DiWan University Faculty Lecture Series Presented by Dr. Lee Winters Senior Professor Northwestern Polytechnic University

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DiWan UniversityFaculty Lecture SeriesPresented
by Dr. Lee WintersSenior ProfessorNorthwestern
Polytechnic University

• Instructional Objectives
• and Blooms Taxonomy
• Understanding by Design

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Abbot Lowell

• Universities are full of knowledge
• The freshmen bring a little in
• and the seniors take none away,
• so knowledge accumulates.

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Before you build a house

• How big is the lot?
• How many people will live in it?
• Number of bedrooms?
• Number of baths?
• How big of a living / dining room?
• Office / library?
• Garden / balcony / patio?
• Garage, one car or two?
• Environmentally friendly?

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Before you build an airplane

• Mission Specification
• 555 passengers luggage
• More comfort!
• Crew 2
• Range 8,000 km.
• Cruising Speed Mach 0.85 (289 m/s)
• Ceiling 15,000 m
• Takeoff / Landing distance 4 km.

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Before you build a course
What do you do before you build a new course?
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WORKSHOP OBJECTIVES

• Explain the reasons why we need to write IO for
  our courses.
• Discuss the 6 levels of Blooms (original) and
  Andersons (revised) Taxonomy and how they relate
  to IO.
• Define appropriate, meaningful, and measurable IO
  for one course.

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What is an Instructional Objective?

• It is an intent, communicated by a statement
  describing a proposed change in the learner a
  statement of what the learner is to be like when
  he or she has successfully completed a learning
  experience.
• Robert Mager

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Instructional Objectives must

• Describe what the learner will have to do when
  demonstrating that he / she has reached the
  objective. (where am I going?)
• Describe any conditions under which the learner
  will demonstrate his / her competence. (How shall
  I get there?)
• Indicate how the learner will be evaluated, or
  what constitutes acceptable performance. (How
  will I know I have arrived?)

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Why bother ? Because, Instructional Objectives

• Facilitate course design
• Critically evaluate the relative importance of
  topics and the allocation of instructional time
  per topic.
• Identify and eliminate extraneous course
  material.
• Construct in-class activities, out of class
  assignments, projects, tests, etc.
• Exercise all levels of Blooms Taxonomy.
• Communicate effectively your expectations of the
  students.

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Why bother ? Because, Instructional Objectives
(cont.d)

• Provide a study guide for students.
• Give a clear picture of what students should be
  able to do, if they pass the course
• Important for instructors of follow up courses.
• Important for new instructors teaching the course
  for the 1st time.
• Required by accreditation agencies
• Drive the course assessment.

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Blooms Revised Taxonomy

• Taxonomy of Cognitive Objectives
• 1950s- developed by Benjamin Bloom
• Means of expressing qualitatively different kinds
  of thinking
• Adapted as a planning tool for classroom use
• Continues to be the most universally applied
  model
• Provides a way to organize thinking skills into
  six levels, from basic to the highest order level
  of thinking
• 1990s- Lorin Anderson (former student of Bloom)
  revisited the taxonomy and made a number of
  changes
• (Pohl, 2000, Learning to Think, Thinking to
  Learn, pp. 7-8)

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Blooms Taxonomies of Educational Objectives

• Cognitive domain
• Intellectual outcomes including knowledge,
  understanding, thinking skills.
• Affective domain
• Emotional outcomes including interests,
  attitudes, appreciation.
• Psychomotor domain
• Motor skill outcomes including operating
  laboratory equipment, drafting, sports.

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Blooms Taxonomies of Educational Objectives
Cognitive domain

1. Knowledge recognize or recall information
   (repeat verbatim)
2. Comprehension understand the meaning of
   information (terms, definitions, and concepts)
3. Application use the information appropriately
   in different situations to solve problems

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Blooms Taxonomies of Educational Objectives
Cognitive domain (cont.d)

1. Analysis break information into components, see
   relationships, formulate theoretical
   explanations, mathematical or logical models for
   observed phenomena
2. Evaluation judge the worth of ideas, theories,
   opinions, choose among alternatives, justify
   choice using specified criteria
3. Synthesis put components together to create
   new products and ideas, combine elements in novel
   ways

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BLOOMS REVISED TAXONOMYCreatingGenerating new
ideas, products, or ways of viewing
thingsDesigning, constructing, planning,
producing, inventing. EvaluatingJustifying a
decision or course of actionChecking,
hypothesising, critiquing, experimenting,
judging  AnalysingBreaking information into
parts to explore understandings and
relationshipsComparing, organising,
deconstructing, interrogating, finding Applying
Using information in another familiar
situationImplementing, carrying out, using,
executing UnderstandingExplaining ideas or
conceptsInterpreting, summarising, paraphrasing,
classifying, explaining RememberingRecalling
informationRecognising, listing, describing,
retrieving, naming, finding 
Higher-order thinking
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Blooms Taxonomies of Educational Objectives
Affective domain

• Receiving attend to a stimulus listen
  attentively to a lecture, read a handout
• Responding react to a stimulus show interest
  in a subject, carry out an assignment
• Valuing attach value to an object, person,
  phenomenon, or behavior demonstrate a positive
  attitude, appreciation, belief, or commitment
  through expression or action

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Blooms Taxonomies of Educational Objectives
Affective domain (cont.d)

• Organization compare, relate, synthesize
  different values into the beginning of an
  internally consistent value system recognize a
  need to balance freedom and responsibility,
  formulate a career plan, adopt a systematic
  approach to problem solving
• Characterization by a value or value complex
  internalize a value system and behave accordingly
  in a pervasive, consistent, and predictable
  manner work independently and diligently,
  practice cooperation in group activities, act
  ethically

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Blooms Taxonomies of Educational Objectives
Psychomotor domain

• Perception use sense organs to obtain cues
  about motor activity relate labels to need for
  special handling of dangerous material
• Set readiness to take a particular action
  explain the series of steps required to operate
  a piece of equipment
• Guided Response early stage of learning a
  performance skill including imitation and trial
  and error consciously follow a prescribed
  instrument calibration procedure
• Mechanism later stage of learning a performance
  skill when it can be performed with proficiency
  follow the same procedure smoothly and
  effortlessly

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Blooms Taxonomies of Educational Objectives
Psychomotor domain (cont.d)

• Complex Overt Response skillful performance of
  a complex movement pattern repair electronic
  equipment quickly and accurately
• Adaptation skills that are so well-developed
  that the individual can modify them to fit the
  situation alter a routine procedure to adapt to
  a novel situation Mastery/Consultant
• Origination creating new movement patterns
  based on highly developed skills develop a
  procedure for building an experimental prototype

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Level 1 Knowledge / Remembering

• List the assumptions under which Bernoullis
  equation is valid
• Identify all the components of an airplane
  structure
• Outline the procedure for calculating the
  hydrostatic forces on submerged surfaces

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Questions for Remembering

• What happened after...?
• How many...?
• What is...?
• Who was it that...?
• Can you name ...?
• Find the definition of
• Describe what happened after
• Who spoke to...?
• Which is true or false...?
• (Pohl, Learning to Think, Thinking to Learn, p.
  12)

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Level 2 Comprehension / Understanding

• Describe the differences between liquids and
  gases and explain the origin of these
  differences
• Interpret the lift vs. angle-of-attack graph for
  an airfoil
• Distinguish between Newtonian and non-Newtonian
  fluids
• Explain in your own words how an airplane wing
  generates lift

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Questions for Understanding

• Can you explain why?
• Can you write in your own words?
• How would you explain?
• Can you write a brief outline...?
• What do you think could have happened next?
• Who do you think...?
• What was the main idea...?
• Can you clarify?
• Can you illustrate?
• Does everyone act in the way that does?
• (Pohl, Learning to Think, Thinking to Learn, p.
  12)

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Level 3 Application / Applying

• Use the Moody diagram to solve problems
  involving heat losses in pipes.
• Calculate the static margin of an airplane using
  the longitudinal stability equation.
• Apply the continuity equation to calculate
  velocities in a variety of cases involving 1-D,
  uniform, incompressible, steady flows.

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Questions for Applying

• Do you know of another instance where?
• Can you group by characteristics such as?
• Which factors would you change if?
• What questions would you ask of?
• From the information given, can you develop a set
  of instructions about?
• (Pohl, Learning to Think, Thinking to Learn, p.
  13)

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Level 4 Analysis / Analyzing

• Derive the momentum equation for a fluid,
  starting with Newtons 2nd law of motion
• Explain how Heros fountain forms
• Analyze the aerodynamic interference for wings
  flying in the vicinity of each other

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Questions for Analyzing

• Which events could not have happened?
• If. ..happened, what might the ending have been?
• How is...similar to...?
• What do you see as other possible outcomes?
• Why did...changes occur?
• Can you explain what must have happened when...?
• What are some or the problems of...?
• Can you distinguish between...?
• What were some of the motives behind..?
• What was the turning point?
• What was the problem with...?
• (Pohl, Learning to Think, Thinking to Learn, p.
  13)

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Level 5 (Evaluation) Evaluating

• Classify a flow as 1-D, 2-D, 3-D
• Optimize the weight distribution along the
  longitudinal axis, to result in a slightly
  unstable airplane
• Evaluate the available options for placing the
  wing on the fuselage, select one of these
  options, and justify your choice.

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Questions for Evaluating

• Is there a better solution to...?
• Judge the value of... What do you think about...?
• Can you defend your position about...?
• Do you think...is a good or bad thing?
• How would (should) you have handled...?
• What changes towould you recommend?
• Do you believe...? How would you feel if. ..?
• How effective are...?
• What are the consequences...?
• What influence will...have on our lives?
• What are the pros and cons of...?
• Why is....of value?
• What are the alternatives?
• Who will gain and who will loose? 
• (Pohl, Learning to Think, Thinking to Learn, p.
  14)

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Level 6 (Synthesis) Creating

• Identify, formulate and solve a problem
  involving the simultaneous application of
  continuity, momentum, and energy equations
• Design an experiment to verify the performance
  of the NACA 4412 airfoil, as shown in published
  data
• Create a flow chart to illustrate the process
  for calculating the pressure distribution on a
  swept wing in compressible flow

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Questions for Creating

• Can you design a...to...?
• Can you see a possible solution to...?
• If you had access to all resources, how would you
  deal with...?
• Why don't you devise your own way to...?
• What would happen if ...?
• How many ways can you...?
• Can you create new and unusual uses for...?
• Can you develop a proposal which would...?
• (Pohl, Learning to Think, Thinking to Learn, p.
  14)

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Sample Unit Aerodynamics
Remembering Define the following (a) Mach number, (b) stagnation and critical conditions for isentropic flow, (c) stagnation and critical conditions for flow with heat addition.
Understanding Explain Kelvins theorem and its implications for the vortex system of an airfoil. Explain induced drag in 3 different ways.
Applying Use the SUB-2D program to explore the effects of thickness and camber on the aerodynamic characteristics (lift slope, aerodynamic center, etc.) of airfoils
Analyzing Use the method of images to analyze ground effects for an airfoil.
Evaluating Prepare a list of the design criteria for an airfoil to be used on the wing of an ultra-light airplane.
Creating Design a wing for a supersonic executive jet.
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Non-Instructional Objectives (Goals)

• By the end of the course (Fluid Mechanics) you
  will
• Know the basic principles of fluid mechanics
  (continuity,momentum, energy)
• Learn how an airplane flies.
• Appreciate blood flow through the human heart and
  capillaries.
• Understand fluids and how they differ from solids.

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Writing Instructional Objectives

• By the end of this course, section, week,
  lecture, students will be able to.
• Complete the sentence with an action word.
• IO should
• be as specific as possible
• be measurable
• address all levels of Blooms Taxonomy
  (collectively), in a course.
• Usually, only levels 1-3 are addressed.
• Levels 4,5,6 require higher-order thinking
  skills.
• Level 4 represents working knowledge ability.

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What is higher-order thinking?

• Higher-order thinking by students involves the
  transformation of information and ideas. This
  transformation occurs when students combine facts
  and ideas and synthesise, generalize, explain,
  hypothesize or arrive at some conclusion or
  interpretation. Manipulating information and
  ideas through these processes allows students to
  solve problems, gain understanding and discover
  new meaning. When students engage in the
  construction of knowledge, an element of
  uncertainty is introduced into the instructional
  process and the outcomes are not always
  predictable and the teacher is uncertain what
  the students will produce.
• In helping students become producers of
  knowledge, the teachers main instructional task
  is to create activities or environments that
  allow them opportunities to engage in
  higher-order thinking.
• A guide to Productive Pedagogies Classroom
  reflection manual

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Writing Instructional Objectives

• Course IO should include
• A subset of Program Outcomes.
• Additional course-specific goals.
• Additional instructor specific goals.
• Any equipment and supplied required.

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Writing YOUR Instructional Objectives

1. Select a topic in one of your courses.
2. Identify what you want your students to be able
   to do after they complete that topic and draft 2
   - IO. Make them clear and specific. Use action
   verbs like recall, explain, calculate, derive,
   design, select, justify, etc. Do not use know,
   learn, appreciate, understand.
3. Determine the level of thinking required in each
   objective using Blooms Taxonomy.

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Example

• By the end of this chapter you will
• Ugly ...know the basic principles of pipe flow.
• Bad be able to derive expressions for fluid
  velocities and pressure drops and calculate them
  for specific cases.
• Good be able to (a) derive the equation for the
  velocity distribution across a circular pipe
  section in laminar flow. (Level 3)

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Thank You