Learning Theory Kenny Waddell

Cognitive Domain Blooms Taxonomy is often used to describe how learners often move from beginner to more advanced in their knowledge.

Cognitive Domain Activities Delivery Considerations Assessment Self-check quizzes Case studies Drill and practice Short answer essay Project or problem-based activities Delivery Considerations Web-enhanced materials supplementing classroom lectures Hybrid course with cognitive content on the web Multimedia simulations of challenging and key concepts Assessment Project based for higher cognitive skills Multiple choice or short essay questions Case Studies (Vinson, Cindy Ed.D. “Learning Domains and Delivery of Instruction”)

Emotional Domain Also referred to as the Affective Domain This domain deals with attitudes, motivations, feelings, values, appreciation, and enthusiasm.

Physical Domain Also referred to as the Psychomotor Domain. The psychomotor domain (Simpson, 1972) includes physical movement, coordination, and use of the motor-skill areas. Simpson E. J. (1972). The Classification of Educational Objectives in the Psychomotor Domain. Washington, DC: Gryphon House. There are seven major categories from simplest to most complex: 1) Perception 2) Set 3) Guided Response 4) Mechanism 5) Complex Overt Response 6) Adaption 7) Organization

Curriculum Schiro. Michael, Stephen (2013). Curriculum Theory: Conflicting Visions and Enduring concerns. SAGE Publications Inc.

Curriculum My personal theory on curriculum shows that I favor scholar academic ideology. I also favor, but have mixed feelings about learner-centered ideology. - Learner centered allows for the whole person, not just the academic or student side of the person. (Easton. p. 83) I do not favor the social reconstruction theory.

Curriculum Curriculum in today’s society needs to incorporate 21st century skills. Students need to be able to make connections across the curriculum as well as make connections with what they already know. Curriculum needs to incorporate technology and the curriculum needs to be relevant to the students.

21st Century Learning

Instruction Instruction should be differentiated to meet the needs of all learners. Instruction should be collaborative by involving all students in planning and creating activities. Students should learn by doing and attach real world meaning to each activity. Students should be encouraged to problem solve, create, and investigate to come to conclusions on their own. Instruction should not consistently be lecture style where the students do not have a choice in instruction and evaluation.

Instruction

Assessments The purpose of assessments is to assess students prior knowledge, monitor student progress, and to identify student strengths and weaknesses. Assessments can also be used to measure teacher effectiveness. Teachers can use data from assessments to create more effective lesson plans to meet the needs of each student.

School Organization Schools need to use a systems thinking approach. I agree with Senge (1994) who says that learning organizations encourage personal mastery (individual learning), stress the sharing of mental models or assumptions, foster a shared vision, and engage in team learning. Really deep learning is a process that is driven by the learner, not by someone else.

School Organization Schools should be learning organizations. Staff learning should be encouraged along with student learning. Schools and educators should value team learning and be able to share their successes and struggles.