34th annual teaching public administration conference 2011 may 17 - 19, 2011
DESCRIPTION
IDENTIFYING THE MOST EFFECTIVE INSTRUCTIONAL STRATEGIES TO ACHIEVE THE LEARNING OBJECTIVES OF BLOOM’S SIX COGNITIVE DOMAINS. 34th Annual Teaching Public Administration Conference 2011 May 17 - 19, 2011 Kingsmill Resort, Williamsburg, Virginia. Blue Wooldridge - PowerPoint PPT PresentationTRANSCRIPT
IDENTIFYING THE MOST EFFECTIVE INSTRUCTIONAL STRATEGIES TO ACHIEVE THE
LEARNING OBJECTIVES OF BLOOM’S SIX COGNITIVE DOMAINS
34th Annual Teaching Public Administration Conference 2011May 17 - 19, 2011
Kingsmill Resort, Williamsburg, Virginia
Blue WooldridgeFellow, National Academy of Public Administration
Website: www.people.vcu.edu/~bwooldri
Lindsey EvansPhD Candidate
Susan T. Gooden Professor
The L. Douglas Wilder School of Government and Public Affairs And
Professor Gary Sarkozi School of Education
VIRGINIA COMMONWEALTH UNIVERSITYRichmond, VA 23284-2028
“For teaching to gain prestige in higher education, faculty members must make
pedagogy a subject of scholarly debate.” (Watkins, 1990, p. A11)
“Teaching will be considered a scholarly activity only when professors develop a conception of
pedagogy that is very tightly coupled to scholarship in the disciplines themselves.”
(Shulman, 1990, p. A11)
The Strategic Contingency Approach to Management Education and Training:
This approach suggests that the design of an effective educational/training experience to achieve the strategic mission of the client organization is a function of the learning objectives to be achieved and the learning styles of the student. (Wooldridge, 2004)
STEPS IN THE STRATEGIC-CONTINGENCY APPROACH TO INSTRUCTIONAL DESIGN
• Identify the activities needed to achieve the Strategic Mission of the organization
• Through job analysis and competency modeling identify specific job performances necessary to carry out these activities
STEPS IN THE STRATEGIC-CONTINGENCY APPROACH TO INSTRUCTIONAL DESIGN
(CON’T)
• Determine the “performance gap” caused by a lack of competencies (See Mager & Pipe)
• For those participants in #3, identify learner’s competency needs
• Identify “Participant Oriented Behavioral Learning Objectives”
• Groups learning objectives into useful categorizes
• Select appropriate learning strategies based on level and type of learning objectives
• Identify relevant learning styles –Cognitive-Affective-Physiological
Cognitive styles have been defined as "...information processing habits representing the learner's typical mode of perceiving, thinking, problem solving and remembering," (Keefe, 1979, p. 8). Some of the more important cognitive styles are:
Perceptual Modality Preferences-preferred reliance on one of the three sensory modes (kinesthetic or psychomotor, visual or spatial, and auditory or verbal) of understanding experiences (Dunn, Dunn, & Price, 1978);
Field Independence vs. Dependence-analytical as opposed to a global way of experiencing the environment. independents perceive things as discrete from their background field, while dependents tend to be influenced by an embedding context (Witkin, et al, 1971). For a more detailed description of each of these learning styles see Wooldridge and Haimes-Bartolf (2005) and Wooldridge (1995).
Problem StatementTradition often locks educators into sub-optimal
behavior patters. Whenever instructional methods are selected on the basis of illogical or irrelevant criteria, we have committed an injustice to our students. Why might instructors knowingly use methods that are either inadequate or inappropriate for the objectives they hop to accomplish? Some possible reasons include a lack of knowledge about the competitive effectiveness of various approaches or even the perception that students like a certain method best.
Over the past 40 years some excellent work has been carried out that relates the effectiveness of different instructional methods to specific learning objectives. This includes the research of McCleary and McIntyre (1972); Carroll, Payne and Ivancevich (1972); and Olivas and Newstrom (1981). Carroll’s work was replicated by Newstrom (1980) and by Shoenfelt, et al, 1991). Shoenfelt added a tenth instructional method-computer assisted instruction. This “reputational approach” asked instructors to identify the most effective instructional strategies for the achievement of a specified set of learning objectives.
CURRENT RESEARCHOur research also used the “reputational approach” but with several new adjustments.
• First, this study utilized a well known set of learning objectives, those associated with Bloom’s Six Cognitive Domains.
• Secondly, this proposed study used a modern set of instructional strategies, including the relatively new strategies as Pod Casts and Video recordings of previous lectures.
• Thirdly, this proposed study surveyed the instructors in a single academic discipline, public administration/public affairs.
Blooms Cognitive Domain
• The cognitive domain involves knowledge and the development of intellectual skills.
• This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills.
• There are six major categories, starting from the simplest behavior to the most complex. The categories can be thought of as degrees of difficulties (Bloom, Mesia & Krathwohl, 1964).
Categories in the Cognitive Domain
Category Example and Key Words (verbs)
Knowledge: Recall data or information. Examples: Recite a policy. Quote prices from memory to a customer. Knows the safety rules. Key Words: defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states.
Comprehension: Understand the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words. Examples: Rewrites the principles of test writing. Explain in one's own words the steps for performing a complex task. Translates an equation into a computer spreadsheet. Key Words: comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives an example, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates.
Application: Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place. Examples: Use a manual to calculate an employee's vacation time. Apply laws of statistics to evaluate the reliability of a written test. Key Words: applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses.
Analysis: Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences. Examples: Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in reasoning. Gathers information from a department and selects the required tasks for training. Key Words: analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates.
Synthesis: Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure. Examples: Write a company operations or process manual. Design a machine to perform a specific task. Integrates training from several sources to solve a problem. Revises and process to improve the outcome. Key Words: categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes.
Evaluation: Make judgments about the value of ideas or materials. Examples: Select the most effective solution. Hire the most qualified candidate. Explain and justify a new budget. Key Words: appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports
Our Survey
• This study gained input from higher educational instructors and faculty from public administration and public policy to determine which instructional strategy will work best with the taxonomy of educational objectives found in Bloom’s cognitive domain area
• 254 survey respondents, 215 completed the entire instrument (84.6%)
Please rate the relative importance of your selected instructional goals included in this course
Not Important
Limited Importanc
e
Moderately
Important
Quite Important
Most Important
Response Count
Knowledge 1 3 38 101 66 209
Comprehension 0 3 22 101 81 207
Application 1 5 21 77 109 213
Analysis 2 3 14 102 89 210
Synthesis 6 15 38 78 56 193
Evaluation 5 19 40 86 47 197
215
Instructional Strategies
• Case Study• Computer Aided
Instruction• Discussion• Field Trips• Group Project• Guest Lecture
• Lecture• Pod Casts• Reading• Role Playing• Simulation• Videos• Internship
Please rate the effectiveness of the following Instructional Strategies within the objectives of the course. If a strategy is unused, please leave that row of responses blank.
Knowledge
Answer Options1 = Not Effective
2 = Somewh
at Effective
3 = Moderat
ely Effective
4 = Very Effective
5 = Highly
Effective
Response Count
Case Study 9 40 60 33 14 156
Computer Aided Instruction 5 10 29 17 6 67
Discussion 3 26 55 60 26 170
Field Trips 4 7 6 4 3 24
Group Project 5 18 38 24 5 90
Guest Lecture 1 16 22 26 11 76
Internship 3 4 3 10 0 20
Lecture 0 12 38 65 46 161
Pod Casts 4 4 5 4 0 17
Reading 1 19 30 56 47 153
Role Playing 4 19 18 11 7 59
Simulation 4 13 14 9 1 41
Videos 2 15 23 15 6 61
Please rate the effectiveness of the following Instructional Strategies within the objectives of the course. If a strategy is unused, please leave that row of responses blank.
Comprehension
Answer Options1 = Not Effective
2 = Somewh
at Effective
3 = Moderat
ely Effective
4 = Very
Effective
5 = Highly Effective
Response Count
Case Study 4 25 43 64 18 154
Computer Aided Instruction 2 13 22 26 3 66
Discussion 1 16 49 67 36 169
Field Trips 4 5 4 6 2 21
Group Project 4 13 32 27 11 87
Guest Lecture 4 17 21 25 7 74
Internship 1 2 5 8 1 17
Lecture 0 18 55 52 29 154
Pod Casts 5 4 4 3 0 16
Reading 1 25 42 46 33 147
Role Playing 2 9 22 16 7 56
Simulation 3 9 8 15 4 39
Videos 2 13 24 14 8 61
Please rate the effectiveness of the following Instructional Strategies within the objectives of the course. If a strategy is unused, please leave that row of responses blank.
Application
Answer Options1 = Not Effective
2 = Somewh
at Effective
3 = Moderat
ely Effective
4 = Very
Effective
5 = Highly Effective
Response Count
Case Study 0 9 33 66 55 163
Computer Aided Instruction 1 17 26 17 6 67
Discussion 5 18 67 56 23 169
Field Trips 2 7 4 4 6 23
Group Project 2 10 22 38 19 91
Guest Lecture 4 19 21 18 13 75
Internship 1 2 3 6 8 20
Lecture 12 40 55 33 9 149
Pod Casts 4 8 6 1 0 19
Reading 12 50 47 24 12 145
Role Playing 1 2 12 21 23 59
Simulation 2 4 6 21 8 41
Videos 3 12 24 13 7 59
Please rate the effectiveness of the following Instructional Strategies within the objectives of the course. If a strategy is unused, please leave that row of responses blank.
Analysis
Answer Options1 = Not Effective
2 = Somewh
at Effective
3 = Moderat
ely Effective
4 = Very
Effective
5 = Highly Effective
Response Count
Case Study 11 20 49 45 13 138
Computer Aided Instruction 4 19 22 7 3 55
Discussion 6 22 54 36 24 142
Field Trips 5 6 3 3 2 19
Group Project 4 16 17 26 11 74
Guest Lecture 9 24 15 16 0 64
Internship 1 4 3 5 3 16
Lecture 10 24 55 22 16 127
Pod Casts 4 7 2 2 0 15
Reading 12 37 37 29 9 124
Role Playing 1 8 26 14 5 54
Simulation 2 5 14 11 4 36
Videos 5 21 12 11 7 56
Please rate the effectiveness of the following Instructional Strategies within the objectives of the course. If a strategy is unused, please leave that row of responses blank.
Evaluation
Answer Options1 = Not Effective
2 = Somewh
at Effective
3 = Moderat
ely Effective
4 = Very
Effective
5 = Highly Effective
Response Count
Case Study 7 28 40 33 18 126
Computer Aided Instruction 8 16 18 8 4 54
Discussion 8 27 55 26 20 136
Field Trips 6 2 9 3 1 21
Group Project 3 17 24 22 8 74
Guest Lecture 13 25 13 9 0 60
Internship 1 4 7 3 2 17
Lecture 10 34 49 21 9 123
Pod Casts 5 5 3 2 0 15
Reading 12 40 41 15 9 117
Role Playing 5 10 17 8 7 47
Simulation 3 10 11 8 3 35
Videos 6 18 16 4 7 51
REFERENCES BY Wooldridge
“Preparing Public Administrators for an Era of Globalisation and Decentralisation: A Strategic-Contingency Approach.” International Review of Administrative Sciences. Vol. 70, N2, 385-403, 2004.
"Assessing the Professional Orientation of Public Personnel Administration Courses" Public Personnel Management. Vol.18 #3, Fall, 1989.
"Increasing the Productivity of Public Sector Training," Public Productivity Review. Vol. XII, No 2, Winter, 1988.
"Increasing the Professional Management Orientation of Public Administration Courses," American Review of Public Administration, Vol. 17, No. 4, December 1987
“The field dependence/field independence learning styles: Implications for Adult Student Diversity, Outcomes Assessment and Accountability,” Haimes-Bartolf, M. In R. P. Sims and S. J. Sims (Eds.), Learning Styles and Learning: A Key to Meeting the Accountability Demands in Education. Nova Publishers. 2005.
“Improving Public Administration Education Through an Instructional Design Approach,” with Carol Bracey, in Teaching Public Administration: What and How, (Stuart Nagel, Ed.) Nova Science Publishers 1999.
"Increasing the Effectiveness of University/College Instruction: Integrating the Results of Learning Style Results into Course Design and Delivery." In The Importance of Learning Styles: Implications for Learning, Course Design, and Education, (Sims, R.R. & S. J. Sims, Eds). Greenwood Publishing Group, Inc. 1995
