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Video tags
Subtitles
Russian
00:00:02
and last week00:00:07
we talked about the planning process of00:00:12
program development in the program development course. Let's remember the steps of developing a program, what were the stages of the program development00:00:14
process, it consisted of the steps of planning,00:00:16
design, trial, evaluation, correction00:00:20
and dissemination.00:00:22
A program development process consists of00:00:24
planning with passing passes.00:00:26
We talked about it at the planning stage.00:00:28
First, in the planning stage, a working committee00:00:30
was formed, that is, we had the00:00:32
people who would prepare the program00:00:34
prepare a working plan,00:00:36
then00:00:38
we carried out the needs determination process, we decided what was needed in the program, and00:00:42
today,00:00:45
we are starting the design part with you.00:00:47
What does the part of designing the program mean, designing the program?00:00:49
Remember, creating the program00:00:51
means creating the program. This document will be given to you next year. This is the document that will be given to you next year.00:00:55
It is created at the design stage, teacher, and00:00:57
if you remember what we said during the design stage,00:01:00
the elements of this program are created in order.00:01:02
Target content, Educational situations,00:01:04
evaluations were created in order.00:01:06
Today,00:01:08
we are starting with our first element, the target, this unit is our00:01:11
Target. The method permit value00:01:16
is a unit that OSYM asks questions about almost every year. At the same time, we00:01:21
come across information from here in the measurement course. Sometimes, the question00:01:23
is asked in the measurement section, as well as in the00:01:26
section we call Teaching, which is also in00:01:29
demand.00:01:31
This is a very possible00:01:34
situation, my teachers, so00:01:36
it will be a unit that will contribute to us.00:01:38
The target is broad. First, what was the target?00:01:40
Let's remember that. The target is the behaviors that are desired to be00:01:43
acquired by the students after the teaching process.00:01:50
These are the desired behaviors or skills,00:01:56
my teachers. For example, my goal is00:01:59
to teach the child to read and write, that is, what he00:02:01
will gain. behavior skill is the00:02:03
ability to read and write, and as00:02:07
with every item,00:02:09
we said that it answers a question in its target, for what00:02:11
or why,00:02:13
if you remember the item we targeted,00:02:16
and let's not forget that the target had a value like this.00:02:18
Among the items, the first one00:02:20
we count is Target content Educational situations00:02:22
evaluation, look, the first one we count is00:02:24
Target. That's why00:02:36
we said that the Target is an effective element in the arrangement of all other elements and that it guides the teachers who guide the arrangement of the other elements. Now let's see what we want to know about this target.00:02:43
Clear the day. We will talk to you about the following in order.00:02:45
First, we will see how the Ministry of National Education00:02:47
creates a target. We00:02:48
will look at what processes are00:02:50
among them. After this, we will take a look at00:02:53
which country criteria should00:02:55
we take into account when writing the target, and00:02:57
finally,00:03:00
we will look at the Bloom taxonomy. This is00:03:01
the unit that we see as valuable. Teachers'00:03:03
Bloom taxonomy is the00:03:06
subject that we call the gradual classification of targets. Then,00:03:08
we encounter it mostly in this section.00:03:10
Let's see, then let's say the best,00:03:12
let's start like this. Target00:03:14
How is the creation process? When you look00:03:16
at the Ministry of National Education in National Education, while00:03:19
creating goals,00:03:21
you follow a flow like this: First, my teachers00:03:24
collect data from some sources. Why00:03:27
do they collect this data? Because what we mean here00:03:29
is determining our needs.00:03:31
Before determining our goals,00:03:37
you must have determined the needs. Because the Goal What I say00:03:39
actually corresponds to his needs, look00:03:41
here. Fight, a person's need is00:03:44
to learn to read and write, the purpose of the school is to00:03:46
teach him how to read and write. Proceed with this logic00:03:48
and remember. We00:03:50
talked about it last week,00:03:52
what were we paying attention to when determining the needs, the needs of the individual, the needs of00:03:54
the society we live in, the00:03:56
subject area we prepared the program,00:03:58
that is, the need of the branch of science,00:04:00
literature, mathematics.00:04:02
Even mathematics, nature's needs,00:04:05
after these needs are determined,00:04:06
my teachers, of course, do00:04:08
not create direct targets, first a candidate00:04:11
target is created here, remember the colts00:04:14
also told us that a candidate target list00:04:16
is created and this candidate is passed through00:04:18
filters to finalize the notebook.00:04:20
What are our filters? So, in00:04:22
our education, philosophy, psychology,00:04:25
sociology, economics, remember. These are00:04:28
taken into consideration while preparing the programs and on00:04:30
scientific grounds,00:04:31
two basic psychological, immediately sociological,00:04:33
economic, in terms of these criteria, the so-called00:04:36
goals are filtered and00:04:38
eliminated, the remaining ones are now our00:04:40
goals, and00:04:43
when you look at the goals,00:04:45
you will see that my teachers are divided into categories within themselves,00:04:50
there is a classification from top to bottom, at the top. The distant target is then the general00:04:54
target, then the specific. The distant target is the00:04:59
target of the Ministry of National Education or our country,00:05:01
and what is the target of our country? This is to raise our country00:05:04
to the level of contemporary civilizations.00:05:06
This is a distant target, or00:05:08
what is the target of the Ministry of National Education? To00:05:10
raise individuals in line with the interests of the country,00:05:12
to raise qualified individuals. These are00:05:13
distant targets. General or in other words,00:05:16
what we call a close goal,00:05:18
my teachers, are the goals of the school types. The00:05:21
goals of the Anatolian High School, the00:05:24
goals of the primary school, the goals of the secondary school, the00:05:26
goals of the Vocational High School, the goals of the tourism00:05:28
vocational high school,00:05:30
you can think of these, special head,00:05:31
this is the goals of the branches of the courses,00:05:36
the goals of the literature class, the00:05:40
goals of the science class, mathematics.00:05:41
Customize these notebooks in the lesson, then00:05:43
when you look at them,00:05:45
you will see that there is a hierarchy. First, the Ministry of National Education's00:05:47
target is determined, distant Elif,00:05:48
then the targets of the schools working under the Ministry of National Education00:05:50
are determined,00:05:52
generally, then00:05:55
the targets of the courses taught in schools are determined, and these00:05:57
are special targets, that is, your lesson00:05:59
notebooks or good lesson plans are determined00:06:02
annually. State your plans.00:06:03
In which classification are the achievements included? Then it00:06:13
serves the classification of specific objectives. What do we see if we go the other way? This time, the objectives of the school are served by achieving the achievements in the lessons. The schools00:06:18
serve the objectives of National Education by achieving their own objectives. In other words,00:06:20
top-down deduction. Bottom-00:06:22
up induction is seen. Also00:06:25
here00:06:28
We will see in the later parts of the subject, my teachers,00:06:30
my routine goals are divided into three00:06:31
and one of them is the cognitive area, the other one is00:06:36
the sensory area, the last one is the00:06:39
psychomotor area,00:06:42
our achievements in the lessons, our goals,00:06:44
that is, our special goals, are divided into00:06:46
three areas, including the cognitive and affective states.00:06:48
This is00:06:51
not essential, but we will read it in the sources. Let00:06:53
me talk about this, they call it descent from top to bottom00:06:55
and vertical classification.00:06:57
Teachers' classification of their goals is called00:06:59
horizontal classification.00:07:02
In other words, our goals are distant in the vertical, their general00:07:05
feature is your classes, and in the horizontal, they are00:07:08
cognitive, affective and kinesthetic.00:07:11
We can call their classes your.00:07:14
Yes, now,00:07:19
after seeing the goal creation process, we00:07:21
write the goals we created. What00:07:23
criteria should we take into account? Let's00:07:26
talk about them. These are the characteristics that a target should have. These00:07:31
are the qualifications of teachers. In other words, we cannot00:07:33
create targets in our minds. As the Ministry of National Education, you00:07:37
must meet certain conditions. The first feature I will look for in the targets is00:07:39
need-based warmth. If00:07:42
you already pay attention, what were the needs determined00:07:43
before the targets were created in the previous process?00:07:47
The target has been determined, it must correspond to the need. Of course,00:07:50
what were these sources of our needs? The individual, the00:07:53
society house. And, as teachers of nature,00:07:57
we have to take these needs into00:07:59
consideration. We have to take them into consideration. It is00:08:02
a shame.00:08:03
We cannot create a target according to our minds.00:08:06
We would attach importance to these criteria. Of course,00:08:09
another condition that I have to take into consideration here is00:08:14
accessibility. If00:08:28
the goal is suitable for the child's level, that is, if the target is suitable for the child's level,00:08:35
I can say that this goal is00:08:38
a goal that can be achieved by the child,00:08:40
and if you remember, we say that the00:08:43
goals are suitable for the child's level.00:08:45
We had a basis that ensured whether or not it was possible.00:08:47
Let's remember that, we said psychological basis here.00:08:49
If you remember, the psychological00:08:51
basis looks at it. My teachers00:08:54
examine the psychological basic goals and00:08:55
see if the goals are achievable. Right? I00:08:57
mean, are they appropriate for the child's developmental period?00:08:59
Think about it like this. You don't want to put00:09:02
shoes on a 2-year-old child.00:09:05
If you set a goal that the child will tie his laces himself, he will not be able to reach it. Because this goal is00:09:08
not what it is, it is not00:09:09
suitable for him to mature to his level and readiness,00:09:12
so the child should reach this goal,00:09:14
then teachers are another condition,00:09:17
I wanted the mother-of-pearls to have cohesiveness.00:09:19
Every Goal Goal should be related to the content of a lesson, it00:09:27
should be related to this.00:09:33
No, when I read the sentence always, I00:09:35
should be able to say: This is a target belonging to mathematics. This is a00:09:40
target belonging to Fizy. If I know this, it should be a target belonging to this date. The target00:09:43
is necessary. What I mean is that it00:09:45
makes the basic definition of education. Look, it00:09:48
makes the definition of education. That00:09:49
means it is related to the field of educational sciences.00:09:51
or00:09:53
solves a number problem using the given ones. So, look, there00:09:57
is a cohesiveness related to mathematics. But there are00:09:59
no targets like this, teachers define it, it is not clear00:10:01
what it defines, it is00:10:04
not clear, because it does, or it00:10:06
solves the problem, what problem it solves,00:10:08
mathematics, science and physics and chemistry. It's00:10:11
not clear then. These are not in heaven.00:10:13
Interlocking means that each goal is00:10:15
related to a content and the content of a field.00:10:18
That's why this interlocking00:10:21
needs to be ensured in the goals. Another00:10:25
condition is consistency, my teachers.00:10:27
Consistency, goals00:10:35
should be contradictory and consistent among themselves,00:10:37
take a share of yourself like this.00:10:40
Can you have two goals in this process?00:10:42
I think it is not possible. Let me be the last one and also00:10:44
appoint me. Such a thing is not possible.00:10:45
My teachers. So,00:10:47
what provides this consistency? It is the philosophical basis. So,00:10:53
let's say that I put one in the social studies course so00:10:56
that you can understand that Turkey's regime is a democracy. 2 3 units Then00:10:59
you go and realize that Turkey's regime00:11:02
is a monarchy, you cannot set a goal,00:11:03
these two contradict each other, this00:11:06
should not happen, my teachers, that is why00:11:10
we say that the goals should contradict each other and be consistent. This00:11:12
provides us with a philosophical basis. My other condition is00:11:15
clarity. The target00:11:20
sentence is that it does not have any flaws in terms of language and expression,00:11:22
that is,00:11:24
it does not contain any errors in expression, that the words00:11:26
are used with their correct meanings, that there is no00:11:28
problem in terms of punctuation marks.00:11:29
A rule related to Turkey is that00:11:31
everyone can understand what is being read in the same00:11:33
way. This is the importance of Turkish.00:11:35
There should be no problem with the teacher.00:11:37
But I will give you the feature,00:11:41
I will give it to you at the back and then here. Let's move on,00:11:43
another criterion that I want to include in the targets is00:11:45
being behaviorally oriented.00:11:51
I will give this in some detail, so00:11:53
I am taking it with here or another expression, it00:11:56
is not a student00:12:00
characteristic. This criterion is important for00:12:03
teachers to pay attention to this. In fact,00:12:05
among them, the one we care most about00:12:07
may be found as a non-behavior-oriented00:12:08
student characteristic. Look, what is the target?00:12:13
We call it skill in the behavior that I want the student to acquire, but00:12:15
the behavior stated in this target must00:12:18
be a behavior that the child is asked to do.00:12:20
In other words, the target must be a behavior that the student will do.00:12:33
What should be the behavior that the student will do in brawl?00:12:35
A target should be created like this.00:12:37
Look, we need to pay attention to this. So,00:12:39
what is here?00:12:41
I will write two examples of situations from there. You follow along and00:12:50
subscribe. Take a00:13:03
good look. I have written two Goal statements.00:13:06
If there is a goal, put it in the comments.00:13:08
Let's take a look and examine it together.00:13:10
Teaching the concept of democracy.00:13:12
Give examples around the concept of democracy.00:13:14
Now see what was my condition.00:13:18
Being a non-behavior-oriented student characteristic. Goal. showing a behavior that the student will do.00:13:20
When I read the other00:13:22
sentence, "Yes, I did not say that this is a behavior that the student will do,00:13:25
but when you look at it,00:13:27
teaching the concept of Democracy is a teacher00:13:30
behavior, teachers, and that is why00:13:34
this cannot be a goal. You pay attention to this in the questions.00:13:37
Now, you also pay attention to this.00:13:39
At the end of the goals, there should not be such things as00:13:41
teacher,00:13:42
this is teaching,00:13:45
this is gaining. There are no expressions because00:13:49
these are the behaviors expected from the teacher00:13:51
and these00:13:53
are not the target, they are not appropriate. What did we say? The00:13:55
target00:13:56
should have been expressed as a behavior that the student would do. But come here, do00:14:01
n't give examples to the environment of the concept of democracy, this00:14:03
is a behavior that the child will do. So,00:14:07
after learning this concept, the student will learn this concept from his environment.00:14:10
He says he will be able to give examples.00:14:12
If you read Fender, he will00:14:14
always come across such things. You will00:14:16
also give examples. He will explain. He will explain,00:14:20
he will tell you the definition, he will know the history, he will be able to give examples. It00:14:31
likes to be transformed,00:14:33
according to which feature it should be00:14:35
rearranged, you look at the00:14:36
expression given, it is a behavior that the teacher will do,00:14:38
but what is the sought-after feature, do00:14:40
not be a student behavior? Then,00:14:43
according to the feature of being behaviorally oriented,00:14:45
we say that this target should turn into this. My teachers,00:14:48
I have always returned, now I continue in this direction.00:14:50
My other condition is generality, every00:14:53
target, every target.00:14:58
It should be general to express a group of behaviors.00:15:04
Look, there are no targets like this.00:15:06
Teachers cannot have targets for multiplying by two or 5.00:15:08
There would be no targets for multiplying one with 5.00:15:11
If that were the case, there would be no00:15:13
end to it. These would be extremely specific expressions.00:15:15
These are not even just for the multiplication table.00:15:17
You should have written a hundred Targets.00:15:19
What is the correct one? It does multiplication with odd numbers00:15:21
or it does00:15:23
multiplication using the number seven. Now pay00:15:25
attention to this expression.00:15:27
It does multiplication using the number seven. 75 does not00:15:29
have the multiplication skill. It00:15:31
also includes the skill of multiplying 75 by 100 and multiplication by 727.00:15:36
It is general to express a group of behaviors,00:15:38
we do not write it overly specific, we00:15:40
are trying to create a generalization here, pay attention to this, my00:15:43
other condition is that it is not a limited compound,00:15:46
each target has a single feature,00:15:52
that is, it must contain an action, rough expression, let me00:15:57
tell you this:00:15:59
When I read the target sentence, there should be only one verb at the end.00:16:00
Look what it is. For example, the Target00:16:04
Counts the geographical regions of our country. Look, one Action.00:16:10
Counts the geographical regions, one or the other. It recognizes the vowels in the alphabet. The00:16:13
Action expects a single feature. Look, they call it the feature of00:16:14
being limited overlapping. But00:16:18
there wouldn't be a target sentence like this. Be careful, it00:16:20
says and writes the vowels in the alphabet.00:16:22
There is no target. The teacher tells it.00:16:25
and writing is not the goal. To say this is00:16:28
another action. To write is another action.00:16:30
I can't put both hands00:16:32
in one pot to say and write, then it wo00:16:34
n't be limited anymore, it wo00:16:36
n't be limited to a single feature, they will overlap.00:16:43
It will be limited, it will not be overlapping.00:16:46
Pay attention to this, it is a university, my husband00:16:48
was taught like this, when he said faculty, he used to say00:16:50
children. The target sentence is00:16:52
12 verbs and they do not connect with each other.00:16:55
There is no such thing, the vowels in the alphabet will00:16:56
say it. There will be another target. It will00:16:58
write with a vowel in the alphabet.00:17:01
There will be another target. You have to pay attention to this.00:17:04
An action must include a single feature offer.00:17:06
That is, it00:17:07
must be limited. My other condition is that it should not be product-oriented.00:17:15
It should show the product formed at the end of the target process. It should show the product formed at the end of the process.00:17:19
Look. Pay attention,00:17:22
all of the examples we give are product-oriented. The00:17:24
geographical regions of our country tell00:17:26
us. Look, what does product mean today?00:17:29
At the end of the lesson, the child will have learned from the geographical region of our country. The00:17:31
logic shows that this product00:17:33
is formed, or we00:17:35
recognize the vowels in the alphabet.00:17:37
After the lesson, the child00:17:39
will have learned these vowels and00:17:41
will have become able to recognize them. Look, there is a product.00:17:42
Attention, it shows a product, but it00:17:44
never targets the process.00:17:46
teachers, that is, such things00:17:48
cannot happen. We say that the target should not be such a target while listening to the lesson00:17:51
carefully.00:17:52
Teachers, either00:17:54
this is something the child will do in the process, the00:17:56
teacher attends the lesson while teaching the lesson, there00:17:59
is no such target.00:18:01
What I call target should show me00:18:03
a learning product that will occur at the end of this process, that is, the lesson.00:18:05
My last condition is00:18:08
contiguity. The target levels00:18:12
should be ranked according to the prerequisite relationship.00:18:18
This target levels should be ranked according to the prerequisite job.00:18:21
You will see it soon.00:18:22
Remember, you have knowledge from the university,00:18:24
comprehension, application, analysis, synthesis,00:18:26
evaluation, not ranking. This00:18:27
ranking has been prepared in vain. There is00:18:28
a Farm in this ranking,00:18:30
my teachers, where one of them ends,00:18:32
the child has reached enough ten conditions. Now the child00:18:34
can move on to the next one, or the child00:18:38
can move on to understanding, that is, understanding, that is, commenting. That's why you00:18:40
should create this order adjacently.00:18:42
Educators say that the information will end, then comprehension,00:18:45
then application, then analysis. That is, you00:18:47
cannot say something like this,00:18:49
I trust my students,00:18:51
I will start directly from the level of analysis, etc., you00:18:53
have to go in order. If a couple00:18:55
is to go, we say, Yes,00:18:57
teacher, the qualities we want to have in the goals. These are the qualities we want to have in the goals.00:18:59
Let's remember these, let's00:19:01
review them with you,00:19:03
be need-based, set goals, should be00:19:04
created in accordance with the needs, be00:19:06
accessible, should be appropriate to the level of the child,00:19:10
should be accessible by the child, be interconnected. Each00:19:13
goal should be related to the content of a field and a lesson.00:19:15
consistency goals00:19:17
among themselves00:19:18
These memes should be clear clarity goals should not00:19:21
have any defects in terms of language expression They should be00:19:24
expressed in clear and understandable sentences generality Target In other words, the target00:19:30
should be able to say general of a group of behavior It should be general, not limited or unified00:19:32
Each target has a single feature It00:19:35
should include action Being product-oriented What00:19:38
is done in the target process It should show the learning product that will occur at the end of the process. It should show00:19:40
contiguity. The00:19:42
target levels should be classified gradually.00:19:45
Being oriented towards behavior. The target00:19:49
should show a behavior that the student would do. Remember, the teacher's behaviors00:19:52
could not be a target. We said that what I am targeting00:19:55
will be a behavior that the child will do.00:19:57
My teacher, I especially00:19:59
want you to pay attention to the following. Look,00:20:01
the limitation can be asked. It is a00:20:03
criterion, take that into consideration, and of course,00:20:05
the most likely question00:20:07
will be the expression of being behaviorally oriented. And00:20:09
the type of question here is usually the following: Teachers00:20:11
will write you a negative example. In other words,00:20:14
they will write an example that violates these criteria. They00:20:20
will use expressions such as which criterion is there a ghost or according to which criterion it should be corrected.00:20:22
Yes, now00:20:26
let's come to our most valuable place, what is00:20:28
our title, Bloom's taxonomy,00:20:31
let's talk about this, this place00:20:33
is valuable. Because this place00:20:35
will be taken to the education exam, it will appear in many00:20:37
places, now teachers,00:20:39
why did Bloom make such a classification,00:20:41
that is, he classified his goals, his00:20:43
class is alone here. In fact, in the sources00:20:45
it is written as Bloom and Friends.00:20:47
Here we find it briefly and write00:20:49
what you are doing now.00:20:53
You will go to this class next year, you will start working with the children.00:20:55
What will you do after a certain period of time?00:20:58
You will do written examinations and exams and you will not give the same score to every question in the exam.00:21:03
I remember when you had Turkish lessons here. It was a question that was00:21:05
usually asked in Turkish lessons and was asked in every exam. The00:21:09
question of separating sentence elements received 17 and 15 points.00:21:11
However, there is also the last question00:21:14
of the Turkish lesson, "What is the legendary?"00:21:15
composition writing, and that was 37-40 points. Why00:21:20
did you give more points to the composition? Because the composition is more difficult. Since a00:21:22
skill involves a higher level of behavior,00:21:29
we call it the teacher who is more valued here. Let's00:21:44
talk about the cognitive field. The behaviors that the individual00:21:50
performs by using his/her mental skills are in the00:21:52
cognitive field. For example, remember, my00:21:55
child, being00:21:58
able to remember the definition of a concept, being able to remember the00:22:00
date of an event or the00:22:02
date of a war is a cognitive00:22:04
behavior. Being able to00:22:08
interpret what the child reads or learns is00:22:09
a cognitive behavior. Calculation.00:22:12
Being able to perform mathematical operations is00:22:14
a mental behavior.00:22:16
Teachers think scientifically.00:22:18
That child's ability to think scientifically in the face of events and00:22:20
produce hypotheses00:22:25
is also an element within the scope of the cognitive field. Let's come here. If I hear about it,00:22:28
children00:22:32
engage in emotional activities. The behaviors we carry out with our emotions and inner00:22:35
world are also00:22:37
emotional behaviors.00:22:39
There are many examples of interest. Love00:22:43
is worth it.00:22:48
It is behavior like habits that we can show next to it. It00:22:51
can be derived from many more00:22:52
behaviors that we bring with our emotions, that is,00:22:54
here are the habits.00:23:09
It is an element related to the internal processes of the individual.00:23:15
I came to the last area, the behavioral area, the psychomotor area, where00:23:17
the child performs mind-muscle coordination,00:23:23
that is, he manages the muscles with the mind, muscle-00:23:26
based activities. These are00:23:28
mostly, for example, one of the most annoying examples00:23:30
is our writing teacher. This is the one we finished,00:23:32
they live, look. What does writing mean? I00:23:34
'm writing right now. Look, I'm saying A, I'm00:23:36
doing. I'm saying C.00:23:39
When I say I'm actually writing,00:23:41
I'm drawing a shape. My teacher is drawing a shape. It's performing00:23:42
a behavior by using the small muscle group.00:23:46
Please don't confuse it with that. Writing a composition, writing a poem,00:23:48
writing a load, it's something else.00:23:50
Action there. It's not writing, it's the00:23:53
whole act of writing a composition. Writing here is the whole act of00:23:56
writing. He drew this letter. That's why it's00:23:57
a psychomotor behavior or00:24:00
leeching. Look, there is a00:24:02
diaphragm muscle involved. How are fingers present? Lip muscles,00:24:04
there are many muscles.00:24:11
We divide the mind into three groups in this way,00:24:13
my teachers, the behaviors we00:24:15
carry out in our mental actions, the00:24:19
behaviors we carry out with our cognitive emotions, sensory00:24:21
and the behaviors we perform with our muscles, are00:24:23
motor.00:24:26
Your first type of question may come from here. You can00:24:28
write the precursors behavior and ask which of them00:24:30
it falls into, of course,00:24:33
when you see the details in the taxonomy, these00:24:34
will start to make more sense,00:24:36
but There is another type of question that00:24:39
we need to know. It00:24:41
will actually ask you which of these three areas, that is, the cognitive,00:24:44
affective and kinesthetic domains, will ask which00:24:47
behavior is more difficult to acquire.00:24:49
Remember, it is more difficult to00:24:51
measure and impart affective domain behaviors. It is00:25:05
more difficult for children to do these things. Why do00:25:07
teachers00:25:09
do this? Let's talk about it. Look, my child is calculating.00:25:12
If he has a mental disability. Otherwise, if00:25:14
you force him,00:25:15
you teach him addition and subtraction. You give him an addition and subtraction. You say, "My00:25:18
child, do it. If00:25:19
he can do it."00:25:25
Disabled Otherwise, if you force the child,00:25:27
if you teach him how to write,00:25:29
you give him a pen and paper and say "here and write, my child", you can00:25:30
write, you say he has learned, I mean,00:25:32
you know by observing, but this is the message.00:25:37
You ask the child if he loves his homeland, he says he does, teacher.00:25:38
How will he prove it to me? Maybe00:25:40
he says something else inside. What do you mean, it is a00:25:42
sign of this? All his possessions and possessions.00:25:44
Giving to the homeland or doing 15 military service is00:25:46
not a criterion, teacher. Teachers, there are00:25:48
no clear scales. Since emotional00:25:50
behaviors are directly observed, they are00:25:56
more difficult to measure and00:25:59
more difficult to teach.00:26:02
Pay attention to this. Since they are behaviors that cannot be directly observed, it is00:26:06
more difficult to measure them. We say,00:26:08
teachers, that00:26:10
even in scientific research, this is the case. It is a limited00:26:11
test. If you have prepared or read the theses, here are the00:26:14
limited parts of the theses first, and00:26:17
the limitations are as follows.00:26:18
Sometimes, the assumptions say that00:26:21
if they filled out a survey or something, if an attitude00:26:23
scale was used, the following is00:26:25
written in the thesis. It is assumed that the participants00:26:28
answered the survey sincerely.00:26:32
Because why? This cannot be measured clearly, it is00:26:34
not possible to measure it clearly,00:26:36
you can delete it. Ladies, he is a distant candidate,00:26:38
why is he married for 20 years and still asking, Haldun,00:26:40
do you love me? They say, 20 years00:26:42
have passed, why are you still asking? But00:26:44
you have to ask, because he can't be sure. Maybe he has been00:26:46
married to you for 20 years, but his heart is still00:26:48
in the neighborhood, Melahat T. So this is Melahat T.00:26:50
You can't know. There is no clear scale.00:26:52
How will your teachers translate the question type?00:26:54
Well, the Elector00:26:56
will write down one sensory behavior and00:27:00
write cognitive and motor behaviors in the other options. He will also ask you, "00:27:03
Which of the following behaviors is harder to get students to learn and00:27:06
harder to measure?"00:27:08
What kind of behavior will you look for in such a situation?00:27:10
You will be looking for a sensory behavior.00:27:12
Present it. Yes,00:27:15
teacher. We have discussed it like this. Now, let's00:27:20
start getting to know each other with you. First,00:27:22
let's get to know the rights of someone to be taken. Today and tomorrow,00:27:26
we will get to know the emotional and solid steps of the period. Yes,00:27:28
I'm coming first. Listing the steps of the cognitive area00:27:31
is not a waste. By the way, the bottom one is not for nothing.00:27:34
Look at the step by step information, as you progress,00:27:36
the step increases, pay attention. So,00:27:38
how did we create this order,00:27:40
my teachers, it goes from the easiest behavior to the most00:27:42
difficult behavior, from the simplest00:27:45
behavior to the highest level behavior,00:27:47
you can think like this, that is,00:27:49
the difficulty increases and the status of being a high-level skill00:27:52
increases as you progress, since there is00:27:54
a ranking here, it is the norm00:27:56
and I don't like coding very much, but00:27:58
you can use a coding here, it will be00:27:59
useful to you. Because00:28:01
we can do a coding like this, the00:28:07
steps can be put like "Wake up, you too, knowledge, comprehension, application, analysis, synthesis, evaluation." We00:28:17
will get to know you one by one, let's see00:28:19
what the children are doing at these steps,00:28:21
what behaviors00:28:23
they show, the teacher, the first step,00:28:26
to the level of knowledge, my child, here is the information, that is, the00:28:29
information he has learned over time.00:28:32
Yes, we expect him to remember the00:28:35
information exactly. We are waiting for him to remember the information exactly. Let00:28:38
me be here, at this level of knowledge, the child will00:28:40
remember the information at the same time,00:28:42
he has memorized it, he has learned it,00:28:44
he will remember it exactly. I am waiting, this is the situation I want,00:28:46
teacher. Now00:28:48
let's talk about our examples, for example, what kind of examples00:28:50
can be here? Recognition when00:28:59
seen is a level of knowledge behavior. Show the child more than one geometric shape. I said to the child which triangle is it. When the child looks at it, he can recognize the triangle. Do00:29:05
n't tell me the definition of00:29:08
something, don't tell me the history of something, I asked the child, tell me the definition of00:29:10
education, I said, if you can tell me, if you can tell me,00:29:13
the computer is a behavior in the way it learned, or when I say00:29:15
in what year did Mehmet the Second conquered Constantinople, if00:29:20
you can tell the child that it was 1453, it is a straight00:29:22
behavior, the information is a straight behavior, the ranking and listing of00:29:27
your teachers goes to these names, the00:29:29
same here. It makes sense to say an order,00:29:31
that is, do not list the order. I00:29:33
asked you. One day we met00:29:35
someone. I asked if you could tell me the steps of the field in order.00:29:37
Information comprehension, application,00:29:38
analysis, synthesis, not evaluation. Tell me. If you00:29:40
can say it by heart, you can00:29:42
remember it by heart and express it exactly. That's00:29:43
why this is a one-on-one00:29:46
behavior, matching. For example, this is00:29:48
an example. Remember, there was a time when00:29:50
the question was in puzzle magazines.00:29:52
Country names were written on one side,00:29:54
capitals were written on the other side, and the person was00:29:56
asked to match the countries and capitals.00:29:58
If he could match, France and00:30:00
Paris were matched. This00:30:02
means that he remembers the information, that is, his level of knowledge00:30:04
exhibited a behavior ö By00:30:06
the way, it can be derived. But These are00:30:07
enough, remember what I gave the teachers,00:30:10
my expectation for the level of knowledge is that the child will remember the information exactly,00:30:13
he will not do anything else,00:30:15
so00:30:16
you can think of it as learning by heart, now I have come to a higher00:30:18
level of comprehension. Here, we expect the following from the child. The00:30:21
child will interpret the information. Here, the child interprets00:30:25
these information and00:30:32
expresses as much as he understands.00:30:37
When I say comprehension level, this is what our teachers00:30:38
are our Lord. If you remember,00:30:41
teachers used to ask for the definition of something.00:30:42
I would say it from memory, the00:30:44
level of knowledge exhibits behavior. Yesterday. But the00:30:46
unscrupulous teacher, what happened next,00:30:48
can you explain this to me, Fatih? You can explain00:30:50
the concept to behavior. So, we do00:30:52
not have examples that can come at the comprehension level, but00:30:54
the child will find an explanation and a being able00:30:57
to explain information, let's explain a subject,00:30:59
knowing, explaining a subject,00:31:05
shows that he knows what he has learned, comments to us, and can express to us as much as he understands, or summarizing, he00:31:08
read a book, the child00:31:10
summarizes it, how does he deduce it,00:31:12
the child read the book, what he understands, he00:31:15
shortens it and expresses it to us in his own sentence,00:31:17
giving an example.00:31:22
We want the child to give an example of the concept he has learned to his environment. If he00:31:23
can give an example of the concept, level behavior,00:31:25
what does it mean? This child00:31:29
can interpret the situations around him with what he has learned and find examples and00:31:31
bring them to me. Another example is that it00:31:36
is one of the legendary activities of the Turkish lesson. You will remember, finding the main idea,00:31:37
look, finding the main idea. For example, this was00:31:41
KPSS for a period. It is still coming,00:31:43
I don't know. They were paying me money in the Turkish part and00:31:45
asking me what the main idea was.00:31:46
I have never been able to find it in my life.00:31:49
I can say this uncomfortably. The teacher00:31:50
was asking, Fatih was asking what his idea was, I00:31:52
answered. Fatih was in touch. One00:31:54
day, he asked me what the theme was, and I00:31:56
answered. Then he said to me.00:31:58
Fatih said the main idea. I said, "00:32:00
This must have been eating me up for many years.00:32:02
It annoys me." I said, "These are probably the same thing,00:32:04
but they are different things." So,00:32:06
how do you find the main idea, my teachers? You00:32:08
read, you try to transform the main idea by interpreting as much as you understand,00:32:12
that is, you try to reach the main idea,00:32:15
you get completely tired, you do not translate it differently. And00:32:20
my teachers may call this conversion00:32:21
in expressions Yes, interlingual translation,00:32:25
translating English to Turkish,00:32:26
translating Turkish to English, translating into French, German,00:32:28
how to fry the translations, it00:32:29
is behavior, not the level of knowledge,00:32:31
look, don't look at it like that,00:32:33
you are translating word by word, because00:32:35
they do not accept translating word by word, we had a A00:32:38
friend of mine who is a translator and interpreter said, "00:32:39
I read the sentence by interpreting it." He said, "What are you00:32:42
trying to explain? First of all,00:32:44
I understand this." Then he said, "00:32:45
How can I write this in Turkish? I'm converting it to this."00:32:47
He said, "It's true,00:32:49
our teachers taught us that, when we were in high school, there00:32:52
was an expression like this. Look,00:32:54
now don't translate it exactly into Turkish." It00:32:56
turns out that we are in your shoes,00:32:58
but when you interpret it in a00:33:00
translator-interpreter style,00:33:04
it means "I can put myself in your shoes". It is an interpretation. There is00:33:06
no such thing as teachers translating word by word.00:33:08
Pay attention to this, as well as00:33:10
finding a title. The message is that the child00:33:14
can find a title for something he reads.00:33:16
Again, to comprehend,00:33:18
that is, by interpreting, fit the most among them. This is it,00:33:19
by interpreting what you read,00:33:22
this is again, that is, again, making a guess,00:33:25
making an inference. All of these00:33:29
are behavior at the conceptual level of teachers for us. For example, once upon a time, children00:33:31
had questions like these,00:33:33
I don't know if they still come, in primary education, such questions are00:33:36
created in regular series. The child was asking00:33:38
what shape should come in the empty place,00:33:40
what is he doing here, he is00:33:41
using his interpretation entirely, the verticals find by interpreting00:33:44
two triangles to come, Kaya goes to the00:33:46
nest when he is little, Kaya goes to the nest, it00:33:48
always goes the same, it is always the same, it is a triangle Kaya to the nest, a triangle, a00:33:50
square, a circle, again a triangle, Kaya look, Oh, Oh, oh, it is00:33:53
round, look what?00:33:56
The brat made the comments, the comments, the shape that would come there, I took00:33:58
my teachers out00:34:00
and found it. That's why this is the concept of00:34:02
behavior. Now,00:34:05
I am writing two special entertainments, pay attention to these, graphics are00:34:14
concept level behaviors for us in this reading and converting to graphics,00:34:16
teachers. Because interpretation-based00:34:17
activities, look at reading graphics and00:34:19
converting them into graphics. For us, conceptual00:34:22
behavior, the same logic00:34:24
applies to reading a table,00:34:26
converting to a table, reading a schema, transforming to a schema, it00:34:28
all goes to this, see how00:34:30
this concept level behavior tells me, the00:34:32
teacher says Fatih, he says there are a hundred people,00:34:37
I turned it into a dense pie chart with 70 girls and 30 boys.00:34:38
I drink it, I immediately interpret it, I say, "00:34:40
Wow, 30 men. So,00:34:42
this will be a smaller slice. I say 3000:34:44
men. This is a girl from the 70s. I00:34:46
say it's bigger science. Look, I find it by interpreting.00:34:47
I don't do anything else.00:34:49
By reading the same logic graph, I interpret it.00:34:51
That is, the concept of activities based on interpretation."00:34:53
It says it is on it, it is00:34:55
enough,00:34:57
it cannot be used as an example for the hero level, we have come to the00:35:00
application level, I expect the child to apply00:35:02
what he has learned, he will00:35:11
vote in these situations. If00:35:13
you can do this, it is now practice for us.00:35:23
That's why we should use our hands. Remember, the00:35:25
legendary activities in Turkish lessons were00:35:26
moving on to primary school,00:35:28
you learned a new word, they would tell us to00:35:30
use it in a sentence, make a meaningful00:35:32
sentence. If you can use this word00:35:34
correctly in a sentence, the application00:35:36
level is behavior or the ability to use00:35:37
punctuation correctly in a sentence00:35:38
or Teachers'00:35:41
use of a formula while solving a question is again the00:35:42
application level, or00:35:44
let's talk about a foreign language, being00:35:46
able to use a foreign language while speaking in daily life is the application level. There00:35:48
are many of our people like this,00:35:50
what do those who try to tear it down say? What do they say? I00:35:52
understand but I can't speak, that is, I can understand00:35:54
but I can't apply it.00:35:56
Actually, it is not right or wrong. Using00:35:58
is an application for us, calculation,00:36:01
calculation, look, mathematical operations are00:36:03
necessary for us, it is application level00:36:05
behavior, problem solving and problem00:36:09
solving are again mathematical problems for us,00:36:13
times, they are application level behaviors,00:36:15
for example, running a software program on the computer is00:36:18
application level behavior, that is, the child uses00:36:21
what he has learned in a new situation.00:36:22
You can think of it as a transfer that will be used. In00:36:24
a way, we can keep it in my mind like that. I have come,00:36:27
our other acquisition system has gone up,00:36:30
we have come to the level of analysis, the00:36:32
word analysis in the dictionary means analysis, breaking it into00:36:34
pieces,00:36:36
so my expectation from the children on the analysis is00:36:42
by dividing it into these parts, which00:36:44
will examine it, my child. This is my expectation here.00:36:47
Information. I expect him to examine a subject, a machine,00:36:50
anything by dividing it into pieces.00:36:52
Let's see how the00:36:54
child behaves. Let's make an association here.00:36:57
For example,00:36:59
associating the causes and consequences of a war. This happens00:37:01
as a result of analysis. This00:37:03
happens as a result of analysis. He examines many wars, these are00:37:05
the reasons, he reveals these,00:37:07
these are the results, he00:37:09
makes an association between them or00:37:11
classifies them. I give a group of objects and living creatures00:37:14
in front of the child and ask, "00:37:15
Can you classify them according to their common characteristics?"00:37:16
Of course, I will not give them a classification,00:37:18
but I will ask the child to classify them. Be00:37:19
careful, the child takes them, examines them,00:37:22
determines their common characteristics,00:37:23
group them according to them, again, an examination,00:37:25
distinguishing behavior, remember,00:37:28
there was a period, this is again00:37:29
two photos in puzzle magazines. They would00:37:31
put them side by side and say "Distinguish the 7 differences between them" and00:37:33
so on. "What are you doing?00:37:34
I'm examining them in the photo, they're comparing them in terms of their features. Present them00:37:36
and you're00:37:38
making the difference. Comparison. Look,00:37:43
what are our mothers doing at the level of analysis?"00:37:49
He examines it, separates its features,00:37:51
and as a result he says, "This one has00:37:54
this, ours does not have this, it does not have this,00:37:55
ours does not have this,"00:37:57
he makes a comparison like here are these 4 basic Actions,00:37:59
you will not forget them in your hospital.00:38:10
There is more special science. Pay attention to this. Finding similarities00:38:16
and differences. Finding similarities and differences between two people is also00:38:18
an action that comes from the basis of comparison,00:38:20
my teachers, or00:38:27
determining the benefits and harms of something. It is also an entertainment that takes place as a result of the examination.00:38:32
There are benefits and harms there,00:38:35
separating the elements, sentences, separating the elements, sentences,00:38:37
separating the elements, how00:38:40
do you do it?00:38:41
First of all, you find the sentence into its elements,00:38:43
you go to the subject by asking questions, what00:38:44
are you doing an examination everywhere, now00:38:46
that the subject is on the subject, I request the literature and00:38:48
Turkish teachers to00:38:50
take this into consideration,00:38:52
please do not do this after you are appointed, 300:38:54
lines. You write a sentence,00:38:57
you tell the question to divide it into its elements,00:38:59
when we look at the answer key, there are only two elements in the three-line sentence,00:39:01
this is unconscionable,00:39:03
this is theft of labor, do not do this00:39:04
by giving it its due, 3 sellers00:39:07
should go to my 5-6 region. Did you call?00:39:08
Wait, Yes, we are doing this on Main,00:39:11
teachers divide it into parts.00:39:12
We are examining, I am moving to the level of synthesis.00:39:14
Look, I have come to a new level.00:39:16
Synthesis is the exact opposite of analysis. Analysis00:39:19
is dividing into parts. In synthesis,00:39:21
producing a new whole from the parts, that is, I am waiting for the child to00:39:24
create new and original things. Pay00:39:29
attention here,00:39:31
what can be the child who will create Özgümüş, which is not new?00:39:35
Or, I don't know,00:39:37
designing an experiment,00:39:40
designing a visual, it's all synthesis or production00:39:42
and even if the child00:39:44
does this or doesn't come up with an idea, it00:39:46
is synthesis for us, integration and the child00:39:51
creating a new whole from the parts, being00:39:54
able to create something new that is not a creation, the child suggesting a solution, look, proposing a00:39:56
solution. The message is that the child can turn to an original solution00:39:59
to prevent environmental pollution or00:40:01
reduce its effects.00:40:03
It is synthesis,00:40:05
that is, I expect teachers to be a little bit00:40:07
creativity here. I can relate it like this. I00:40:11
expect the child to use creativity and imagination.00:40:12
Look, there is this about synthesis. Whether a person00:40:15
writes a composition or a poem, he or she has00:40:17
an original ear. Well,00:40:19
writing a story corresponds to synthesis for us.00:40:21
I have come to the top step now. Let00:40:28
me see the behavior at the evaluation level, at the examination and evaluation level, we are waiting for00:40:30
my teachers to see that measurement00:40:32
is a concept we have heard for years. But the00:40:34
evaluation here will be done by the students. Look, the00:40:35
mixing and measurement lesson evaluation is00:40:37
done by more teachers than the00:40:39
students here. So, what is evaluation? It means reaching00:40:41
a measurement with criteria to see00:40:44
if it exists. Here, I00:40:46
expect the following from the child: An information, a00:40:49
work, a product, comparing it with criteria and00:40:55
waiting for the00:41:00
individual to arrive at it. If he does this, the person00:41:02
will have made an evaluation.00:41:05
Now let's talk about it one by one, let's see what the00:41:07
individual has here. Questioning is what teachers know about the exhibition and making a00:41:14
judgment by comparing something in line with the individual's criteria.00:41:16
In fact, there is an option called filter on these shopping sites.00:41:27
Another example is to00:41:29
prove.00:41:31
This means to prove something and00:41:34
to show that it meets the standards, that is, to make a00:41:36
judgment.00:41:39
What are you doing while discussing? You say, "Look, Ahmet, you are00:41:41
thinking very wrong." That is,00:41:43
you are making a judgment about him. This00:41:45
should also be taken into consideration.00:41:47
I will give you a special action now. Determining the strengths and weaknesses,00:41:52
but what have I read?00:41:55
You determine the strengths and weaknesses of a literary work.00:41:57
What do you say? This author's expression is very00:41:59
strong. They make a very good narrative.00:42:00
You are looking for a house tomorrow.00:42:03
What do you say about the author? His fiction was not good at all.00:42:04
You say it is not gripping. You00:42:06
are making a judgment again. Be careful. So00:42:08
there is a judgment here. When00:42:10
you call someone strong or weak, we are making a judgment00:42:12
and and a very valuable00:42:15
example is criticism and look Ladies,00:42:21
you are at the highest level according to what I found,00:42:23
what is this criticism, we said criticism, their00:42:25
raw material is what00:42:28
are you doing when you criticize, you are judging00:42:29
in line with the criteria.00:42:31
It's all good, for example, we00:42:34
give an example to the university. Maybe if there are people who studied at that time,00:42:35
they know that00:42:37
when we were studying at Gazi University, Faculty of Education, we00:42:39
had a place in the blue house, our coffee, blue00:42:42
has an interesting feature, it00:42:43
has doors, like cowboy movies, the doors00:42:45
open and close. That's why00:42:47
the teachers make some noise when they open and close.00:42:48
All the blue of the door00:42:50
turned and looked at the door.00:42:52
What did he say? It had a feature like this. Okay,00:42:54
now while sitting down, we00:42:56
are together for breakfast.00:42:58
We are filling out test sheets and such. The laboratory is like this.00:43:00
The door opened. A girl came in.00:43:05
She witnessed the conversation of the girls next to her. One of the girls nudged the other one. The00:43:07
girl said, "Look at that." "It00:43:09
will be better in the future, how much should I drink?"00:43:11
he said. "Look now. What did the girl do?00:43:13
She took a measurement, she took the measurement. She had criteria in her mind for her to wear00:43:17
well. Did00:43:19
you make a judgment compared to these criteria? In the criticism,00:43:21
he said she wore it very badly. This is00:43:22
a behavior based on evaluation.00:43:24
You use this00:43:26
extensively in the rumors." raw material Ha now you're00:43:27
probably thinking the following:00:43:29
men gossip more, even men don't00:43:31
gossip about men, they can't,00:43:33
they can't, the technical equipment is not available, but00:43:35
they don't measure from us, so don't make a00:43:38
judgment, in the same incident, my00:43:41
friend and I poked me like this,00:43:43
Fatih, look at the girl, don't recognize it when you see it.00:43:46
She is a girl, she has a girl schema in her head,00:43:48
she understands that the person entering is a girl, she recognizes it when she00:43:50
sees it,00:43:52
look at the definition, look at the information. It was a regular behavior. I have00:43:54
scientifically proven to you that men00:43:56
cannot gossip, women can gossip.00:43:59
From now on, do not talk anymore. Yes,00:44:01
teacher, we have been classified with you in six levels in this way, let's00:44:03
review it.00:44:05
Let's repeat, let's see00:44:07
what we have here, starting from the bottom step,00:44:09
respectively, the acquisition levels go from easy to difficult,00:44:11
in the cognitive field, knowledge,00:44:14
comprehension, application, analysis, synthesis,00:44:15
evaluation.00:44:17
At the knowledge level,00:44:18
I want the child to remember the information the same. As in these examples, at the00:44:20
comprehension level, I want the child to00:44:22
interpret the information and express to me as much as he understands. In00:44:24
these examples.00:44:26
As in practice, I00:44:29
want the child to use what he has learned in new situations.00:44:32
In analysis, I want him to examine a whole by breaking it into pieces.00:44:34
In synthesis, I want him to create new and00:44:36
original things.00:44:38
In evaluation,00:44:43
I want the child to compare a piece of information or a product with criteria and make a judgment.00:44:45
Now, I have filled in this table here.00:44:50
I want to create a table below the achievements.00:44:52
I will pay attention, I will put an example activity for you.00:44:56
I have already uploaded the link of this video on the channel.00:44:59
You will find this exercise under the video.00:45:01
Now, I will give you the answer key00:45:06
along with an activity consisting of 50-60 achievements taken from the national education curriculum. You00:45:11
will try to determine the win level. My request from you is the following.00:45:14
This is the first time we have seen it in such detail. That00:45:16
's why you need to get used to it. It needs to sit down.00:45:17
I want to do this.00:45:26
But get used to it.00:45:29
So, I told you in the future, you00:45:31
should know it as analysis, for the reason of association,00:45:32
he said to make calculations, you00:45:35
should know it as taxi application, you need to sit down, the00:45:36
teacher says, "How will you know in the questions,00:45:41
you read the sentence gain after gain, look, then we read the verb at the end of the sentence00:45:43
again, for example,00:45:45
it says calculations at the end, you say application, it00:45:47
is a verb in that sentence." The behavior expected from the child is the00:45:50
verb of the sentence and00:45:52
that. Don't forget this verb. According to the example of the verb yesterday,00:45:54
you can deduce which series it belongs to.00:45:58
There are two Kazan levels carefully here. If00:46:00
you ask me, the others are already all kinds of interest00:46:01
concepts, actions of the order, don't forget that00:46:04
I have already written it extensively, if you pay attention, also00:46:06
on analysis. Don't forget, I wrote it intensively.00:46:08
Good luck. While solving the tests.00:46:10
While solving the exercise I gave you. Look at this solution. This is the00:46:12
solution at first, until you get used to it. There is00:46:14
no problem. You are cheating. The00:46:16
rest will come anyway. My teachers. I hope00:46:18
you won't have any problems with this.00:46:20
Of course, we gave the field like this. Someone00:46:22
believed Bloom's words and gave it like this. There are00:46:24
two students who find it and say that what00:46:26
our teacher did is wrong, we made a00:46:29
new one and made it better.00:46:31
The rude people are talking about what the teachers said00:46:33
and here on the left side, on this00:46:36
side, it may be the opposite for you. The image was00:46:39
put forward by Bloom.00:46:41
There is the old class that we just learned about, here are00:46:43
its rude students.00:46:45
There are Anderson and Krawalle, which are the ones that have been updated. There is a00:46:48
renewed update created by these two students.00:46:52
Then, relax, don't00:46:54
listen to them saying it has been updated.00:46:56
There are no numbers. There is only a change in the names and00:46:59
one in the order. Oh,00:47:01
don't mix it up. Of course, you see it like this here, don't perceive it00:47:04
that way, with the knowledge at the bottom level.00:47:06
Look, don't forget baendit step by step.00:47:09
Also, evaluation is the easiest00:47:11
behavior, knowledge is getting more and more difficult,00:47:13
so what00:47:14
changes have happened to evaluation, my teachers00:47:16
said in the past, we said knowledge,00:47:18
they said remembering on the spot, they didn't do anything.00:47:20
Look,00:47:22
they tried to write it as the behavior at that stage, we said what to do,00:47:24
knowledge is the child remembers a publication, let00:47:26
's remember from time to time,00:47:28
they said.00:47:30
They tried to write the action as an action, they said comprehension, but00:47:32
I didn't understand, the application was already00:47:34
as they wanted, they stayed the same,00:47:36
they didn't say analysis, they said analysis, some00:47:38
sources say don't analyze, but00:47:40
pay attention to this, for example, after this,00:47:42
we brought the synthesis after the old one,00:47:44
then they brought it to evaluation,00:47:46
they said no, it's00:47:48
a Creating something is a more difficult skill than criticizing,00:47:50
so solve00:47:52
it, then in the new classification, the00:47:54
top step is evaluation, formerly known as synthesis, new00:47:56
name creation.00:47:58
In the renewed classification,00:48:00
how was the order from the lowest skill to the highest skill? Does it00:48:07
disrupt your work? It doesn't disrupt your work that much. It's a00:48:09
lot of questions. It doesn't cause you to think twice. It's00:48:11
just one type of question.00:48:14
You'll have trouble with the questions it asks. You00:48:16
want to be careful about which one00:48:18
you use. Read carefully in the root of the question.00:48:20
Because when you use the new one, it usually00:48:22
tells you, it says it's according to the renewed classification,00:48:24
it says it's according to the updated classification. If00:48:26
Anderson says according to the coffee classification,00:48:28
you are based on this. Well,00:48:30
which question will cause you problems?00:48:33
He asked you about the old classification, what is the highest level00:48:36
behavior? Then the evaluation00:48:37
asked you about the new classification, he00:48:40
asks what is the next level behavior, this is the00:48:42
only type of question the teacher can think of,00:48:44
so pay attention to this.00:48:47
Then you read the root carefully.00:48:49
When I asked about the old one, it doesn't specify much, but00:48:50
when I ask about the new one, it indicates that the new one is00:48:54
according to the classification updated according to this stage, or if00:48:56
it says according to the Anderson coffee classification, it is based on this side. There is00:48:58
no difference in the contents.00:49:00
As I said, we see that there is only a change in the name and order,00:49:03
my teachers. Yes, I am with you today.00:49:06
In the goal unit, we first looked at the creation process,00:49:08
then we talked about the principles of goal writing, and00:49:10
at the end, my teachers discussed Bloom's00:49:12
domain classification.00:49:14
I will leave it here today. Tomorrow, I will00:49:21
talk about the affective domain steps, followed by the psychomotor domain steps, and then00:49:23
this unit00:49:25
will help you reinforce what you have learned by solving relevant questions.00:49:27
I will be here, I will cut the video.00:49:31
I will upload this recording and as I said,00:49:32
I will give you an exercise. One of them is00:49:34
related to the steps of the field.00:49:40
You can find that exercise as a link under the tab where we uploaded the video.00:49:41
My teachers, I want you to download it from there and00:49:43
solve the exercise. I hope it00:49:45
will be useful. Thank you00:49:47
for listening to me and joining my live broadcast.00:49:48
Thank you00:49:50
until tomorrow. Take care of yourselves.00:49:52
Good night, teachers.Description:
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