Taxonomy of Educational Objectives

TAXONOMY OF EDUCATIONAL OBJECTIVES

(Bloom, 1956)

• EVALUATION (Determine value/significance)

• SYNTHESIS (Create, based on components)

• ANALYSIS (Break information into parts)

……H O T S …..

….LOTS ….

• APPLICATION (Transfer info to simulated situations)

• COMPREHENSION (Understand BUT not otherwise processing)

• MEMORIZATION (Learning information by rote…sometimes without comprehension)

EDUCATIONAL PHILOSOPHIES

(J.P. Miller and Seller, 1985) 1. TRANSMISSION: To “know” (KNOWLEDGE)

CLASS: Exercises, teacher – made materialsHOMEWORK: Written exercisesROLE OF TEACHER: “Knower”

GROUPING: Whole classTESTS: AchievementSYLLABUS: Form/Theme – based

Educational Philosophies2. TRANSACTION: To “do” (SKILL)

CLASS: Task, projects, role play, authentic materials

HOMEWORK: Projects, tasksROLE OF TEACHER: FacilitatorGROUPING: Small groupsTESTS: ProficiencySYLLABUS: Notional-functional; task/content-based

Educational Philosophies

3. TRANSFORMATION: To “create” (ABILITY)CLASS: Self-directed study; student-selected materials

HOMEWORK: ResearchROLE OF TEACHER: AdvisorGROUPING: Independent workTESTS: Self-assessmentsSYLLABUS: Learner-centered

(Back to Bloom’s “Taxonomy”) vs. Educational Philosophies

HOTS:1. EVALUATION (Value)2. SYNTHESIS (Create) - TRANSFORMATION

ABILITY – Create3. ANALYSIS (Break into parts) - TRANSFORMATION

and TRANSACTIONSKILL – “Do”

(Back to Bloom’s “Taxonomy”) vs. Educational Philosophies

LOTS4. APPLICATION- TRANSACTION

(Transfer to simulated situations) Skill – “To do” 5. COMPREHENSION - TRANSMISSION

(Understand, BUT…) Knowledge – “Know” 6. MEMORIZATION- (By rote … sometimes

without comprehension)

THE THINGS WE DO/DID!• ACTIVITY: Written grammar & Vocabulary exercises

Memorizing vocabulary – out of context Translating

•  RESULT: Can read and render content in L1• DETERRENT: Lack of cultural context

Lack of emphasis on oral skillsFocus on “usage” over “use”

• METHOD: GRAMMAR – TRANSLATION

THE THINGS WE DO/DID!• ACTIVITY: Repetition drills

Substitution drills (grammar & vocab.)Dialog memorization

• RESULT: “Rehearsed/practiced” response inknown and rehearsed situations

• DETERRENT: Problems with authentic/unexpectedsituations and materials

• METHOD: STRUCTURAL APPROACHES(e.g. Audio-Lingual)

THE THINGS WE DO/DID!• ACTIVITY: Grammar exercises

Q & A, teacher-made, LC/RC materialsCommunication via manipulation of forms

•  RESULT: Understand & see linguistic systems(accuracy)

•  DETERRENT:Oral skill development is slowLack of experience with authentic culture

•  METHOD: COGNITIVE CODE

THE THINGS WE DO/DID!

• ACTIVITY: Role plays; tasks; projectsCooperative learning activitiesReading/hearing authentic texts

•  RESULT: Ability to negotiate meaning (fluency)•  DETERRENT: Strategic competence overemphasized

Precision & formal language proficiencyunderdeveloped

•  METHOD: COMMUNICATIVE APPROACHES

….so where are we?  BLOOM EDUCATIONAL

PHILOSOPHYPRACTICES

H EVALUATION    

O SYNTHESIS(Create)

Transformation(Create)

 

T ANALYSIS Transformation &Transaction (“do”)

CommunicativeApproach (-) 

L APPLICATION Transaction CommunicativeApproach 

O COMPREHENSION Transmission(to know)

Structural approachGrammar-transl.Cognitive Code 

T MEMORIZATION   Structural Approach

Challenges

Military Language TrainingVs. 

Global Proficiency

Signal Intelligence RequirementsVs.

Human Intelligence Requirements

SIGNAL INTELLIGENCE SKILLS:• Gist• Transcribe• Translate ( Target Language- English)

HUMAN INTELLIGENCE SKILLS:• Verbal (Interview, Interrogate, Interpret)• Translate

FLTCE GOAL: • Produce graduates who possess the language skills• that will meet their agencies’ operational

requirements.

COURSE THEMES• GOVERNMENT / POLITICS• ECONOMICS• CULTURAL / SOCIAL• SCIENCE / TECHNOLOGY• MILITARY / SECURITY

SOURCES = “GENRE APPROACH”  

PRINT 

AUDIO 

VIDEO

 PRINT- News – editorials, jokes, cartoons- Fax, email, Internet- LiteratureAUDIO-   Radio - news, advertisements- Songs VIDEO-   TV – News, talk shows, game shows, “soaps” -   Feature films -   Documentaries

Learning Activities       SIGNAL INTELLIGENCE SKILLS   VERBAL SKILLS:-         Narrate, summarize, paraphrase-         Report / Brief-         Instruct/ Direct-         Describe-         Explain / Resolve problem-         Interview / Interrogate-         Express / Support Opinion-         Hypothesize-         Discuss / Negotiate-         Interpret (Consecutive, two-way)

THE COURSE AT THE FOREIGN LANGUAGE TRAINING

CENTER EUROPE

LANGUAGE: RUSSIAN

LENGTH: 15 – WEEKS

ENTRY LEVEL REQUIREMENTS: 2+ / 2+

“Limited Working Proficiency, Plus”

LISTENING • Understand most routine social demands/conversations on

work requirements. Can sometimes detect emotional overtones. Some ability to understand implications.

READING • Understand most factual material in nontechnical prose.

Able to separate main ideas and details from lesser ones. Unable to discern nuances and/or intentionally disguised meaning.

Special Features

• MILITARY TERMINOLOGY BLOCK

• CONSECUTIVE INTERPRETATION BLOCK

• INTENSIVE GRAMMAR REVIEW

• RUSSIAN “SLANG”