epsy 430 behavioral constructs behavioral constructs three behavioral domains
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EPSY 430
Behavioral
Constructs
Behavioral Constructs
S im p leK n ow led g e
K n ow led g e o fa P rocess
K n ow led eg e
M od e
M essag e
C om p reh en s ionof a
C om m u n ica tion
R e la tion sh ip
E xam p le /N on exam p le
C on cep tu a liza tion A p p lica tion B eyon dA p p lica tion
In te llec tu a l
C og n it ive D om ain
A p p rec ia tion
W illin g n ess -to -A c t
W illin g n ess -to -A d voca te
A ffec tive D om ain
V o lu n tary M u sc leC ap ab ility
A b ility to P erfo rma S p ec ific S k ill
P sych om otor D om ain
Three Behavioral Domains
Behavioral Constructs
Sim pleKnowledge
Knowledge ofa P rocess
Knowledege
M od e
M essag e
C om prehensionof a
C om m unication
R ela tion sh ip
E xam p le /N on exam p le
C onceptualization Application BeyondApplication
In te llectua l
Cognitive Dom ain
Bloom’s Lower Level Thinking Skills Bloom’s Higher Level
Thinking Skills
--analysis
--synthesis
--evaluation
Behavioral Constructs
Sim pleKnowledge
Knowledge ofa P rocess
Knowledege
M od e
M essag e
C om prehensionof a
C om m unication
R ela tion sh ip
E xam p le /N on exam p le
C onceptualization Application BeyondApplication
In te llectua l
Cognitive Dom ain
Behavioral Constructs
S im pleKnowledge
Knowledge ofa P rocess
Knowledege
Cognitive Dom ainRemembering some specific content
if the content for students to remember involves a
single response
to a particular stimulus
This does not necessarily mean that there is only “one right answer.”
if the content for students to remember is a
sequence of steps
in a procedure
--memory level
--recite and recall
Behavioral Constructs
M od e M essag e
C om prehensionof a
C om m unication
R ela tion sh ip E xam p le /N on exam p le
C onceptualization Application BeyondApplication
In te llectua l
Cognitive Dom ain
deals with higher levels of thinking
--rationalization
focuses on students ability to extract and interpret meaning from expressions
determining the implicit or explicit meaning of a message
doesn’t necessarily show long-term comprehension
focuses on the student’s ability to RECEIVE messages; checks HOW the student is getting information
focuses on student’s ability to interpret the meaning; paraphrasing
Behavioral Constructs
M od e M essag e
C om prehensionof a
C om m unication
R ela tion sh ip E xam p le /N on exam p le
C onceptualization Application BeyondApplication
In te llectua l
Cognitive Dom ain
use of inductive reasoning
student discovery of why a particular relationship exists
student distinguishes an example of a particular concept from a non-example
Ex:// Conceptualization of a Relationship
Steps to “solving:”
1. The child has to recognize that the image in the left column.
2. The child has to recognize this image begins with a “b” sound.
3. The child has to recognize the images to the right.
4. The child has to recognize that one of these images does not begin with a “b” sound.
Ex:// Conceptualization of a Relationship
What if the child selects this option?
What might this answer tell you about the child?
Some Possibilities:
1. The child doesn’t know beginning sounds.
1. The child thinks that this is a “magazine,” and that the second item is “blunt-edge scissors.”
3. The child’s experience may not include items that are depicted or may include different identifying words for these images.
Ex:// Conceptualization: Example/Non-example
Steps in “solving” the task:
1. Determine which shapes are circles.
2. Color them “red.”
3. Repeat with next shape and color.
How many circles are there?
ANSWER: 7
Behavioral Constructs
M od e M essag e
C om prehensionof a
C om m unication
R ela tion sh ip E xam p le /N on exam p le
C onceptualization Application BeyondApplication
In te llectua l
Cognitive Dom ain
use deductive reasoning to determine HOW to solve a specified problem
requires student to decide how to utilize, if at all, a particular concept, relationship, or process to solve a problem
Ex:// ApplicationSteps to “solving”:
1. The student has to recall the correct rules for capitalization which he or she has learned.
2. The student has to determine which of the rules for capitalization, if any, apply in the sentence provided.
A. Are the capitals that are utilized in the given sentence done so following a given rule?
B. Are there any sentences that don’t utilize capitals in places specified by a rule?
Behavioral Constructs
M od e M essag e
C om prehensionof a
C om m unication
R ela tion sh ip E xam p le /N on exam p le
C onceptualization Application BeyondApplication
In te llectua l
Cognitive Dom ain
focuses on a student’s utilization of creative and analytical thinking to examine, produce, or judge content
includes Bloom’s Taxonomy components of analysis, synthesis, and evaluation
Ex:\\Beyond ApplicationSteps to “solving”:1. Students need to read the given text and
distinguish where ideas (sentences) begin and where they end. [evaluation and synthesis]
*Doing this requires careful and repeated reading as some words or phrases might end a sentence or begin the next. A decision as to which enhances or best expresses intended meaning must be made.
2. Students have to analyze which words may need capitals. All rules would need to be considered and decisions made as to which are appropriate in the given text.
3. Students have to analyze which punctuation mark is appropriate for the sentences they have identified.
Behavioral Constructs
A p p rec ia tion W illin g n ess -to -A c t W illin g n ess -to -A d voca te
A ffec tive D om ain
Behavioral Constructs
V o lu n ta ry M u sc leC ap ab ility
A b ility to P erfo rma S p ec ific S k ill
P sych om oto r D om ain
Behavioral Constructs
S im p leK n ow led g e
K n ow led g e o fa P roc es s
K n ow led eg e
M od e
M ess ag e
C om p reh en s iono f a
C om m u n ic a tion
R e la tion sh ip
E xam p le /N on exam p le
C on cep tu a liza tion A p p lica tion B eyon dA p p lica tion
In te llec tu a l
C og n it ive D om a in
A p p rec ia tion
W illin g n es s -to -A c t
W illin g n es s -to -A d voca te
A ffec tive D om ain
V o lu n ta ry M u sc leC ap ab ility
A b ility to P e rfo rma S p ec ific S k ill
P s yc h om oto r D om ain