[Session 4] Theories of learning, instruction and evaluation (2)
Taxonomy of Learning Objectives
- Introduction -

 In this session, let's summarize and compare the results of the research studies on what we learn.

 When the curriculum requirements for preservice teacher-training certificate programs in a college was revised in 1988, "Instructional Methods and Technology (2 credits)" became a required subject. For the newly established subject, Ichio Numano edited a textbook, Instructional Methods and Technologies (Gakubun-sha), where important matters were organized in a Q & A format. I was asked to give answers to the questions below, which were included in the textbook.

11. Write about categorization of instructional objectives.
 Here, I introduced Bloom's taxonomy of learning objectives and Gagné's five categories of learning outcomes. First of all, read the below.

11.Write about categorization of instructional objectives. (Katsuaki Suzuki) /PDF 3pages,38KB

 Do you understand why learning objectives should be classified and what merits are revealed by the classification? Next, examine more specifically Bloom's taxonomy of learning objectives and Gagné's five categories of learning.

References
 In Instructional Methods and Skills (Gakubun-sha, 1989), by Ichio Numano and Shigeru Hirasawa, there are three other questions of which I took charge. You can read my answers to the other questions by clicking below, although they are written in Japanese.

http://www.gsis.kumamoto-u.ac.jp/ksuzuki/resume/books/1989.html [Japanese Only]
　　11. Write about categorization of instructional objectives
　　12. Explain the method to clarify learning objectives by giving examples.
　　15. Explain how to create continuity in a lesson by giving a specific example.
　　49. How does the introduction of new media change the roles of teachers in terms of learning and instruction?