1. …Important Meeting…  Ag Ed Seniors pursuing the Teaching Option...  Will meet Tuesday, September 28 in AGH, Room 201 at 6:00 p.m....  To Discuss Requirements for Student Teaching in Spring Semester 2005

2. Domains of Learning AGED 3103 Dr. M. Craig Edwards

3. Cognitive Learning  The mental or intellectual thinking behaviors demonstrated by an individual

4. Cognitive Behaviors include...  Knowing and recalling  Comprehending information  Applying knowledge  Organizing ideas  Analyzing and synthesizing data  Choosing among alternatives  Solving problems  Evaluating ideas or actions

5. Affective Learning  An individual’s emotions, attitudes, appreciations, interests, and/or values about “something” or someone

6. Affective Behaviors are indicated by attitudes of...  Awareness  Caring  Interest  Attention  Concern  Responsibility

7. Psychomotor Learning  Physical activities involving gross and/or fine motor skills, such as coordination, dexterity, strength, manipulation, and speed

8. Psychomotor Behaviors are demonstrated by students when they...  Use  Handle/Manipulate  Operate  Build/Construct  Differentiate (by touch)  Perform skills & tasks

9. Psychomotor Learning  Behaviors displayed when using machinery and equipment or precision tools indicate psychomotor learning.

10. Three Domains of Learning  Cognitive Domain “Thinking”  Affective Domain “Feeling”  Psychomotor Domain “Doing”

11. Bloom’s Taxonomy  A hierarchical classification of six levels of cognition or thinking behaviors

12. Levels of Cognition = Thinking Behaviors or Skills Higher-Order Thinking Skills (HOTS) 4 Lower-Order Thinking Skills (LOTS) 2

13. Lower-Order Thinking Skills  The simplest or most “basic” forms of cognition... Comprehension (understanding) Knowledge (knowing or remembering)

14. Knowing or Knowledge  The “lowest” or most fundamental level of cognition (thinking)  Remembering or recalling information, facts, data, etc.  However, the individual may not understand, or be able to use the knowledge correctly

15. Comprehension  The second level of cognition  “Understanding” what is known or remembered  But the individual may not be able to apply or use his (her) understanding properly or consistently

16. Higher-Order Thinking Skills  Involve increasingly more complex levels of cognition

17. Higher-Order Thinking Skills include four thinking behaviors... Evaluation Synthesis Analysis Application

18.  “Applying” one’s learning to a given circumstance or situation  “Doing” something with what is known and understood

19. Analysis  Analyzing and interpreting data, information, and facts to identify relationships, trends, and “connections”  This level of cognition is the “gateway” or beginning of problem solving

20. Synthesis  “Connecting” related, and sometimes unrelated, ideas, principles, and concepts to form a coherent whole  Understanding that often the significance of the “whole” may be greater than the sum of its parts  Frequently, the ability to synthesize is essential for arriving at solutions correctly

21. Evaluation  Determining the “value” or “worth” of an idea, concept, or practice with consistency and accuracy  “Weighing” the merit of multiple solutions and selecting one to implement

22. Bloom’s Taxonomy  Evaluation  Synthesis  Analysis  Application  Comprehension  Knowledge

24. BLOOM’S TAXONOMY: A VOCABULARY FOR WRITING OBJECTIVES  Cognitive Domain  Knowledge  Comprehension  Application  Analysis  Synthesis  Evaluation

25. ACTION VERBS  Use words that describe the student behavior that is to be demonstrated (observed).  The Action Verb should represent one of the six levels of the Cognitive Domain.

26. EXAMPLES OF ACTION VERB USE  VAGUE The student will be able to... do know understand...  BETTER The student will be able to... list compare demonstrate summarize prepare critique...