Writing Performance Objectives Based on Blooms Taxonomy 5th aug 2010 [autosaved]

Stating Stating Performance ObjectivesPerformance Objectives

& & Bloom’s TaxonomyBloom’s Taxonomy

Mohamed Nasir & Junaina IsmailMohamed Nasir & Junaina Ismail

Irushadhiyya SchoolIrushadhiyya School

School Based Professional Development School Based Professional Development

5th August 5th August 2010 2010 08:00 – 16:0008:00 – 16:00

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Stating Stating Performance ObjectivesPerformance Objectives

& & Bloom’s TaxonomyBloom’s Taxonomy

Mohamed Nasir & Junaina IsmailMohamed Nasir & Junaina Ismail

Irushadhiyya SchoolIrushadhiyya School

A Fundamental TruthA Fundamental Truth

We don’t see the We don’t see the world as it is; we world as it is; we

see the world see the world through the lens through the lens

through which we through which we look at it.look at it.

Objectives of the SessionObjectives of the Session• Participants will e able to write Participants will e able to write

performance objectives performance objectives incorporating the 3 elements incorporating the 3 elements of an effective performance of an effective performance objective.objective.

• Participants will be able to Participants will be able to utilize Bloom’s Taxonomy of utilize Bloom’s Taxonomy of Cognitive Behaviours to raise Cognitive Behaviours to raise performance objectives to performance objectives to higher levels of learning.higher levels of learning.

The following books and other materials The following books and other materials are used as a basis for this are used as a basis for this

presentationpresentation. .

Psychology of Teaching and Learning

By

Martinez-Pons. M

The following books and other materials The following books and other materials are used as a basis for this are used as a basis for this

presentationpresentation. .

Teaching Strategies

A Guide to Effective Instruction

By

Orlich Harder

Callahan Trevisan

The following books and other materials The following books and other materials are used as a basis for this are used as a basis for this

presentationpresentation. .

Guidelines for Writing Learning Objectives

By

AAFP

The following books and other materials The following books and other materials are used as a basis for this are used as a basis for this

presentationpresentation. .

http://www.idaho-post.org/

Reg2/Attachments/ID%20workbook.pdf

The following books and other materials The following books and other materials are used as a basis for this are used as a basis for this

presentationpresentation. .

http://www.adprima.com/objectives.htm

http://med.fsu.edu/education/facultydevelopment/objectives.asp

The following books and other materials The following books and other materials are used as a basis for this are used as a basis for this

presentationpresentation. .

http://education.calumet.purdue.edu/vockell/

edPsybook/Edpsy3/edpsy3_bloom.htm

http://www.you-can-teach-writing.com/writing-objectives.html

What is performance objective?What is performance objective?

A performance objective is a detailed A performance objective is a detailed description of what students will be able to description of what students will be able to do when they complete a unit of do when they complete a unit of instructioninstruction..

(Dick and Carey , 1978)(Dick and Carey , 1978)

What is performance objective?What is performance objective?

A collection of words and/ or pictures and A collection of words and/ or pictures and diagrams intended to let others know what diagrams intended to let others know what you intend for your students to achieve” you intend for your students to achieve” (Mager, 1999, p. 3) (Mager, 1999, p. 3)

Behavioural objective

Explicit instructional objectives

Purposes of objectivesPurposes of objectives

• By knowing where you intoned to go, you By knowing where you intoned to go, you increase the chances of you and the learner increase the chances of you and the learner ending up there.ending up there.

• Guides the teacher relative to the planning of Guides the teacher relative to the planning of instruction and evaluation of student instruction and evaluation of student achievementachievement

• Guides the learner, helps him/her focus and set Guides the learner, helps him/her focus and set prioritiespriorities

• Allows for analysing in terms of the levels of Allows for analysing in terms of the levels of teaching and learning.teaching and learning.

Purposes of objectivesPurposes of objectives• Guide the learner relative to self-assessment.Guide the learner relative to self-assessment.• Basis for analysing the level of cognitive Basis for analysing the level of cognitive

thinking we are expecting from the learner.thinking we are expecting from the learner.• Makes teaching more focused and Makes teaching more focused and

organized.organized.• Provides models so that students can write Provides models so that students can write

their own objectives and thus helps develop their own objectives and thus helps develop important life long learning skills, ‘ the setting important life long learning skills, ‘ the setting of objective’.of objective’.

Formulation of Aims, Goals & Formulation of Aims, Goals & ObjectivesObjectives

Aims

Goals

Subject Specif ic Course goals

Learning Objectives

Performance Objective

National Reports, Guide Books, Government Circulars

MoE Documents/ Circulars

Curriculum Guides, Teacher Yearly, Term & Unit Plans

Teacher Unit and Weekly Plan

Teacher Daily

Lesson Plans

What is …What is …Aim?Aim?Goal?Goal?

Formulation of Aims and GoalsFormulation of Aims and Goals

Aim: Broader statements about intent of education.

Goals: Statements that will describe what schools are expected to accomplish – more specific than aims but do not specify the achievement levels.

Formulation of Aims and GoalsFormulation of Aims and Goals

RealityReality

AimAim is a target. Something to which you aspire, is a target. Something to which you aspire, or something you aim to achieve.or something you aim to achieve.

ObjectiveObjective is something that you can achieve. is something that you can achieve.

Formulation of Aims and GoalsFormulation of Aims and Goals

My aim is My aim is

To lose weight.To lose weight.

My Objective is My Objective is

To lose 200g a week.To lose 200g a week.. .

Formulation of Aims and GoalsFormulation of Aims and Goals

Aim: Desires (things you would like to Aim: Desires (things you would like to achieve)achieve)

Goals: Milestones that you can achieve and Goals: Milestones that you can achieve and tick a box ontick a box on

Objectives: Methods to achieve the goal.Objectives: Methods to achieve the goal.

Stating Performance ObjectivesStating Performance Objectives

A Performance Objective does not A Performance Objective does not describe what the instructor will be describe what the instructor will be doing, but instead the skills, doing, but instead the skills, knowledge, and attitudes that the knowledge, and attitudes that the instructor will be attempting to instructor will be attempting to produce in learners.produce in learners.

The 3-main components The 3-main components of a performance.of a performance.

? ? ?? ? ?

The 3-main components of a The 3-main components of a performanceperformance

1.1. AN ACTION OR PERFORMANCE AN ACTION OR PERFORMANCE STATEMENTSTATEMENT - - that the teacher expects that the teacher expects the students to perform. It should be the students to perform. It should be measurable and observable.measurable and observable.

Example:Example:write an essay describing the process of write an essay describing the process of

election of members of the parliamentelection of members of the parliament

The 3-main components of a The 3-main components of a performanceperformance

• Conditions statement Conditions statement – the condition – the condition under which the action occurs. It also under which the action occurs. It also includes a description of what will be includes a description of what will be available to learners when they perform available to learners when they perform the desired behavior.the desired behavior.

Example:Example:

using information found in the textbookusing information found in the textbook

The 3-main components of a The 3-main components of a performanceperformance

• Criterion statementCriterion statement – identifies criteria – identifies criteria or level of performance expected of the or level of performance expected of the student. Only important criteria should be student. Only important criteria should be imposed.imposed.

Example:Example:

all major steps central to the election process all major steps central to the election process listed in the text must be present listed in the text must be present

The 3-main components of a The 3-main components of a performanceperformance

Let’s place all those parts together!Let’s place all those parts together!

The students will be able to write an essay The students will be able to write an essay describing the process of selection of describing the process of selection of members of the parliament members of the parliament (ACTION), (ACTION), incorporating the five major steps central incorporating the five major steps central to the election process to the election process (CRITERION) (CRITERION) listed in the book listed in the book (CONDITION).(CONDITION).

The 3-main components of a The 3-main components of a performanceperformance

Example 2Example 2

After practicing during class in small groups After practicing during class in small groups (CONDITION) (CONDITION) , the students will underline , the students will underline the key information needed to solve each the key information needed to solve each of 10 word problems of 10 word problems (ACTION) (ACTION) with 80% with 80% accuracy accuracy (CRITERION). (CRITERION).

The 3-main components of a The 3-main components of a performanceperformance

Let’s apart the components of this performance objective.Let’s apart the components of this performance objective.

Students will Students will tell the time tell the time representedrepresentedon an analog clock to the on an analog clock to the nearest minute.nearest minute.

Action

Condition

Criteria

tell the timeanalog clock

tell the time

The 3-main components of a The 3-main components of a performanceperformance

ConditionCondition

PerformancePerformance

Criterion measureCriterion measure

With the use of a protector,With the use of a protector,

that meets a 3, 4, 5 ratio.that meets a 3, 4, 5 ratio.

the students will construct a the students will construct a right triangleright triangle

Sample Condit ional Sample Condit ional StatementsStatements

•““From memory….”From memory….”

•““Using a map, a compass, a ruler, and a Using a map, a compass, a ruler, and a protector, ….”protector, ….”

•““On a computer disk, which describes ….’On a computer disk, which describes ….’

•““Given six different material samples with labels, Given six different material samples with labels, …”…”

•““From notes taken while viewing ……”From notes taken while viewing ……”

•““Within a ten-minute time span and from Within a ten-minute time span and from memory….”memory….”

Sample Criterion StatementsSample Criterion Statements

•“……70 percent of a given list of problems”70 percent of a given list of problems”

•“…“…... nine out of the ten elements …….”... nine out of the ten elements …….”

•“…… “…… within 5 minutes with no more than two errors within 5 minutes with no more than two errors of any kind”of any kind”

•“…“…... without any grammatical or spelling errors”... without any grammatical or spelling errors”

Magic TriangleMagic Triangle

Learning ActivitiesLearning Activities

What does this

What does this

triangle triangle

represent?represent?ObjectivesObjectives

EvaluationEvaluation

Magic TriangleMagic Triangle

Objective > Learning Activities>EvaluationObjective > Learning Activities>Evaluation

If they are If they are not congruent not congruent students students become discouraged and unhappy.become discouraged and unhappy.

ReflectReflect

How do teachers select a particular How do teachers select a particular performance?performance?

Teachers must analyse:Teachers must analyse:

• the skills or knowledge the the skills or knowledge the teachers hope students will retain teachers hope students will retain for future use in school or work for future use in school or work environmentsenvironments

Then what?Then what?

The The teacherteacher identif ies an action verb. identif ies an action verb.

Upon completion of the class the Upon completion of the class the learner should be able tolearner should be able to

repair a dripping tap.repair a dripping tap.

Words open to many Words open to many interpretationsinterpretations

• To knowTo know• To understandTo understand• To appreciateTo appreciate

• To enjoyTo enjoy• To believeTo believe

Words open to l imited Words open to l imited interpretations are desiredinterpretations are desired

To writeTo writeTo identifyTo identify

To differentiateTo differentiateTo contrastTo contrast

To listTo l ist

Teachers must analyse:Teachers must analyse:

• The goals of the courseThe goals of the course

• The content and materials The content and materials available for teachingavailable for teaching

What is an acceptable performance What is an acceptable performance objective?objective?

When u finish writing an objective, stop to When u finish writing an objective, stop to look at it and ask yourself look at it and ask yourself whywhy you want you want students to be able to do what you have students to be able to do what you have described in the objective. If the answer is, described in the objective. If the answer is, ‘because that is one of the things they need ‘because that is one of the things they need to be able to do when they leave here to be able to do when they leave here today.’ then the objective is probably today.’ then the objective is probably acceptable. acceptable.

Group work: Group work:

Group work: Group work:

Group work: Group work:

Group work: Group work:

Working in groups the participants will Working in groups the participants will identify the main points in the text identify the main points in the text provided.provided.

• After identifying the main points in the After identifying the main points in the given text about stating objectives, the given text about stating objectives, the participants will write 3 performance participants will write 3 performance objectives correctly.objectives correctly.

To prepare a useful, well-written To prepare a useful, well-written objective, make sure these questions objective, make sure these questions are answered:are answered:

1.1.What do I want students to be able What do I want students to be able to do?to do?

2.2.What are the important conditions What are the important conditions or constraints under which I want or constraints under which I want them to perform?them to perform?

3.3.3. How well must students perform 3. How well must students perform for me to be satisfied?for me to be satisfied?

Teachers are powerful Teachers are powerful people and keepers of people and keepers of the future. Help your the future. Help your students dream big!students dream big!

Learning DomainLearning Domain

Learning DomainLearning Domain

This world is This world is but a canvas but a canvas for our for our imaginations. imaginations.

(Henry David Thoreau)

A committee of colleagues, led by A committee of colleagues, led by Benjamin Bloom (1956), identif ied Benjamin Bloom (1956), identif ied three domains of educational three domains of educational activit ies.activit ies.

Cognitive : Cognitive : mental skills (knowledge)mental skills (knowledge) Affective: Affective: growth in feelings or emotional growth in feelings or emotional

areas (Attitude)areas (Attitude) Psychomotor: Psychomotor: manual or physical skills manual or physical skills

(Skills)(Skills)

Lear

ning

Le

arni

ng

Dom

ains

Dom

ains

So what?

It is important that teachers It is important that teachers carefully carefully considerconsider the performance objectives the performance objectives when preparing lesson plans. when preparing lesson plans. Because the objectives will dictate Because the objectives will dictate the nature of the content to be the nature of the content to be taught. taught.

In a complex world that In a complex world that demands complex demands complex decisions and thinking, decisions and thinking, it is important that we it is important that we challenge our students challenge our students with higher-level with higher-level learning objectives, learning objectives, questions and questions and assessment. assessment. (Raymond, 2004)(Raymond, 2004)

Many criterion-Many criterion-referenced tests now referenced tests now include a include a preponderant amount preponderant amount of higher-level of higher-level questions and questions and problems for students.problems for students.

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

The Original “Bloom’s TaxonomyThe Original “Bloom’s TaxonomyThe Original Bloom’s Taxonomy 1956

Synthesis

Analysis

ApplicationComprehension

Knowledge

The Original Bloom’s Taxonomy 1956

Group Work

Bloom’s Cognitive Taxonomy (1956)

1.1. KnowledgeKnowledge: : Remembering or retrieving Remembering or retrieving previously learned material. Examples of verbs previously learned material. Examples of verbs that relate to this function are:   that relate to this function are:  

know know identify identify relate relate listlistdefinedefinememorizememorize

record record name name recognize recognize acquireacquirerecallrecallrepeatrepeat

Bloom’s Cognitive Taxonomy (1956)

1. Knowledge: Knowledge: (recall data or information)(recall data or information)

•The student will be able to identify the capitals of each atoll.The student will be able to identify the capitals of each atoll.

•The students will be able to write the formula for sulphuric The students will be able to write the formula for sulphuric acid.acid.

•The students will be able to list the principal parts of a speech.The students will be able to list the principal parts of a speech.

•The students will be able to state quadratic formula.The students will be able to state quadratic formula.

Bloom’s Cognitive Taxonomy (1956)

2. Comprehension: The ability to grasp or construct meaning from material. Examples of verbs that relate to this function are:  

restate restate locate locate report report recognize recognize explain explain expressexpressidentify identify discuss discuss

describe describe review review inferinferconcludeconcludeillustrate illustrate interpret interpret differentiate differentiate concludeconclude

Bloom’s Cognitive Taxonomy (1956)

Comprehension : (understand the meaning, (understand the meaning, translation, interpolation. State a problem in translation, interpolation. State a problem in one’s own words)one’s own words)•The student will be able to identify transitive verbs.The student will be able to identify transitive verbs.

•The students will be able to describe photosynthesis in his own The students will be able to describe photosynthesis in his own words.words.

•The student will be able to interpret the symbols on a weather The student will be able to interpret the symbols on a weather map.map.

•The students will be able to interpret the quadratic formula.The students will be able to interpret the quadratic formula.

Bloom’s Cognitive Taxonomy (1956)

3. Application: The ability to use learned

material, or to implement material in new and concrete situations. Examples of verbs that relate to this function are:

apply relate develop translate  use  operatePracticeExhibit

organize employ restructure interpret demonstrate i l lustratecalculatedramatize

Bloom’s Cognitive Taxonomy (1956)

3. Application: (Use a concept in a new situation Use a concept in a new situation or unprompted use of an abstraction. Applies or unprompted use of an abstraction. Applies what was learned in the classroom into a novel what was learned in the classroom into a novel situations)situations)

• The student will be able to compute miles per gallon The student will be able to compute miles per gallon for an auto trip.for an auto trip.

• The student will be able to predict the effects of The student will be able to predict the effects of combining paint colours.combining paint colours.

• The student will be able to apply the formula to The student will be able to apply the formula to determine the area of a triangle.determine the area of a triangle.

• The student will be able to use the quadratic formulaThe student will be able to use the quadratic formula

Bloom’s Cognitive Taxonomy (1956)

4. Analysis: The ability to break down or The ability to break down or distinguish the parts of material into its distinguish the parts of material into its components so that its organizational structure components so that its organizational structure may be better understood. Examples of verbs that may be better understood. Examples of verbs that relate to this function are:  relate to this function are:  

analyze analyze compare compare probe probe inquire inquire examine examine contrastcontrastSurveySurveyclassifyclassifydeducededuce

categorizecategorizedifferentiate differentiate contrast contrast investigate investigate detect detect experimentexperimentscrutinizescrutinizeDiscoverDiscoverinspectinspect

Bloom’s Cognitive Taxonomy (1956)

4. Analysis:

• The student will be able to identify bias in a news The student will be able to identify bias in a news story.story.

• The student will be able to identify relevant data in a The student will be able to identify relevant data in a report on consumer product.report on consumer product.

• The student will be able to point out the effects of The student will be able to point out the effects of public opinion in the election of political candidates.public opinion in the election of political candidates.

• The student will be able to explain why the The student will be able to explain why the quadratic formula may give imaginary answersquadratic formula may give imaginary answers

Bloom’s Cognitive Taxonomy (1956)

5. Synthesis5. Synthesis: : The ability to put parts The ability to put parts together to form a coherent or unique new together to form a coherent or unique new whole. Examples of verbs that relate to this whole. Examples of verbs that relate to this function are:  function are:  

compose compose produce produce design design assemble assemble create create prepare prepare predict predict modify modify plan plan

inventinventformulateformulatecollectcollectset upset upgeneralizegeneralizedocumentdocumentCombineCombineRelateRelateProposeProposearrangearrange

Bloom’s Cognitive Taxonomy (1956)

5. Synthesis:• The student will be able to plan for a completing a

class project.

• The student will be able to write an acceptable term paper.

• The student will be able to design an experiment for testing a hypothesis.

• The student will be able to graph a quadratic equation.

• The students will be able to write a company operations or process manual.

Bloom’s Cognitive Taxonomy (1956)

6. Evaluation: Evaluation: The ability to judge, check, The ability to judge, check, and even critique the value of material for a and even critique the value of material for a given purpose. Examples of verbs that given purpose. Examples of verbs that relate to this function are:  relate to this function are:  

judge judge assess assess compare compare evaluate evaluate conclude conclude measuremeasurededucededuceargue argue decide decide choose choose rate rate

SelectSelectestimateestimateValidateValidateconsiderconsiderappraiseappraiseValueValuecrit icizecrit icizeinferinfer

Bloom’s Cognitive Taxonomy (1956)

6. Evaluation:• The student will be able to determine which writing

project meets the stated criteria.

• The student will be able to discriminate which conclusions are supported by evidence.

• The student will be able to appraise fallacies in an argument.

• The student will be able to explain the relationship between the graph and the results of the quadratic equation.

The RevisionThe Revision

Began in November 1996Began in November 1996 Led by David KrathwohlLed by David Krathwohl Involved cognitive psychologists, curriculum Involved cognitive psychologists, curriculum

theorists, teacher educators, and measurement theorists, teacher educators, and measurement and assessment specialists.and assessment specialists.

Group met twice a year for four years.Group met twice a year for four years. Draft completed in 2000; text published in 2001.Draft completed in 2000; text published in 2001. Two books – soft cover for teachers and other Two books – soft cover for teachers and other

“practitioners” and hard cover for academicians.“practitioners” and hard cover for academicians.

The RevisionThe Revision

The mind is not a vessel to be The mind is not a vessel to be f i l led, but a f ire to be ignited.f i l led, but a f ire to be ignited.

(Plutarch)(Plutarch)

Bloom’s Taxonomy and higher-order Bloom’s Taxonomy and higher-order thinkingthinking

Take a walk down memory laneTake a walk down memory laneInvestigate the Revised Investigate the Revised

TaxonomyTaxonomy- New terms- New terms- New emphasis- New emphasisExplore each of the six levelsExplore each of the six levelsSee how questioning plays an See how questioning plays an

important role within the framework (oral important role within the framework (oral language)language)

OverviewOverview

Bloom Revised BloomBloom Revised Bloom

• Remember

• Apply

• Understand

• Analyze

• Evaluate

• Create• Evaluation

• Analysis

• Synthesis

• Application

• Comprehension

• Knowledge

The SUBJECT is the Learner or The SUBJECT is the Learner or the Student.the Student.

The student (will)The student (will)The student (should)The student (should)The students (might)The students (might)

Quite often, the subject is implicit or understood.

Cognitive ProcessesCognitive Processes

RememberRemember

UnderstandUnderstand

RecognizingRecognizing RecallingRecalling InterpretingInterpreting ExemplifyingExemplifying ClassifyingClassifying SummarizingSummarizing InferringInferring ComparingComparing ExplainingExplaining

Cognitive Processes Cognitive Processes (continued)(continued)

ApplyApply

AnalyzeAnalyze

EvaluateEvaluate

CreateCreate

ExecutingExecuting ImplementingImplementing DifferentiatingDifferentiating OrganizingOrganizing AttributingAttributing CheckingChecking CritiquingCritiquing GeneratingGenerating PlanningPlanning ProducingProducing

Four Types of KnowledgeFour Types of Knowledge

Factual KnowledgeFactual Knowledge Conceptual KnowledgeConceptual Knowledge Procedural KnowledgeProcedural Knowledge Metacognitive KnowledgeMetacognitive Knowledge

Why is Alignment Important?Why is Alignment Important?

Increases validity of assessment Increases validity of assessment Increases students’ opportunity to Increases students’ opportunity to

learnlearn Provides more accurate estimates Provides more accurate estimates

of teaching effectivenessof teaching effectiveness Permits better instructional Permits better instructional

decisions to be madedecisions to be made

ALIGNMENTUSING THETAXONOMY TABLE

Objectives Assessments

Instructional Activities

RememberRemember UnderstandUnderstand ApplyApply AnalyzeAnalyze EvaluateEvaluate CreateCreate

FactualFactual

ConceptualConceptual

ProceduralProcedural

Meta-Meta-CognitiveCognitive

1. Focus students’ attention on important facts and terms, using, among other things, study guides, colors, and verbal markers.

2. Structure the information to be remembered (e.g., outlines, diagrams, pictures).

3. Use repetition, incorporating songs and rhythmic activities (e.g., clapping, chanting, cheering).

4. Use mnemonic devices & acronyms; teach memory strategies (e.g., rehearsal, elaboration, making connections with familiar places and things).

5. Use distributed practice.

Teaching Students to "Remember Factual Knowledge"

Teaching Students to "Understand Conceptual Knowledge“

1. Emphasize defining features or key characteristics; ask "what makes X, X?"

2. Give examples, non-examples, and “near” examples.

3. Teach concepts in relation to one another; show connections and relationships using visual

representations and graphic organizers.

4. Use metaphors and similes.

5. Use “hands-on” activities and manipulatives; build models.

What happened after...?What happened after...?

How many...?How many...?

What is...?What is...?

Who was it that...?Who was it that...?

Can you name ...?Can you name ...?

Find the meaning of…Find the meaning of…

Describe what happened after…Describe what happened after…

Who spoke to...?Who spoke to...?

Questions for Remembering

Can you write in your own words? Can you write in your own words?

How would you explain…?How would you explain…?

Can you write a brief outline...?Can you write a brief outline...?

What do you think could have happened next...?What do you think could have happened next...?

Who do you think...?Who do you think...?

What was the main idea...?What was the main idea...?

Can you clarify…?Can you clarify…?

Can you illustrate…?Can you illustrate…?

Questions for Understanding

Can you group by characteristics such as…?Can you group by characteristics such as…?

Do you know of another instance where…?Do you know of another instance where…?

Can you write a brief outline...?Can you write a brief outline...?

Which factors would you change if…?Which factors would you change if…?

What questions would you ask of…?What questions would you ask of…?

From the information given, can you develop a set of From the information given, can you develop a set of instructions about…?instructions about…?

Questions for Applying

Which events could not have happened?Which events could not have happened?If. ..happened, what might the ending have been?If. ..happened, what might the ending have been?How is...similar to...?How is...similar to...?What do you see as other possible outcomes?What do you see as other possible outcomes?Why did...changes occur?Why did...changes occur?Can you distinguish between...?Can you distinguish between...?

What were some of the motives behind..?What were some of the motives behind..?

What was the turning point?What was the turning point?

Can you explain what must have happened when...?Can you explain what must have happened when...?

What was the problem with...?What was the problem with...?

Questions for Applying

Is there a better solution to...?Is there a better solution to...?Judge the value of... What do you think about...?Judge the value of... What do you think about...?Can you defend your position about...?Can you defend your position about...?Do you think...is a good or bad thing?Do you think...is a good or bad thing?How would you have handled...?How would you have handled...?What changes to.. would you recommend?What changes to.. would you recommend?

Do you believe...? How would you feel if. ..?Do you believe...? How would you feel if. ..?

How effective are. ..?How effective are. ..?

What are the consequences..?What are the consequences..?

What influence will....have on our lives?What influence will....have on our lives?

Questions for Evaluating

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

Questions for Creating

Lunch BreakLunch Break

1 hr1 hr

He who learns but does not think is

lost

(Chinese Proverb)

Thank youThank you

ރރ ރރ ރރރރ ރރ

The End

A Special thanks to

The Lab Assistant & other Support Staff for arranging the room for the session.