Learning Theory AED 341 F09

Three Separate Domains for Setting Educational Objectives Psychomotor Affective Cognitive

Psychomotor Domain Demonstrated by physical skills such as movement, coordination, manipulation, dexterity, grace, strength, speed Actions which demonstrate the fine motor skills such as use of precision instruments or tools, or Actions which evidence gross motor skills such as the use of the body in dance, musical or athletic performance. Examples: driving a car, throwing a ball, and playing a musical instrument. In psychomotor learning research, attention is given to the learning of coordinated activity involving the arms, hands, fingers, and feet, while verbal processes are not emphasized. Retrieved from: http://en.wikipedia.org/wiki/Psychomotor_learning

Affective Domain Skills in the affective domain describe the way people react emotionally and their ability to feel another living thing's pain or joy. Affective objectives typically target the awareness and growth in attitudes, emotion, and feelings. Bloom’s hierarchy of skills in the affective domain (moving through the lowest order processes to the highest): Receiving -- The lowest level; the student passively pays attention. Without this level no learning can occur. Responding -- The student actively participates in the learning process, not only attends to a stimulus; the student also reacts in some way. Valuing-- The student attaches a value to an object, phenomenon, or piece of information. Organizing -- The student can put together different values, information, and ideas and accommodate them within his/her own schema; comparing, relating and elaborating on what has been learned. Characterizing -- The student holds a particular value or belief that now exerts influence on his/her behavior so that it becomes a characteristic. Retrieved from: http://en.wikipedia.org/wiki/Bloom%27s_Taxonomy

More to Affective Domain than the “5 Levels” Affective learning outcomes also involve attitudes, motivation, and values. The expression of these often involves statements of opinions, beliefs, or an assessment of worth (Smith & Ragan, 1999). Things we have been talking about so far…. Mention the issues of Maslow’s Hierarchy Feelings about being in school Motivation Relevance Clearly the one that has received all the attention is ….. Cognitive… why? Testing?

Bloom’s Cognitive Hierarchy Adapted from http://www. officeport   In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. Bloom found that over 95 % of the questions students encounter require them to think only at the lowest possible level...the recall of information. Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation. Verb examples that represent intellectual activity on each level are listed here.

BLOOM’S COGNITIVE HIERARCHY Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state. Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate, Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write. Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write. Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate.

Which Domain Receives the Most Attention in US Schools? …Discussion of Affective Learning Objectives and Considerations to be continued on Thursday.

Designing Instruction For Higher Order Thinking Knowledge Find passages in the novel that discuss the “American” versus the Bangladeshi tradition of naming. Comprehension Explain these. Application List the different emphases of each of these “traditions” and circle the ones that apply to the story of your name. Analysis What larger cultural values can you infer from each of these naming traditions? Plot these in a Venn Diagram that show areas of similarity and difference between them. Synthesis Write a dialogue between Gogol and his future “American” wife in which they deliberate over the name of their child. Evaluate Which tradition of naming is preferable and why? REcall

Your Assignment For The Namesake Chapter 4, devise with a partner a series of questions that take students through the cognitive levels. Save as a Google Doc in one of your folders. Title the document “Namesake Questions: [Student 1’s Name] and [Student 2’s Name]” Invite the other person as a collaborator (if necessary for the two of you to edit it). Homework: Part I Comment upon the question set devised by two (2) other groups, suggesting modifications for improving questions to better reflect the hierarchy when necessary. Try to make sure that by Thursday, at least every group has at least one person’s comment (i.e., if the doc has already been commented upon, try to find another to comment upon; if there are no such docs, try to focus on the one that has the fewest comments, etc.). Part II Read The Namesake Chapter 5 and write up a series of “reading” questions that sequentially move students toward higher order thinking. Bring in HARD COPY to submit in class.