Research is useful because
It improves one’s own professional skills
Improves the learning environment
Enhances the quality and / or quantity of desired results
Solves an immediate problem
Provides local-specific solutions
Facilitates overall effectiveness of practice of a profession
9. Action Research as Professional Development for Teachers
By doing action research increases the professional skill of teachers. Teaching is a profession not a job. The nature of profession is given below
A unique definite and essential social service
Emphasis upon intellectual techniques in performing its service
A long period of specialized training
A broad range of autonomy for both individual practitioners and the
group
A profession is meant to be practiced
An acceptance by the practitioners of broad personal responsibility for
judgments made and acts performed within the scope of professional
autonomy
An emphasis upon service to be rendered, rather than economic gain
A comprehensive self governing organization of practitioners
Follows a code of ethics
Professional obligation and professional prerogatives are like two faces
of the same coin
10. Conclusion
Teaching is a reflective practice. If teaching is a reflective practice then surely action research should be a part of it. Since action research is simple, easy but effective method in investigating and finding solutions to day to day problems of practicing teachers, a teacher can profitably use this, there by increasing the professionalism in them which contributes for a quality elementary education.
References:-
Best, J.W. and Khan J.V., (1996), Research in Education ( 7th ed.), New Delhi; Prentice Hall of India
Action Research Monograph, (July 2001), DIET Manjur, Ramanathapurm District, Tamilnadu.
C.G.V. Murthy, (2002), Action Research Monograph, RIE, Mysore.
Monday, May 18, 2009
Web Album
Normally teacher trainees of diploma of teacher education and bachelor of education would do a album. just i have tried here a web album for my students. it motivated them to be creative. here is one
Saturday, May 16, 2009
My Professional Ambition
PROFESSIONAL AMBITION
As teacher educator, I am aware that technology has revolutionized an unprecedented change in the world economy and educational practices as well. I gain a momentum to develop attitude and aptitude towards integration of ICT in Educational practices.
I have also developed a Computer Assisted Instructional Programme consisting 197 frames on educational psychology. The frames are presented using visual basic version 6. The entire programme was also set in the language ‘Tamil’. Since students may or may not know Tamil type writing, the full programme itself is ‘Mouse Driven’.
I have been communicating to my students through Mobile Technology (M-Learning) and sending short messaging service (SMS) by facilitating them. M-Learning is advantageous than e-Learning. There 2.2 billion mobile phones when compared to 305 million computers. Communication through mobile phone is cheaper when compared to any other electronic gadgets such computer, fax etc.
I have started a blog titled www.teacherstour.blogspot.com where in which I have put articles, news, images, videos in the domain of education.
I along with my M.Phil scholars are involved in developing e-content in different school / college level topics.
ICT is based upon the application of the principles of psychology. I am also working on Emotional Intelligence as EI is gaining its popularity in the last decade. Emotional Intelligence can be defined as the ability to understand ours own and others emotions and to act accordingly in social relationships.
Emotional Education is the new word which is gaining momentum. Emotional Education is a process to impart knowledge and understanding to develop emotional competencies so that an individual can work as an effective human resource and good citizen in any circumstances.
Therefore my ambition is to do more research in ICT and Emotional Intelligence / Emotional Education and to propagate to academia and public through teaching, writing and electronic gadgets.
As teacher educator, I am aware that technology has revolutionized an unprecedented change in the world economy and educational practices as well. I gain a momentum to develop attitude and aptitude towards integration of ICT in Educational practices.
I have also developed a Computer Assisted Instructional Programme consisting 197 frames on educational psychology. The frames are presented using visual basic version 6. The entire programme was also set in the language ‘Tamil’. Since students may or may not know Tamil type writing, the full programme itself is ‘Mouse Driven’.
I have been communicating to my students through Mobile Technology (M-Learning) and sending short messaging service (SMS) by facilitating them. M-Learning is advantageous than e-Learning. There 2.2 billion mobile phones when compared to 305 million computers. Communication through mobile phone is cheaper when compared to any other electronic gadgets such computer, fax etc.
I have started a blog titled www.teacherstour.blogspot.com where in which I have put articles, news, images, videos in the domain of education.
I along with my M.Phil scholars are involved in developing e-content in different school / college level topics.
ICT is based upon the application of the principles of psychology. I am also working on Emotional Intelligence as EI is gaining its popularity in the last decade. Emotional Intelligence can be defined as the ability to understand ours own and others emotions and to act accordingly in social relationships.
Emotional Education is the new word which is gaining momentum. Emotional Education is a process to impart knowledge and understanding to develop emotional competencies so that an individual can work as an effective human resource and good citizen in any circumstances.
Therefore my ambition is to do more research in ICT and Emotional Intelligence / Emotional Education and to propagate to academia and public through teaching, writing and electronic gadgets.
Monday, May 11, 2009
Lesson Plan
This is lesson plan for a class in tamil language prepared by my student of Tamil Pandit Training Course
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