P1 विषय: ( Topic)

Based on Marzano's taxonomy

The classification system includes processing systems and a knowledge field

1. Processing levels

A. संज्ञानात्मक प्रणाली (The Cognitive System)

Level 1 - Recovery (cognitive system)

Level 2 - Comprehension (cognitive system)
Level 3 - Analysis (Cognitive System)
Level 4 - Use of Knowledge (Cognitive System)

B. Level 5 The Metacognitive System

C. Level 6 The Self-System

2. Domains of knowledge

(a) Psycomotor procedures

(b)Mental procedures

( c ) जानकारी (Information)

P2 Preface

Robert Marzano, a highly respected educational researcher and instructor, proposed 'a new
classification of pedagogical objectives (2000)'. Marzano's taxonomy is an important and
comprehensive framework in educational psychology, developed to improve the teaching and
learning process. This model of thinking by Marzano covers a wide range of factors that
influence students' thought processes and presents a very detailed, research-based theory, that
taxonomy helps teachers identify and develop different levels of understanding and skills of
students.
Marzano's new classification system includes three systems and a knowledge area, which are
crucial to the process of 'thinking and learning'.

Marzano's taxonomy is based on 6 main dimensions, through which the level of knowledge and
skill can be understood in detail. Let's understand this in detail:

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1. संज्ञानात्मक प्रणाली (The Cognitive System)

 The mental process in the cognitive system gives the individual access to the
processes in the information as well as his memory and assists the individual
to use and manipulate knowledge. Marzano divides the cognitive system into
four categories: knowledge retrieval, comprehension, analysis, and knowledge
utilization.

Level 1 . Knowledge Retrieval:- At this stage students need to remember the

information already learned. Similar to the knowledge component of Bloom's
classification, this category involves retrieving information from permanent memory.
example

1. Memorizing definitions from a dictionary.

2. Remembering important dates.

Level 2. Comprehension – At this level, students have the ability to understand the
information learned and express it in their own words.
Important concepts to remember in this category have to be determined and
those information has to be organized into appropriate categories.

* *Example:*
* Explain a story in your own words.
* Interpreting the data of a graph.

Level 3. Analysis – At this level, students have the ability to break down information into its
components and understand the relationships between them.
This level includes fault analysis, classification, normalization and specifications .

* *Example:*
* Breaking down an article into its main arguments.
* Identifying the different causes of an event.

Level 4. Knowledge Utilization – At this level, students have the ability to apply the
information learned to new situations. This is the final level of the cognitive system and
involves addressing the use of knowledge .

* *Example:*
* Applying mathematical equations to real-life problems.
* Using a new device.

This dimension focuses on the acquisition of knowledge and applying it practically. In this,
students develop skills to understand, analyze information and find solutions. Some examples of
this are:

- * Collection of Information: * The student memorizes a theory of science.

- *Analysis:* A student breaks down a complex mathematical problem and understands it into
different parts.
- Problem Solving:* When the student conducts scientific experiments in a laboratory and gets
results.
 B. Level 5. The Metacognitive System
This system is considered mission control of thinking phenomena because it controls all
other system. This system defines a goal and makes decisions about what information is
important and which cognitive process is compatible with the goal. The processes are
then monitored and modifications are made as needed.

This dimension focuses on the thinking process of the students. It looks at how students assess
their learning strategies and their progress. An example of this could be:

- *Make a Plan:* Creating a time table for exam preparation.

- Self-Reflection * The student thinks about his exam preparation and evaluates what methods
he has used for preparation and how effective they were.
- *Improvement:* The student identifies where he needs improvement.

C. Level 6. The Self-System

This dimension mainly focuses on the motivation, interest and energy of the student. In this, it is
seen how much the student is motivated towards a task or knowledge and what is his attitude
towards it.
A teacher may be surprised to learn that the task that was considered quite difficult is easily
completed by the student. This scenario results in self-system. This system includes beliefs,
attitudes, and feelings that identify the student's motivation to achieve a task. Key elements that
contribute to motivation include: importance, efficacy, and emotions.

Importance: When a learner is assigned a teaching task, the student's first reaction will be to
determine how much the work means to him, or whether it is the concept or topic that the
student believes he or she needs to learn.

Efficacy – Efficacy refers to people's belief about their ability to successfully complete a task.
Students with high levels of self-efficacy face challenging tasks, believing they have the
necessary resources to make the task successful.

Emotions – Undoubtedly, learners cannot control their emotions related to the learning
experience, which has a huge impact on their motivation. Effective students use their
metacognitive skills to help them leverage positive feedback and handle their negative
emotional reactions.

For example:

- *Interest:* When a student naturally takes interest in a particular subject such as

mathematics.
- *Objective:* Student's attempt to achieve the goal, such as scoring good marks in the exam.

- Importance:* Students should understand how important the study of a subject is for its
future.

Domains of knowledge
This dimension focuses directly on what facts, concepts, and processes the student has learned.
This includes:

(a) Psycomotor procedures

These are skills that involve both mental and physical processes. Psychomotor learning
emphasizes the development of physical skills through practice and often its use
combines cognitive understanding with motor skills to execute student tasks effectively.
Development of organized patterns of muscular movements guided by. Practical examples
include driving a car and performing eye-hand coordination tasks such as sewing, throwing a
ball, typing, driving a lathe, and playing the trombone.

(b)Mental procedures
Mental processes include the student's cognitive functions such as thinking, problem-
solving, reasoning, and decision-making. Mental processes include internal processes
that guide how individuals interpret information, analyze situations, and draw
conclusions. This may include strategies for learning and memory, critical thinking
skills, and the ability to plan and execute tasks mentally.

( c ) जानकारी (Information)

Information means information by which it is organized or organized.

It includes knowledge of facts, inner knowledge, deep discernment and understanding that aids
in decision-making and problem-solving.

A look at a real-time example using Marzano's classification to enhance the learning

process

Arun, a middle school student, is thinking of going out when his teacher starts a chemistry
lesson. Arun's self-system prevents him from thinking about wandering around and focusing on
the text. On the other hand, the metacognitive system asks him to pay attention and ask
questions to complete the given task. The cognitive system offers the thinking strategies
necessary to understand her teacher's instructions. Through all these processes they enable him
to complete or understand the knowledge of chemistry

Marzano's new classification system increases the chances of Arun developing high-level
teaching skills and ensures that he will be able to apply the concepts of chemistry to real-world
situations.

Marzano's new classification system is being adopted by many educators because it is a widely
more research-based theory or model than its counterparts. It provides advanced knowledge
about fundamental learning processes such as emotion etc., better accuracy in developing
learning objectives and increased number of suggestions to act with learning objectives.

*Benefits of Marzano's classification:*

1. Clear Purpose: This classification helps in making teaching objectives clear and precise.
Improving Education: It helps teachers to design activities that motivate students to learn.
Evaluation: It provides criteria for teachers to evaluate the progress of students.
4. Development of Students- This classification motivates students to think and learn at a
higher level.

*Conclusion:*
Marzano's classification has provided a systematic and effective approach to teaching purposes.
Understanding this classification is essential for students involved in the teaching field as it
helps them to make their teaching more effective and student-centric.
Marzano's new classification methodology: a model that assesses learning objectives