The Taxonomy of Educational Objectives: Cognitive Domain
Cognitive Skill Verbs that characterize the skill
Knowledge
Label, list, match, recall, select, state, underline
Comprehension
Describe, explain, interpret, summarize,
paraphrase
Application
Complete, organize, solve, calculate, compute,
use
Analysis
Categorize, classify, find patterns and
relationships, compare
Synthesis
Compose, create, formulate, hypothesize, write
Evaluation
Judge based on criteria, support, conclude
Direct Instruction
We list direct instruction in the teaching of skills as the lowest level of our taxonomy of instructional techniques because in this case
the teacher decides what is important for the students to know and specifically explains or demonstrates a skill, and the student
attempts to replicate it. There is very little abstraction involved here, though that is by no means intended to imply that the task is a
simple one. As children struggle to reproduce the letters of the alphabet, they need all the concentration and control they can muster.
Similarly, the high school student performing the steps of an experiment can be very focused and intent. Nonetheless, the demands for
deep understanding and recombining of information on the part of the student are minimal in a direct instruction format. The emphasis
is clearly on the acquiring of information or procedural skills.
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