Taxonomy of Learning

Irfannuddin

Learning Objectives
Understand

the taxonomy of learning Describe the taxonomy Utilize the taxonomy in methods of learning
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#ey $uestions
%hat

is taxonomy & %hy do 'e need the taxonomy in medical education & %hat are the most (o(ular taxonomy of learning & )o' are their taxonomy of learning

%hat is taxonomy &

**+ **+ **+

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%hy do 'e need the taxonomy of learning &

Determine

the goals of learning -uidance of instructional design Determine the students achievement
-uidance

of assessments and

evaluations

./fter the training session0 the learner should have ac1uires ne' **+2

%hat are the goal of bloc3 4 &

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The most (o(ular taxonomy of learning 6loom7s Taxonomy -agne7s Taxonomy

6loom7s Taxonomy
, Domain of educational activity
8ognitive
;ental -ro'th ;anual

93no'ledge:

s3ill

/ffective

9attitude: 9s3ills:

in feelings emotional area (hysical s3ills

<sychomotor

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8ould you tell us 'hat are the com(etence domains for doctor &

8ognitive
#no'ledge

and the develo(ment of intellectual s3ills >ecall or recognition of s(ecific facts0 (rocedural (atterns0 conce(ts ? major categories
4+ #no'ledge "+ 8om(rehension ,+ /((lication 5+ /nalysis =+ @ynthesis ?+ Avaluation

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84B #no'ledge
>ecall

remember data or information #ey 'ordsB

Defines0

describes0 3no's0 recall0 list0 names0 states

.I

3no'2

The

ritual activity to clean the (enis is called .circumcision2

8"B 8om(rehension

Understand

the meaning or inter(retation @tates the to(ics 'ith one7s o'n 'ords #ey 'ordsB
8om(rehend0

ex(lain0 gives exam(les0 inter(ret0

revie'
.I

understand2

8ircumcision

is a surgery (rocedure that cutting the (re(utium to clean the smegma

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8,B /((lication
Use

a((ly the conce(t to a ne' situation or to solve (roblems #ey 'ordsB

/((ly0

use0 ado(t0 demonstrate0 illustrate0 sho'

.I mention2 the 4+ /ntise(tic "+ /nesthetic ,+ 8utting (re(utium

Dorsum 8ircum

circumcision (rocedures

method method

5+ @to(

bleeding 'ound ?+ %ound toilet

=+ @uture

85B /nalysis
6rea3ing

the to(ics in to (artsB understanding the (arts0 analyze distinguish bet'een (arts #ey 'ordsD
/nalyze0

brea3 do'n0 com(are0 find the relationshi(s0 infer0 select0 identify

.I

can see the com(arison2 .I analyze2 ste(s of circumcision0 .I com(are2 both of cutting methods 9dorsumcircum:0 and .I found2 that circum method more sim(le0 faster0 but higher ris3+
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8=B Avaluation
Eudging
/cce(t0

asses the value of the to(ics #ey 'ordB

a((raise0 conclude0 criti1ue0

judge0 evaluate0 justify0 summarize

.I

can judge2 .I conclude2 .I conclude2 that dorsum method is better for the amateur and circum method is better for the master+

8?B @ynthesis
/bility

to formulate ne' idea creating a ne' meaning creating something ne' 8ombine0 create0 com(ile0 design0 (lan0 reform0 revise0 (roduce .I can create2 I can create a ne' combination of circum method0 that safer but still sim(le and faster
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/ffective
The

manner in 'hich 'e deal 'ith to(ics emotionally Ax(ress the feelings0 values0 attitudes0 a((reciations0 enthusiasms0 and motivation = major categoriesB
4+ >eceiving

(henomena "+ >es(onding (henomena ,+ Faluing 5+ Organization =+ Internalizing value

/4B >eceiving <henomena

/'areness0

'illingness to hear0 selected

attention #ey 'ordB

/s30

follo'0 name0 select

Axam(les
/ttendance Listen

to the lecture to others 'ith res(ect Listen for remember the name of ne'ly introduced

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/"B >es(onding to (henomena

/ctive
>eact

(artici(ation to (art of the learners+

assist0 (resent0 re(ort0 tell0 'rite

res(onding to the (henomena

#ey

'ordB

/ns'er0

Axam(les <artici(ate in discussion

-ives

(resentation /s3 the 1uestion /ns'er the 1uestion

/,B Faluing
The

'orth or value a (erson attaches to a (articular (henomena #ey 'ordB

8om(lete0

demonstrate0 join0 invite0 share

Axam(lesB in debate @ho' ability to solve the (roblem <ro(ose to im(rovement

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/5B Organization
Organize

value into (riorities by contrasting different value >esolving conflicts bet'een them #ey 'ordsB
/dhere0

alter0 arrange0 combine0 modifier0 (re(are0 organize

Axam(leB
<rioritizes

to(ics effectively to meet the need of

all members

/=B Internalizing values

8haracterization

according value system that control behaviors #ey 'ordsB

<erform0 8hange

(ractice0 1ualify0 revise0 solve

Axam(leB

behavior in light of ne' evidence >evised judgments0 value (eo(le for 'hat they are0 no' ho' they loo3

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<sychomotor
<hysical

movement0 coordination0 and use of the motorGs3ill area >e1uire (ractice ;easured by s(eed0 (recision0 distance0 (rocedures or techni1ues in execution = ;ajor 9Dave7s:
Imitation ;ani(ulation <recision /rticulation Haturalization

<4B Imitation
Observing

I (atterning behavior after someone else <erformanceB ;ay be lo' of 1uality Axam(leB
8o(ying

a 'or3 art

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<"B ;ani(ulation
6eing

able to (erform actions by follo'ing instruction and (racticing <erformanceB begin to follo' the goal Axam(leB
8reating

'or3 after ta3ing lesson reading

manual

<,B <recision
>efining0

becoming more exact <erformanceB Je' error are a((arent Axam(leB

%or3ing

and re'or3ing0 so it 'ill be just

right
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<5B /rticulation
8oordinating

a series of action0 achieving harmony and internal consistency <erformanceB 8onsistence to their o'n style Axam(leB <roducing a video that involve music0 drama0 sound ect+

<=B Haturalization Origination

6ecome

natural0 'ithout needing to thin3 much0 and some times s(ecial <erformanceB )ighest level of (erformance Axam(leB
@tyle

of ;ichael Eordan (laying 6as3et 6all @tyle of David 6ec3ham 3ic3ing the ball @tyle of Kidane >onaldinho controlling the ball

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-/-HA7@ T/LOHO;M = Domains

4+ ;otor

s3ills "+ /ttitude ,+ Ferbal information 5+ 8ognitive strategy =+ Intellectual s3ills

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;otor s3ills
6odily

movements involving muscular

activity @tarting a car0 shooting a target+ @'inging rac1uet

/ttitude
Internal

state 'hich effects an

individual7s choice of action to'ard some object0 (erson 8hoosing to visit art museum0 'riting letters 'ith (oetry 'ords
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Ferbal information
Labels
Haming
Focal

and JactB
ma3ing verbal res(onse

or 'ritten res(onse B name0 tal3

6odies

of #no'ledgeB
a large body of interconnected
the meaning of textual material

>ecalling

facts
<ara(hrasing

rule regulation

8ognitive @trategy
8ontrol

his her o'n 'ay of thin3ing I

learning
Angaging

in selfGtesting to decide ho' much study in need /ns'ering the res(onded 1uestions
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Intellectual @3ills
5

LevelsB

4+ Discrimination "+ 8oncrete

conce(t ,+ >ule using 5+ <roblem solving

Discrimination
;a3ing

different res(onses to the different member Axam(leB distinguish colors of traffic light
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8oncrete conce(t

>es(onses

in a single 'ay to all members of (articular class of the to(ics Axam(leB

%hen

hearing NIndra Lesmana ;usic70 he 3ne' the music is Eazz music

>ule Using
/((lying

a rule to a given situation Using anti(yretic to im(rove the fever

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<roblem @olving
8ombining

lo'er level rules to solve

(roblems ;ay involve generating ne' rules <rocessB trial and error until the one to solve the (roblem is found

Tas3B
Tas3

;a3e N57 ;8$ from to(ic of adult learning 'hich consist of 84G85 6loom7s level cognitive+
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T)/H# MOU

PBL for Supporting Critical Thinking

Irfannuddin

Objectives:
Background of critical thinking Definition of critical thinking Co ponent of critical thinking !a" to enhance critical thinking Definition of PBL T"pes of PBL Co ponent of PBL Practice #ith PBL PBL preparation $%&$'&($$% (

)e" *uestions

!h" does critical thinking+ !hat is critical thinking+ ,o# to enhance critical thinking abilit"+ !hat is PBL+ ,o# the student should prepare for PBL+

Case

Dr- .a e/ sa# an advertise ent fro internet that there is a ne# supple ent to decrease bod" #eight,e directl" reco end the supple ent to his patient #hich bought via 0L0 co pan"1fter consu ed the co ple ent/ his patients report that the" got allerg" cause b" supple ent

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!h" Critical Thinking + !h" critical thiking +

0edicine is
Deep 3 e4tensive Priorities .apidl" develop 1l#a"s adaptive 1rt 3 science 54cessive variation $%&$'&($$% 6

0edicine is deep and e4tensive

7ou have to kno#
!hat are "our co petencies !hat are "our priorities !hat "ou need

0edicine is rapidl" develop

Doctor is a long8life learning profession
7ou have to al#a"s adaptive 1l#a"s looking for ne# infor ation Criticall" appraise of all infor ation
9alidit"/ reliabilit"/ necessaril"

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0edicine is art 3 science

7ou have to deter ine "our o#n st"le& ethods
But al#a"s consider ethics and standard

!hat is critical thinking +

5nnis: .easonable reflective thinking that is focused on deciding #hat to do or believeThe intellectual disciplined process of activel" and skillfull" conceptuali;ing/ appl"ing/ s"nthesi;ing/ and or evaluating infor ation gathered fro / or generated b"/ observation/ e4perience/ reflection/ reasoning or co unication as a guide to belief and action$%&$'&($$%

<

!hat are the co ponent of CT +

)enned"/ =isher 3 5nnis : Identif" the proble #ith their assu ptions Clarif" 3 focus on proble 1nal";e the proble Inferential or resu ed Logicall" thinking base on inductive 3 deductive 5valuate the validit" 3 reliabilit" of assu ptions/ data/ 3 infor ation

,o# to enhance critical thinking+

1l#a"s focused/ do 3 believe on critical thinking concept in learning ,o#:
Perfor the critical thinking co ponent in learning of so e issues $%&$'&($$% >

So e

ethods in 0edical School

Pro81CTI95 COB0T

Proble 8Objective81lternative8Conse?uences8 Tradeoffs8Integrate89alue85valuate Clinical Oriented Basic 0edical Teaching

O undsen @roup Discussion PBL

Proble Based Learning

5tcA-

!hat is Proble

Based Learning+
oderated b"

1 s all group discussion tutor

The process called tutorial

Sti ulated BtriggeredC b" proble Sti ulate student to criticall" think about ho# to think the content #ith so e steps of thinking The student ust:
Deter ine the proble

Think ho# to solve it 5valuate the resolution

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54a ple of PBL Steps

Mc. Master & Queens University (Unpad) Diana F Wood (7-Step) Mastrict, UGM,Unand randas Step 9UI: !ead t"e pro#$e% &denti'y & c$ari'y un'a%i$iar ter%s ($ari'ication and de'inition o' t"e pro#$e% rainstor%in) *yp"ot"esis -W"at +e ,no+ -W"at +e need to ,no+ -earnin) issues De'ine t"e pro#$e%s .na$ysis o' t"e pro#$e% Deve$op%ent o' "ypot"esis &denti'ication t"e ,no+$ed)e needed &denti'ication o' +"at a$ready is ,no+n rainstor%in) Discuss t"e pro#$e%s /0p$anation o' prior ,no+$ed)e &denti'y inco%p$ete ,no+$ed)e &denti'ication $earnin) resources &denti'y1discuss1assi)n (o$$ection o' ne+ in'or%ation &ndividua$ readin)1researc" Synt"esis o' o$d and ne+ in'or%ation !eturn - !evie+ case - !eport and discuss -.ssess pro)ress - Se$' eva$uation - 2e0t pro#$e% !epetition o' steps, as necessary !evie+ step 3-4 5entative so$utions &denti'ication o' +"at +as not $earned For%u$ate $earnin) o#6ective Su%%ary o' +"at +as not $earned 7rivate study 5estin) t"e understandin) o' ,no+$ed)e Discus resu$t o' private study

PBL steps in =)8Dnsri

Est phase of TDTO.I1L
E(26:ETer clarification Identif" the proble s 1nal";e the proble s =or ulate the h"pothesis =or ulate the li ited kno#ledge 3 learning issues Self Directed Learning

(nd phase of TDTO.I1L

>- S"nthesis and resu e of self learning result %- Identif" ne# learning issues '- Self Directed learning

Plenar" discussion 0odification fro all steps $%&$'&($$% '

LetFs go to PBL The trigger

Ga aku Siti 0aFonah/ sa"a au cerita: HSiti )ele bunganF te anku/ lagi bersedih- Dia sedih karena pacarn"a .aden Iohn Tralala e utuskan hubungan atas perintah ibu si .aden-

Setahuku .aden Iohn Tralala adalah keturunan bangsa#an Pale bang asli- Ibun"a ens"aratkan agar setiap calon istri anakn"a harus bisa e buat pe pek lenggangSedangkan )ele bungan ahasis#a =)8Dnsri "ang terlalu sibuk belajar/ sehingga tidak tahu bagai ana cara e asak 1"o te an8te an ari kita tolong Siti )ele bungan

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E- Ter Clarifications (- Identif" the proble s

P J BO K 5C4C
P J Proble O J Observe 5 J 54pected C J Concern

Proble

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2- 1nal";e the proble s

0ake a lot of ?uestions related to proble s B:!E,C + + +

Brain8stor ing LLL

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Tr" to ans#er "our o#n ?uestions

6- =or ulate the h"pothesis :- =or ulate learning issues

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(nd phase of TDTO.I1L M S"nthesis and resu e of self learning result M Identif" ne# learning issues M Self Directed learning

Plenar" discussion

7ou #ant to success in PBL

DonFt do this: 1ct #ithout think Bi pulsiveC Geed help in ever" learning BoverdependentC Do not understand the causative relation Do not think co prehensive B iss eaningC Over convinced to believe the truth Bdog atisC Got fleksibel Bthink tightC 1l#a"s afraid Bdo not confidenceC La;" to think harder Banti8intellectualC-

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Thank 7ou