For Teachers, Parents and Educators
The Pedagogy and Instructional design are based on aspects of Bloom’s Taxonomy
and Gagne’s nine-step methodology in terms of building content and ensuring the
right mode of delivery.
In our pedagogy, we have tried to use some or more of these elements in every
learning object. Sometimes you might see application first, and then the
knowledge/concept behind it, as we try to relate to the learner. E.g they might
know a cricket shot being hit (which is an application) and then move on to
knowledge and analysis (concept behind the phenomenon). This, in some cases
proves to be unconventional but more effective. Our endeavour is to make
learning holistic yet something that the student can relate to.
Bloom’s Taxonomy
Bloom theorized that learning is a process beginning with knowledge of the
subject, comprehension of the materials, application of the material, analysis
of what is being taught, synthesis to make new ideas, and finally, evaluation of
the content being learned.
| Knowledge |
The recall of facts, figures, and
concepts.
|
| Comprehension |
The grasping of meaning of what is being
taught.
|
| Application |
The solution of problems using skills
being taught.
|
| Analysis |
The examination and discussion of ideas. |
| Synthesis |
The connections of parts of ideas to
form a whole new idea.
|
| Evaluation |
The judging and weighing of ideas and
concepts.
|
| Category |
Explanation |
Keywords |
| Knowledge |
Student recalls or recognizes
information in the approximate form it which it was presented. Students
write, list, label, list, name, and define.
|
defines, describes, identifies, knows,
labels, lists, matches, names, outlines, recalls, recognizes,
reproduces, selects, states.
|
| Comprehension |
Student comprehends or interprets
information based upon prior learning. Students explain, summarize,
paraphrase, describe, or illustrate.
|
comprehends, converts, defends,
distinguishes, estimates, explains, extends, generalizes, gives
Examples, infers, interprets, paraphrases, predicts, rewrites,
summarizes, translates.
|
| Application |
Student selects and uses information to
complete a problem or task without excessive direction. Students use,
demonstrate, apply, construct, solve, or compute.
|
applies, changes, computes, constructs,
demonstrates, discovers, manipulates, modifies, operates, predicts,
prepares, produces, relates, shows, solves, uses.
|
| Analysis |
Student classifies and relates the
assumptions, evidence, or structure of a statement or question. Students
analyze, categorize, compare, or contrast.
|
analyzes, breaks down, compares,
contrasts, diagrams, deconstructs, differentiates, discriminates,
distinguishes, identifies, illustrates, infers, outlines, relates,
selects, separates.
|
| Synthesis |
Student collects, integrates, and
combines ideas into a new product. Students create, design, hypothesize,
invent, or develop.
|
categorizes, combines, compiles,
composes, creates, devises, designs, explains, generates, modifies,
organizes, plans, rearranges, reconstructs, relates, reorganizes,
revises, rewrites, summarizes, tells, writes.
|
| Evaluation |
Student assesses, appraises, and
critiques ideas, using standards and criteria. Students judge,
recommend, critique, or justify.
|
appraises, compares, concludes,
contrasts, criticizes, critiques, defends, describes, discriminates,
evaluates, explains, interprets, justifies, relates, summarizes,
supports.
|
Gagne’s Nine Events of Instruction
Gagne’s book, The Conditions of Learning, first published in 1965, identified
the mental conditions for learning. These were based on the information
processing model of the mental events that occur when adults are presented with
various stimuli. Gagne created a nine-step process called the events of
instruction, which correlate to and address the conditions of learning. The
figure below shows these instructional events in the left column and the
associated mental processes in the right column.
| S.No. |
Instructional Event |
Internal Mental Process |
| 1 |
Gain attention |
Stimuli activates receptors |
| 2 |
Inform learners of objectives |
Creates level of expectation for
learning
|
| 3 |
Stimulate recall of prior learning |
Retrieval and activation of short-term
memory
|
| 4 |
Present the content |
Selective perception of content |
| 5 |
Provide "learning guidance" |
Semantic encoding for storage long-term
memory
|
| 6 |
Elicit performance (practice) |
Responds to questions to enhance
encoding and verification
|
| 7 |
Provide feedback |
Reinforcement and assessment of correct
performance
|
| 8 |
Assess performance |
Retrieval and reinforcement of content
as final evaluation
|
| 9 |
Enhance retention and transfer to the
job
|
Retrieval and generalization of learned
skill to new situation.
|
In every module of ours, we have tried to incorporate some or more of these
elements so that completes the internalization of the topic. Of course, we have
not been too strict to adhere to the process to factor in continuity and making
the sessions a little more sports oriented.
|