The Maxims of Teaching
1. From simple to complex – Simple things should be taught first followed by complex
things. This method of teaching creates interest among learners to acquire new
knowledge and helps in gradually building up the concepts.
2. From known to unknown – Retention is always better if new knowledge can be
linked with the known one.
3. From seen to unseen – The students should impart knowledge about the present
and then they can understand the past and the future better.
4. From concrete to abstract – The mental development of students happens with
the concrete objects and afterwards they gain micro-words for them e.g. Astelonomy.
5. From whole to part – Gestalt psychologists have proved that we first see the whole
object and then its parts. For example, we first perceive the tree and then its trunk,
branches, leaves, etc. Thus, introduction or overview of the topics is important.
6. From psychological to logical – During initial stages, psychological order is more
important, whereas for grown up learners, logical order is emphasized more.
7. From analysis to synthesis – Initially, the knowledge of students is vague. Analysis
means dividing problems into its constituent parts and then these are studied.
8. Training of senses – Senses like sight, hearing, taste, smell, and touch are gateways to knowledge.
Classification of Teaching and Instructional Objectives
There are two ways of classifying instructional objectives. One classification is given by Bloom et al, whereas another classification is given by Gagne and Briggs.
Bloom's Classification of Teaching and Instructional Objectives
According to Bloom's classification, instructional objectives fall under one of the
following three categories:
1. Cognitive domain : It is related to development of intellectual capability and it is the core learning domain. The other domains least some cognitive components. It functions at six levels, which are as follows:
(a) Knowledge : It is basically about recalling information or contents.
(b) Comprehension : It is the ability to grasp the meaning of a material.
(c) Application : It is applying the gained knowledge in practical situations, that is,
converting abstract knowledge into practice.
(d) Analysis : It involves breaking down a communication into its constituent parts in
such a manner that relationship of ideas is understood better.
(e) Synthesis : It is basically about combining the constituent parts to make it a whole.
It is antonym of analysis.
(f) Evaluation : It involves judgement made about the value of methods and materials
for particular purposes.
2. Affective domain : It deals with attitude, motivation, willingness to participate,valuing what is being learned, and ultimately incorporating the values of discipline into a way of life. It asks for better student participation. It includes the following levels of affective domain.
(a) Receiving: Willing to listen
(b) Responding : Willing to participate
(c) Valuing : Willing to be involved
(d) Organizing : Willing to be an advocate of an idea
(e) Characterization : Willing to change one's behaviour, lifestyle, or way of life.
3. Psychomotor domain : It is mainly concerned with the acquisition of technical
skills. Following are the five different levels of instructional objectives in psychomotor
domain:
(a) Imitation : Demonstration of a skill by another individual is essential for imitation.
An individual performs the act under the guidance of a skilled person.
(b) Manipulation : A learner tries to experiment with various aspects like manipulating
machinery, equipment, etc.
(c) Precision : Accuracy in performing various acts increases with practice.
(d) Articulation : Achieving a desired level of efficiency and effectiveness through
practice.
(e) Naturalization : Skill is internalized and an individual is able to adapt, modify, or
design new techniques, methods, or procedures according to the requirements of a situation.
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