Bloom Revised Taxonomy, lower order thinking skills, higher order thinking skills, problem solving skills, knowledge dimension cognitive abilities

1. One day Workshop on
Taxonomy of Teaching, Learning and Assessing
Saturday, February 1, 2020
Resource Person:
D r. N . A s o k a n ,
9445191369
ntvasokan@gmail.com
www.Linkedin.com/in/asokan-70781a35
www.slideshare.net/Asokanndr
Organized by I N T E R N A L Q UA L I T Y A S S U R A N C E C E L L ( I Q A C )
Mission, Vision, Core Values
Knowledge, Skill, Talent
Lower & Higher Order Thinking Skills
Case study: Ohm’s Law
Preparation of Staff Structured Syllabus

3. What to teach (content)
Teachers to Teach
How to teach (knowledge delivery)
Teachers to Learn
How to assess (student learning)
Teachers to Assess

4. Factors Affecting
Quality & Relevance
L ack of
Res ou rce
Man agement
W h a t i s
S i g n i f i c a n t
M e a n i n g f u l
Re l e v a n t
I m p o r t a n t
w o r k ?
What do you want? What do you don’t want?
P o l i t i c s
L a c k o f Tr u s t

5. MAPPING
How What Why
Culture Create Purpose
Alignment
Mission
Vision
Mission
Vision
Core
Values/
Culture
Core
Values
The New College
Institutional / Dept.
Level

6. Weakness
Activities that are effortless for some
may be
Frustratingly Difficult for others
As soon as you find yourself in a ROLE
that requires you to one of your
nontalents - or area of low skills or
knowledge – a weakness is born

7. Issues and Concerns of
Education System
N a t i o n a l C o n t e x t :
 System NOT providing market
oriented graduates –
Unemployment
 Diverse mix of planned and
unplanned programs/courses
 No coordination between
institution and industries
 Lack of integration of
“Employability
Competencies” in the
curriculum
I n d u s t r y
c o n t e x t :
 New Business model
 Technology
advancement
 Tough Competition
 Rapid Change
 Shortage of skill sets
 Difficult to find right
kind of people
 Data related
procedures
L e a r n e r s
C o n t e x t :
 Confused state of
mind to choose
courses
 Employment ???
– Ready for Fifth
Job
 Irrelevant
curriculum
 Lack of industry
exposure
 Lack of Best
Practices/Green
Practices
I n s t i t u t i o n s to
reflect and respond three
essential questions
1.What do we want our
students to know and be
able to do?
(Knowledge ,Skill,
Technology, Growing
Mindset)
2. What are the learning
experiences needed to
produce these results?
(Teaching Learning and
Assessing Process)
3. How can we assure the
quality of Teaching
Learning and Assessing
Process?

8. Do We Prepare for Our Class?
1. I don’t need to prepare because I am an
experienced teacher
2. I glance at the lesson just before I enter the class
room
3. Yes, I prepare thoroughly for every class
4. I wish to prepare for every class but I don’t know
how to do so
1,2 & 4 means going to class unprepared, cannot hope to win over the students

9. No Learning
When student is asked to recall part of the lesson (as retention test), student
is able to remember very few of the key terms and facts.
When student is asked to use the information to solve the problem (as part of
a transfer rest), student cannot. Student neither possesses nor is able to
use the relevant knowledge. Student has neither sufficiently attended to
nor encoded the material during learning. The resulting outcome can be
characterized as essentially no learning.

10. The learning environments the
teachers create,
activities, and experience they
provide should be
aligned with, or be consistent with,
the selected objectives

11. 1
PROGRAMME
COURSE 1 COURSE n
UNIT
1 n
UNIT
TOPIC 1
TOPIC
n
TEACHING
POINT
TEACHING
POINT
n
11
Specific Instructional Objectives
Objectives

12. Objectives:
Emphasis on
student-oriented
learning-based
explicit
and
assessable statements
of
intended
cognitive outcomes

13. Advantages of Objectives
 Provides integral relationship between knowledge and
cognitive process.
 Provides consistency, or lack of it, among the stated
objectives for a unit, the way it was taught, and how
learning was assessed.
 Makes better sense of the wide variety of terms.
 Increases students level of precision for better
communication.
 Makes life easier.

14. The continuum underlying the knowledge dimension is Concreteness/ Abstractness.
2. Conceptual
C. Theories, Models and Structures
B. Principles and Generalizations
A. Classification and Categories
3. Procedural
C. Criteria for determining when to use
appropriate procedures.
B. Subject Specific Techniques and Methods
A. Subject specific skills and Algorithms
4. Metacognitive
C. Self knowledge
B. Contextual knowledge
A. Strategic knowledge
1. Factual
B. Specific Details and Elements
A. Terminology Concrete
Abstract
Concrete
Concrete
Concrete
Abstract
Abstract
Abstract
Hierarchy
in order
To p ro m o t e
r e t e n t i o n o f
k n o w l e d g e
To p ro m o t e
t ra n s fe r o f
k n o w l e d g e
1,2,3DomainSpecific
Relative to various domain matter

15. 6. Create: Create is putting elements together to form a novel, coherent
whole or to make an original product. It includes Generating, Planning
and Producing.
5. Evaluate: Evaluate means making judgements based on criteria and / or
standards. It includes Checking and Critiquing.
4. Analyze: It is breaking material into its constituent parts and determine
how the parts are related to one another as well as to an overall
structure or purpose. It includes Differentiating, Organizing and
Attributing.
3. Apply: Apply means carrying out or using a procedure in a given
situation. It includes Executing and Implementing.
2. Understand: It is defines as constructing the meaning of instructional
messages, including oral, written and graphic communication. It
includesInterpreting, Exemplifying, Classifying, Summarizing, Inferring,
Comparing and Explaining.
1.Remember: It means to retrieve relevant knowledge from long-
term memory. It includes Recognizing and Recalling.
Lower
Order
Thinking
Skills
Higher
Order
Thinking
Skills
HIERARCHICAL ORDER
Six categories of Cognitive Process Dimension:

16. 7 WAYS OF UNDERSTANDING
1. Interpreting
2. Exemplifying
3. Classifying
4. Inferring
5. Comparing
6.Summarizing
7.Explaining

17. To solve a mathematical word problem
Interpreting To understand each sentence in the problem
Recalling To retrieve the relevant Factual Knowledge
needed to solve the problem
Organizing To build a coherent representation of the
key information in the problem
(Conceptual Knowledge)
Planning To devise a solution plan
Producing To carry out the plan
(Procedural Knowledge)

18. Core values (Culture)
How How the college wants life to be on a
day-to-day basis
Vision (Create)
What Painting a picture of future
Mission (Purpose)
Why Why do we exists?
Synchronization / Mapping / Alignment
Programe Educational
Objectives
Programe Outcomes
Course Learning
Objectives
Course Learning
Outcomes
Course Unit
Learning Objectives
Course Unit
Learning Outcomes
(Syllabus Content)
Lesson Plan Specific
Instructional Objectives
(Syllabus Content)
Lesson Plan
Desired Outcomes
U G C
A I C T E
N B A
N A A C
M a d r a s
U n i v e r
s i t y
T h e N e w C o l l e g e
StakeholdersExpectations
N o r m s
&
S t d s .
M i n i m u m

19. Re s u m e o f D r. N . A s o k a n M . S c . , M . E . , P h . D
ntvasokan@gmail.com
www.Linkedin.com/asokan-n-dr-70781a35
www.slideshare.net/Asokanndr
Certified Accreditor
Executive Leadership
Team Builder
Institution Builder
Change Leader
Faculty Trainer
Life Long Self Learner
What I bring to the team/Oragnization:
Earning trust among stakeholders
Synchronizing the individual purpose, stakeholders’ purpose with
Investors purpose within the limitations of regulatory authorities.
Creating positive vibrations
Career Highlights:
Director / Dean / Principal of Various Group of Colleges.
Placed VPMM college rank no. 38 out of 481 colleges from 121 rank place
Administered Examinations with “Zero Malpractice”
M.R for Quality Management Systems ISO 9001:2008
Trained more than 1600 staff
Profile Summary : 25 years Working Experience. 16 years Learning Experience
16/25 years of experience in the development of sound Educational Institutions.
Demonstrated excellence in determining& formulating policies, executing &
implementing strategies and providing overall direction to growth.
Deft in planning, directing and facilitating operations at highest level of
management.
Enterprising leader with ability to deal with people and process across levels and
from diverse background
Areas of Expertise
Taxonomy of Teaching, Learning and Assessing Process, Accreditation,
Faculty Development Programs on Academic Delivery & Academic Audit,
Performance Excellence & Developing Personal Mastery
M o b i l e : 9 4 4 5 1 9 1 3 6 9