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8/11/2019 IT3.Taxonomy of Learning.ppt
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Taxonomy of Learning
Syarif Husin
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Learning Objectives
Understand the taxonomy of learningDescribe the taxonomyUtilize the taxonomy in methods oflearning
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Key Questions
What is taxonomy ?Why do we need the taxonomy inmedical education ?What are the most popular taxonomyof learning ?How are their taxonomy of learning
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What is taxonomy ?
. . .
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Why do we need thetaxonomy of learning ?
Determine the goals of learningprocessGuidance of instructional designDetermine the students achievement
Guidance of assessments andevaluations
After the training session, the learnershould have acquires new .
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What are the most popular taxonomy oflearning ?
Bloom s Taxonomy Gagne s Taxonomy
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Bloom s Taxonomy
3 Domain of educational activityCognitive (knowledge)
Mental skill Affective (attitude)
Growth in feelings/emotional area
Psychomotor (skills)Manual/physical skills
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CognitiveKnowledge and the development ofintellectual skillsRecall or recognition of specific facts,
procedural patterns, concepts6 major categories
1. Knowledge2. Comprehension3. Application4. Analysis5. Synthesis6. Evaluation
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C1: Knowledge
Recall/remember data or informationKey words:
Defines, describes, knows, recall, list,names, states
I know The ritual activity to clean the penis iscalled circumcision
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C2: Comprehension
Understand the meaning or interpretation oftopics.
States the topics with one s own words Key words:
Comprehend, explain, gives examples, interpret,review
I understand Circumcision is a surgery procedure that cuttingthe preputium to clean the smegma
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C3: ApplicationUse / apply the concept to a new situation orto solve problemsKey words:
Apply, use, adopt, demonstrate, illustrate, show
I demonstrate circumcision procedures1. Antiseptic2. Anesthetic3. Cutting preputium
Dorsum method
Circum method4. Stop bleeding5. Suture wound6. Wound toilet
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C4: Analysis
Breaking the topics in to parts:understanding the parts, analyze /distinguish between partsKey words;
Analyze, break down, compare, find therelationships, infer, select, identify
I can see the comparison I analyze steps of circumcision, Icompare both of cutting methods (dorsum-circum), and I found that circum method
more simple, faster, but higher risk.
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C5: Evaluation
Judging/asses the value of the topicsKey word:
Accept, appraise, conclude, critique, judge, evaluate, justify, summarize
I can judge / I conclude
I conclude that dorsum method isbetter for the amateur and circummethod is better for the master.
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C6: Synthesis
Ability to formulate new idea/ creating a newmeaning/ creating something new by putting
part to a whole oneCombine, create, compile, design, plan,reform, revise, produceI can create I can create a new combination of circummethod, that safer but still simple and faster
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Affective
The manner in which we deal with topicsemotionallyExpress the feelings, values, attitudes,appreciations, enthusiasms, and motivation5 major categories:
1. Receiving phenomena2. Responding phenomena3. Valuing4. Organization5. Internalizing value
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A1: Receiving Phenomena
Awareness, willingness to hear, selectedattention
Key word: Ask, follow, name, select
Examples Attendance to the lecture
Listen to others with respectListen for/ remember the name of newlyintroduced
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A2: Responding to phenomena
Active participation to part of the learners.React/ responding to the phenomena
Key word: Answer, assist, present, report, tell, writeExamples
Participate in discussionGives presentation
Ask the question Answer the question
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A3: Valuing
The worth or value a person attachesto a particular phenomena
Key word:Complete, demonstrate, join, invite, share
Examples: in debateShow ability to solve the problemPropose to improvement
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A4: Organization
Organize value into priorities by contrastingdifferent value
Resolving conflicts between themKey words:
Adhere, alter, arrange, combine, modifier,prepare, organize
Example:Prioritizes topics effectively to meet the need ofall members
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A5: Internalizing values
Characterization according valuesystem that control behaviors
Key words:Perform, practice, qualify, revise, solve
Example:
Change behavior in light of new evidenceRevised judgments, value people forwhat they are, now how they look
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PsychomotorPhysical movement, coordination, and useof the motor-skill areaRequire practiceMeasured by speed, precision, distance,procedures or techniques in execution5 Major (Dave s)
ImitationManipulationPrecision
ArticulationNaturalization
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P1: Imitation
Observing & patterning behavior aftersomeone else
Performance: May be low of qualityExample:
Copying a work art
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P2: Manipulation
Being able to perform actions byfollowing instruction and practicing
Performance: begin to follow the goalExample:
Creating work after taking lesson/ readingmanual
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P3: Precision
Refining, becoming more exactPerformance: Few error are apparentExample:
Working and reworking, so it will be justright
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P4: Articulation
Coordinating a series of action,achieving harmony and internal
consistencyPerformance: Consistence to their ownstyle
Example: Producing a video thatinvolve music, drama, sound ect.
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P5: Naturalization/Origination
Become natural, without needing to thinkmuch, and some times special
Performance:Highest level of performanceExample:
Style of Michael Jordan playing Basket BallStyle of David Beckham kicking the ballStyle of Zidane / Ronaldinho controlling the ball
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GAGNE S TAXONOMY
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5 Domains
1. Motor skills2. Attitude3. Verbal information4. Cognitive strategy5. Intellectual skills
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Motor skills
Bodily movements involving muscularactivity
Starting a car, shooting a target.Swinging racquet
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Attitude
Internal state which effects anindividual s choice of action toward
some object, personChoosing to visit art museum, writingletters with poetry words
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Verbal information
Labels and Fact:Naming / making verbal response
Vocal or written response : name, talk
Bodies of Knowledge:Recalling a large body of interconnected
factsParaphrasing the meaning of textual material/rule/ regulation
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Cognitive Strategy
Control his/her own way of thinking &learning
Engaging in self-testing to decide howmuch study in need
Answering the responded questions
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Intellectual Skills
4 Levels:1. Discrimination2. Concrete concept3. Rule using4. Problem solving
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Discrimination
Making different responses to thedifferent member
Example: distinguish colors of trafficlight
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Concrete concept
Responses in a single way to allmembers of particular class of the
topicsExample:
When hearing Indra Lesmana Music , he
knew the music is Jazz music
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Rule Using
Applying a rule to a given situationUsing antipyretic to improve the pever
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Problem Solving
Combining lower level rules to solveproblems
May involve generating new rulesProcess: trial and error until the one tosolve the problem is found
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Task:
Task
Make 4 MCQ from topic of adultlearning which consist of C1-C4Bloom s level cognitive.
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THANK YOU