…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

Domains of Learning

AGED 3103

Dr. M. Craig Edwards

Cognitive Learning

The mental or intellectual

thinking behaviors

demonstrated by an individual

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

Affective Learning

An individual’s emotions,

attitudes, appreciations,

interests, and/or values about

“something” or someone

Affective Behaviors are indicated

by attitudes of . . . Awareness

Caring

Interest

Attention

Concern

Responsibility

Psychomotor Learning

Physical activities involving

gross and/or fine motor skills,

such as coordination, dexterity,

strength, manipulation, and

speed

Psychomotor Behaviors are demonstrated by

students when they . . .

Use

Handle/Manipulate

Operate

Build/Construct

Differentiate (by touch)

Perform skills & tasks

Psychomotor Learning

Behaviors displayed when using

machinery and equipment or

precision tools indicate

psychomotor learning.

Three Domains of Learning Cognitive Domain

“Thinking”

Affective Domain“Feeling”

Psychomotor Domain“Doing”

Bloom’s Taxonomy

A hierarchical

classification of

six levels of

cognition or

thinking

behaviors

Levels of Cognition = Thinking Behaviors or Skills

Higher-Order Thinking Skills (HOTS) 4

Lower-Order Thinking Skills (LOTS) 2

Lower-Order Thinking Skills

The simplest or most “basic” forms of cognition . . .

Comprehension (understanding)

Knowledge (knowing or remembering)

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

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

Higher-Order Thinking Skills

Involve increasingly more complex levels of cognition

Higher-Order Thinking Skills

include four thinking behaviors . . .

Evaluation

Synthesis

Analysis

Application

Application

“Applying” one’s learning to a given circumstance or situation

“Doing” something with what is known and understood

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

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

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

Bloom’s Taxonomy

Evaluation Synthesis Analysis Application Comprehension Knowledge

BLOOM’S TAXONOMY: A VOCABULARY FOR WRITING OBJECTIVES

Cognitive Domain

Knowledge Comprehension Application Analysis Synthesis Evaluation

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.

EXAMPLES OF ACTION VERB USE

VAGUE

The student will be

able to . . .

do

know

understand . . .

BETTERThe student will be able to . . . listcomparedemonstratesummarizepreparecritique . . .