Action Research & Blooms Taxonomy based Methodology for
High Impact Teaching
Ajal. A. J, Assistant Professor
Department of Electronics and Communication, Federal Institute of Science and Technology ( FISAT TM ) , Kochi – Kerala- 683 577 MAIL: firstname.lastname@example.org, mob: 0- 890 730 5642
Objective: To observe the Quality of Service ( QoS) in Professional teaching field by imparting Blooms Taxonomy based Action Research.
Method: sixty students where observed; after knowing their likes and dislikes, priority has been given for interactive sessions with listener centric activities.
Results: Analysis revealed that Highly interactive sessions can make better results and even absenteeism can be reduced to a great extend. Work duration was one semester.
Conclusion: High impact teaching can only be possible if the facilitator possess in-depth subject knowledge and must get down to students psychological level to make them understand on the very fact that “ this faculty can facilitate to our success”.
Key words: Empowerment , Action Research , lateral thinking , Parallel curricula , co- learning .
AJAL. A. J Assistant Professor , Department of ECE ,
Federal Institute of Science and Technology ( FISAT TM ) , Kochi – Kerala- 683 577
This era can be mentioned as an era of teaching learning process. Modern approaches are carried out to give the learners better experience of the same. But still the high impact teaching of ancient gurukula type education found even recently in Rabindranath Tagore’s Santiniketan (previously called Bhubandanga ; named after Bhuban Sinha) which means abode (niketan) of peace (shanti) is moving into close cabins with projectors. These modern changes might hinder the growth of engineering education in general. Kurt Lewin, a professor at MIT, first coined the term “action research” in about 1944. Action research is done simply by action, hence the name. This is composed of a circle of planning, action, and fact-finding about the result of the action. Bloom's Taxonomy is a classification of learning objectives within education proposed in 1956 by a committee of educators chaired by Benjamin Bloom. Bloom's Taxonomy divides educational objectives into three "domains": Cognitive, Affective, and Psychomotor .This paper deals with providing high impact teaching using the above mentioned methodology so that even the academically backward student can excel in the learning process and surely be motivated to achieve greater heights. Innovation has today become the need of the hour. This promotes an individual to think a worthy dream which translates to reality by high performance action. During my bachelor degree, there was a talk from the former Vice Chancellor of Anna University, Chennai. He spoke about the need of co – curricular activities. Even though you score 85% in your degree exam, without proper linguistics and co- curricular activities nothing can be achieved. So it is more than enough to have 70% with co – curricular activities as far as professional courses are concerned. ere co- curricular activities include:Paper Presentation, Quiz, Just A Minute (JAM), Dumb Shards, Field trips, Science clubs , science exhibition, science fair, science museum .. etc . We need proper attention in the advanced levels of teaching process. This is the basic requirements of action research. Once you have started with language (basically pronunciation ) , its like well begun half done. English language has its own wonderful powers. It is the most beautiful language: also known to be “MAKE AND BREAK LANGUAGE”. So a proper utilization of this language can avoid the intrusion of mother tongue influence in pronunciation. If the teaching faculties are fully equipped / fully loaded with a better understanding in their respective domains (by great efforts like attending / promoting various faculty development programs). This could...
References: 1. M. Hearst. (2001).“Untangling text data mining”. In Proceedings of ACL '99: The 37th Annual Meeting of the Association for Computational Linguistics.
2. Phye, G.D. (2007). Handbook of classroom assessment: Learning, adjustment, and achievement. San Diego, CA: Academic Press.
3. Susan Edington and Cathy Hunt. 2006. Teaching Consultation Process Sourcebook. Classroom Evaluation and Assessment. Stillwater, OK: New Forums Press, page 57-66
4. Gronlund, E.N. 2005. Constructing Achievement Test. Englewood Cliffs, N.J.: Prentice-Hall.
5. McTaggart, R. (1996) ‘Issues for participatory action researchers’ in O. Zuber-Skerritt (ed.)New Directions in Action Research, London: Falmer Press.
6. Anderson, L.W. & Krathwohl, D.R. (Eds.) (2001). A taxonomy for Learning, teaching, and assessing: Arevision of Bloom’s taxonomy of educational objectives. New York: Addison Wesley Longman
7. Bloom, B.S. (Ed.), Engelhart, M.D., Furst, E.J., Hill, W.H., & Krathwohl, D.R. (1956). Taxonomy of educational objectives: Handbook I: Cognitive domain. New York: David McKay
AJAL.A.J, Currently working as Assistant professor completed his ME VLSI DESIGN from Bannariamman institute of technology, sathyamangalam, erode district under Anna university Tamil Nadu , India. He has published 12 papers in International conference, and 38 papers in National conference. His area of interests includes ICT, Micro teaching,[pic]9:OPpqœžÒÔèéñòøù ! " 4 úîåîÛÐÈÐ½±½±£±Ð±šˆrˆYrE&hgPÑhgPÑ0J5?CJ WiMAX, wide band radiators, and interference analysis.
Please join StudyMode to read the full document