•

Three domains of learning

• Benjamin Bloom (Cognitive Domain),
• David Krathwohl (Affective Domain), and
• Anita Harro (psychomotor domain)
 Levels of Knowledge
• Factual Knowledge – The basic elements students must know to be
acquainted with a discipline or solve problems.

• Conceptual Knowledge – The interrelationships among the basic

elements within a larger structure that enable them to function
together.

• Procedural Knowledge – How to do something, methods of inquiry,

and criteria for using skills, algorithms, techniques, and methods.

• Metacognitive Knowledge – Knowledge of cognition in general, as

well as awareness and knowledge of one’s own cognition.
 Affective domain
• The affective domain (Krathwohl, Bloom,
Masia, 1973) includes the manner in which we
deal with things emotionally, such as feelings,
values, appreciation, enthusiasms,
motivations, and attitudes.
 Levels of three domains
Cognitive Affective domain Skills
Remembering Sensitivity to existence to presence of Perception
stimuli. Awareness, willingness to
receive or selected attention.
Understanding Responding. willing responses Set /mind sets..readiness to
act.
comprehension Valuing Guided responses
Applying Organization…conceptualize and Machanism …(basic
organize values according to own choice proficiency.. )

Analyzing Characterization …having own Complex overt response

philosophy of life and values and (Expert )
practicing of them.

Evaluating Adaptation (can develop

modifications).
creating Origination (creating new
movement patterns)
 Major “need improvement areas” of students in the three
domains
Cognitive Skills Attitude
 Reading scientific content  Communication skills There is some
independently ( classroom presentations, carelessness/negligence to notice
Solution: Give content from responses in daily their own mistakes when dealing
text book in groups classroom activities) with scientific concepts….
(four members in each Problem solving Solution : Give a problem to solve
group) to read and write skills(scenarios and?) then provide them with the right
answers on the sheet Scientific writing solution and check their work by
(to be assessed after the Performing a practical comparing with it …do it by
class…you shouldn't be given in the syllabus providing work sheets and
teaching and assessing at Carrying out the given solution sheets (written) to
the same …no doubt some project or small research individual solution
kind of assessment always
formative).
 Major “need improvement areas” of students in the
three domains
Cognitive Skills Attitude

Waiting for their turn to

talk (waiting for their
teacher or class-fellow to
stop their talk). Attitude of
not giving ears to others
and bas apni baat ko best
kehna….lack criticizing
their own beliefs ,
knowledge and
understanding.
 Time distribution for each chapter
Chapter name Duration
1. Stoichiometry 6 lessons
2.Atomic structure 10 lessons
3.Theories of covalent bonding --do--
4.States of matter ( Gases) ---do---
5.States of matter ( liquids) --do---
6.States of matter (solids) --do---
7.Chemical equilibrium --d0---
8.Acids, bases and salts --do--
9.Chemical kinetics --do--
10.Solutions and colloids --d0--
11.Thermochemistry ---do--
12.Electrochemistry ---d0--
Some general things you should be following strictly
 Medium of instruction will be 100 % in English as their course
is in English (I cant swing between two languages)…
 Speak as less as possible and remain highly focused. Bohut
ziada bolo gi to tairee english sts ko samjh naee aey gi aur
tairee chemistry bhi samajh naee aey gi…aur ziada bolti ha to
tu complex bhi bohut ho jaati ha….
 Practicals should be done with the relevant content strictly.
 You will take class in hall if they are more than 40.
 Making students independent learner is important so that
they are not looking at you for each and everything.(what are
you going to do?)
 Some general things you should be following
strictly
 Prepare Individual work sheets chapter-wise and keep in mind
to assess them after class (you cant do everything at the same
time i.e. in the class).
Projects/Small Researches

 What number of Projects/Small Researches per class you

want to your sts to do? and when? (It should be after one and
half month of teaching, and it should be completed in one
month, it should be done in group of 5,its not important to
give each group a different project, two or three groups can
be given same project).
 List them down here with appropriate title:
