Psychomotor Education By Lynette Parry B.Prim.Ed.(Wits/J.C.E) Psychomotor- Level 2 (PEISA)
Simpson's Psychomotor
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Transcript of Simpson's Psychomotor
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Educational Objectives
Assistant Professor
Dr Rizwan ZafarMBBS, DMJ, (MHPE)
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Educational Objectives
Purpose of education
Out come base education.
What teachers intend to teach and whatstudents intend to learn
Within the boundaries of educational
standard
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Outcome base teaching
By the end of the lecture / tutorial / bedside, rotation,
practical, student should be able to
Communicate effectively
Benefit larger community while dealing with individualpatients
perform competently
Develop Leadership qualities
Maintain professional values, and keep societysinterests above all
Emphasize, work in a team
Do research, well organize the resources
Up to date himself with recent advances in the relevant professionalfield.
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What is your educational objective while
teaching during
Lecture
Tutorial
Bed side
Clinic
Operation TheaterLaboratory
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Educational Objectives Develop effective communication skills
Written, oral, interpersonal, group.
Develop higher cognitive skills
Critical thinking, creativity, analytical ability.
Cultivate the virtues
Ethics, responsibility, honor, tolerance, respect forothers, empathy.
Develop focus and depth in one or more disciplines.
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Educational Objectives
Develop leadership skills Ability to stimulate and direct collaborative learning
and collaborative action
Develop a global perspective Broad intellectual and cultural experience through
active engagement, an understanding of the
interactions among the individual, society, and the
natural world.
Prepare for lifelong learning
Independent thinking and learning, learning to find
information, asking the right questions.
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What student expect from teacher while
attending
Lecture topic intro, key points, essentials
Tutorial better opportunity to rectify query's,
better interaction with the subject and teacher.
Bed side observe role model, perform
Clinic multi flavor patient exposure,
differentiate b/w diseases, sign and symptoms,
skills. Operation Theater observe and perform skills
Laboratory observe role model and perform
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What we expect from student
By the end of the module / lecture / demonstration
/tutorial student should be able to
1. Define , describe , explain , list, identify ,2. Perform, interpret, do, create, apply, assemble
3. Avoid, agree, help, join, engages in, praises
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- Originally developed in 1956 by Benjamin Bloom.
- Represents intellectual behaviors important to
learning.
- Verbs are used to represent what the learner is to
do at each level.
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The Three DOMAINS
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The PSYCHOMOTOR
Domain
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PSYCHOMOTOR DOMAIN
Skills in the psychomotor domain
demonstrate the ability to physically
manipulate a tool or instrument like a hand
or a hammer.
Psychomotor objectives usually focus on
change and development in behavior or
skills.
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Perception Peter
Set Saw
Guided Response Giant
Mechanism Monster
Complex overt Response Crossing
Adaptation An
Origination Ocean
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PERCEPTION
The ability to use sensory cues to guide
motor activity. This ranges from sensory
stimulation, through cue selection, to
translation.
Possible Verbs
Distinguish, identify, select
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PERCEPTION
Examples:
Sit on driving seat and perceive location of
break accelerator clutch gear indicators
and feel them with your sences.
Estimate size of wrench by looking at bolt.
Adjusts carburetor based on sound ofengine.
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SET
Readiness to act. It includes mental,
physical, and emotional sets. These three
sets are dispositions that predetermine a
persons response to different situations(sometimes called mindsets).
Possible Verbs
Assume a position, demonstrate, show
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SET
Examples:
Recognize ones abilities and limitations.
Set up sequence in mind Car insert key click self, press clutch adjust
gear slowly release clutch and press
accelerator (imaginary set)
Knows and acts upon a sequence of
steps in a manufacturing process.
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GUIDED RESPONSE
The early stages in learning a complex
skill that includes imitation and trial and
error. Adequacy of performance is
achieved by practicing.
Possible Verbs
Attempt, imitate, try
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GUIDED RESPONSE
Examples:
Perform all steps of starting the car under
supervision.
Follows instructions to build a model.
Responds hand-signals of instructor while
learning to operate machinery.
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MECHANISM
This is the intermediate stage in learning a
complex skill.
Learned responses have become habitual
and the movements can be performed with
some confidence and proficiency.
Possible Verbs
Explain,
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MECHANISM
Examples: Use a personal computer.
Repair a leaking Tap.
Drive a car. Mechanism fully understoodby doing practice again and again
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COMPLEX OVERT RESPONSE
The skillful performance of motor acts that
involve complex movement patterns.
Proficiency is indicated by a quick,
accurate, and highly coordinated
performance, requiring a minimum of
energy.
Possible Verbs
Carry out, operate, perform
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COMPLEX OVERT RESPONSE
Examples: Maneuvers a car into a tight
parallel parking spot.
Displays competence while playing the
piano.
Proficient welding.
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ADAPTION
Skills are well developed and the
individual can modify movement patterns
to fit special requirements.
Possible Verbs
Adapt, change, modify, revise
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ADAPTION
Examples: Responds effectively to
unexpected experiences.
Modifies instruction to meet the needs of
the learners.
Perform a task with a machine that it was
not originally intended to do
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ORIGINATION
Creating new movement patterns to fit a
particular situation or specific problem.
Learning outcomes emphasize creativity
based upon highly developed skills.
Possible Verbs
as initially learned Create, design,
originate.
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ORIGINATION
Examples: Constructs a new theory.
Develops a new and comprehensive
training programming.
Creates a new piece of machinery.
Talking on mobile while driving a car
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Thank you