Hannah and Michaelis’ comprehensive framework for instructional objectives

''' Hannah and Michaelis’ comprehensive framework for instructional objectives '''

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'''Description and intended use '''

Hannah and Michaelis (1977) were the first to realize Bloom’s original aim of producing a comprehensive framework for the design and classification of educational objectives.

They sought (1977, iii) to ‘bring objectives back into teaching’ by encouraging teachers to  write  lesson  and   course  objectives  ‘so that  students  move from  knowledge  to operations on knowledge that involve increasingly more complex processes, to greater independence in the development of skills, and to higher levels of commitment insofar as attitudes and values are concerned’.



According to Hannah and Michaelis, the perceptual and knowledge base for learning is built up by data gathering (observing and/or remembering).



Moreover, the student’s feeling that she or he is a capable learner, influences both the receptivity to participation in experiment and the willingness to offer ideas.

<p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-family: "TimesNewRoman","serif";mso-ascii-theme-font:major-bidi;mso-hansi-theme-font: major-bidi;mso-bidi-theme-font:major-bidi">The categories of intellectual processes, skills and attitudes and values are independent but interacting dimensions, each of which is ordered  by a different principle (complexity, degree of learner independence and level of commitment, respectively).

<p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-family: "TimesNewRoman","serif";mso-ascii-theme-font:major-bidi;mso-hansi-theme-font: major-bidi;mso-bidi-theme-font:major-bidi"> The scope of  Hannah and Michaelis ’ framework is unrestricted. The  authors  did not attempt a thorough academic justification for their framework.

<p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-family: "TimesNewRoman","serif";mso-ascii-theme-font:major-bidi;mso-hansi-theme-font: major-bidi;mso-bidi-theme-font:major-bidi;color:red">

<p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-family: "TimesNewRoman","serif";mso-ascii-theme-font:major-bidi;mso-hansi-theme-font: major-bidi;mso-bidi-theme-font:major-bidi;color:red">Hannah and Michaelis’ primary intention was to encourage teachers to write lesson and course objectives in order to enable  them to move students from lower  levels to higher levels of thinking and to encourage them to become autonomous learners with a genuine commitment to learning <span style="font-family:"TimesNewRoman","serif"; mso-ascii-theme-font:major-bidi;mso-hansi-theme-font:major-bidi;mso-bidi-theme-font: major-bidi">.

<p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-family: "TimesNewRoman","serif";mso-ascii-theme-font:major-bidi;mso-hansi-theme-font: major-bidi;mso-bidi-theme-font:major-bidi">

<p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-family: "TimesNewRoman","serif";mso-ascii-theme-font:major-bidi;mso-hansi-theme-font: major-bidi;mso-bidi-theme-font:major-bidi"> Their framework  was developed with and  field-tested by teachers. It uses many of the terms found in the work of Bloom and his associates and is compatible with several later

<p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-family: "TimesNewRoman","serif";mso-ascii-theme-font:major-bidi;mso-hansi-theme-font: major-bidi;mso-bidi-theme-font:major-bidi">frameworks.

<p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-family: "TimesNewRoman","serif";mso-ascii-theme-font:major-bidi;mso-hansi-theme-font: major-bidi;mso-bidi-theme-font:major-bidi">This  initiative represents a significant development in the advancement of   frameworks for thinking, in that it was one of the first attempts to integrate all of the three domains of learning identified by Bloom (i.e. the cognitive, affective and psychomotor domains ).

<p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-family: "TimesNewRoman","serif";mso-ascii-theme-font:major-bidi;mso-hansi-theme-font: major-bidi;mso-bidi-theme-font:major-bidi">

<p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-family: "TimesNewRoman","serif";mso-ascii-theme-font:major-bidi;mso-hansi-theme-font: major-bidi;mso-bidi-theme-font:major-bidi">This comprehensive framework is descriptive rather than normative. At the same time, it is possible to detect the influence of a particular approach to pedagogy, as learning is largely portrayed as the responses of individuals to teacher instruction.

<p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-family: "TimesNewRoman","serif";mso-ascii-theme-font:major-bidi;mso-hansi-theme-font: major-bidi;mso-bidi-theme-font:major-bidi">Hannah and Michaelis point out that while the categories of intellectual processes, skills and attitudes and values are independent, they are also interacting dimensions of learning.

<p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-family: "TimesNewRoman","serif";mso-ascii-theme-font:major-bidi;mso-hansi-theme-font: major-bidi;mso-bidi-theme-font:major-bidi">

<p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-family: "TimesNewRoman","serif";mso-ascii-theme-font:major-bidi;mso-hansi-theme-font: major-bidi;mso-bidi-theme-font:major-bidi">Hannah and Michaelis also tend to emphasise the compliance of learners with the expectations and values of educators.

<p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-family: "TimesNewRoman","serif";mso-ascii-theme-font:major-bidi;mso-hansi-theme-font: major-bidi;mso-bidi-theme-font:major-bidi">Nonetheless, if interpreted flexibly, this framework clearly has considerable potential as a design tool and for a range of other uses, ranging from teacher education to programme evaluation.

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<p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-family: "TimesNewRoman","serif";mso-ascii-theme-font:major-bidi;mso-hansi-theme-font: major-bidi;mso-bidi-theme-font:major-bidi">

<p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-family: "TimesNewRoman","serif";mso-ascii-theme-font:major-bidi;mso-hansi-theme-font: major-bidi;mso-bidi-theme-font:major-bidi">Reference:

<p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-family: "TimesNewRoman","serif";mso-ascii-theme-font:major-bidi;mso-hansi-theme-font: major-bidi;mso-bidi-theme-font:major-bidi">Moseley, D.Baumfield, V.Elliott, J.Gregson, M.Higgins, S.Miller, J and Newton. (2005)Frameworks for Thinking: A Handbook for Teaching and Learning. Cambridge University Press.