…important meeting…
DESCRIPTION
…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. - PowerPoint PPT PresentationTRANSCRIPT
…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 . . .