Domains & Learning Theories

<body topmargin=0 leftmargin=0 marginheight=0 marginwidth=0> <table cellpadding=0 cellspacing=0 border=0><tr> <td valign="top" colspan=2 height=85 BGCOLOR="#FFFFFF" TEXT="#080000"> <div> <FONT SIZE="5" COLOR="#000000" FACE="Arial" ><B>Dr. Cheryl Grable</B></FONT><FONT SIZE="1" COLOR="#000000" FACE="Arial" ><B>     </B></FONT><B>|     </B><A HREF="index.htm" TARGET="_top" TITLE="Dr. Cheryl Grable"><U><B>home</B></U></A><B>  /  </B><A HREF="id40_resources_.htm" TARGET="_top" TITLE="Resources"><U><B>Resources </B></U></A></div> <div> <A HREF="id68.htm" TARGET="_top" TITLE="SCED 7202"><U>SCED 7202</U></A>   |   <A HREF="id69.htm" TARGET="_top" TITLE="Course Outline"><U>Course Outline</U></A>   |   <A HREF="id109.htm" TARGET="_top" TITLE="Program Standards"><U>Program Standards</U></A>   |   <A HREF="id71.htm" TARGET="_top" TITLE="Schedule Assignments"><U>Schedule & Assignments</U></A>   |   <A HREF="id80.htm" TARGET="_top" TITLE="Grade Sheet"><U>Grade Sheet</U></A>   |   <A 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HREF="id76_m.htm#five" TARGET="TRLX_Middle" TITLE="Domains Learning Theories"><U><B>      </B></U></A><B>                                                                      </B></div> <div> <A HREF="id76_m.htm#four" TARGET="TRLX_Middle" TITLE="Domains Learning Theories"><U><B>Analysis  </B></U></A><A HREF="id76_m.htm#four" TARGET="TRLX_Middle" TITLE="Domains Learning Theories"><U><B>  </B></U></A><B>                                                        </B></div> <div> <A HREF="id76_m.htm#three" TARGET="TRLX_Middle" TITLE="Domains Learning Theories"><U><B>Application </B></U></A><A HREF="id76_m.htm#three" TARGET="TRLX_Middle" TITLE="Domains Learning Theories"><U><B>  </B></U></A><B>                         </B></div> <div> <A HREF="id76_m.htm#two" TARGET="TRLX_Middle" TITLE="Domains Learning Theories"><U><B>Comprehension</B></U></A></div> <div> <A HREF="id76_m.htm#one_1" TARGET="TRLX_Middle" TITLE="Domains Learning Theories"><U><B>Knowledge</B></U></A></div> <bR> <div> <A HREF="id76_m.htm#bloom_s_taxonomy_activity" TARGET="TRLX_Middle" TITLE="Domains Learning Theories"><U><B>Bloom's Taxonomy Activity</B></U></A></div> <bR> <div> <A HREF="id76_m.htm#affective__feeling__domain" TARGET="TRLX_Middle" TITLE="Domains Learning Theories"><U><B>Affective Domain</B></U></A></div> <div> <A HREF="id76_m.htm#harrow_s_psychomotor_domain" TARGET="TRLX_Middle" TITLE="Domains Learning Theories"><U><B>Psychomotor Domain</B></U></A></div> <bR> <div> <A HREF="id76_m.htm#learning_theories" TARGET="TRLX_Middle" TITLE="Domains Learning Theories"><U><B>Learning Theories</B></U></A></div> <bR> <div> <A HREF="id76_m.htm#learning_model_or_theory_assignment" TARGET="TRLX_Middle" TITLE="Domains Learning Theories"><U><B>Assignment</B></U></A></div> </td> <td valign="top" height=395 BGCOLOR="#FFFFFF" TEXT="#080000"> <div> <I>Domains & Learning Theories</I></div> <bR> <bR> <div> <B> <A NAME="cognitive_domain"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A></B><B>Cognitive Domain</B></div> <div> <B>Bloom's Taxonomy of Educational Objectives</B></div> <bR> <div> <B>Higher-Order Thinking</B></div> <div> Educators, psychologists and researchers have presented numerous definitions of higher-order thinking, but in general these descriptions draw on a framework familiar to most educators: Bloom's Taxonomy.</div> <div> Using this taxonomy as a guide, we can define higher-order thinking as thinking that requires more of students than basic recall or understanding of information.</div> <div> Higher-order thinking requires students to apply, analyze, synthesize, or evaluate information.</div> <div> In essence, higher-order thinking occurs when students are able to use what they learn to deal with real-world problems and situations.</div> <bR> <div> <B>Category </B><B> <A NAME="one_1"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A></B><B>One</B></div> <div> Knowledge-remembering</div> <div> Student recalls or recognizes information, ideas, and principles in the approximate form in which they were learned.</div> <div> Concepts-memory, knowledge, repetition, description</div> <bR> <div> <B>Knowledge Sample Questions</B></div> <div> “What did the book say about…?”</div> <div> “Define…”</div> <div> “List the three…?”</div> <div> “Who invented…?”</div> <bR> <div> <B>Category </B><B> <A NAME="two"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A></B><B>Two</B></div> <div> Comprehension-Understanding</div> <div> Student translates, comprehends, or interprets information based on prior learning.</div> <div> Concepts-explanation, comparison, illustration</div> <bR> <div> <B>Comprehension Sample Questions</B></div> <div> “What can you conclude…?”</div> <div> “State in your own words…”</div> <div> “What does the picture mean…?”</div> <div> “What reasons or evidence…?”</div> <bR> <div> <B>Category </B><B> <A NAME="three"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A></B><B>Three</B></div> <div> Application-Solving</div> <div> Student selects, transfers, and uses data and principles to complete a problem task with a minimum of directions.</div> <div> Concepts-solution, application, convergence</div> <bR> <div> <B>Application Sample Questions</B></div> <div> “If you know A and B, how could you determine C…?”</div> <div> “What other possible reasons…?”</div> <div> “What might they do with…?”</div> <div> “What would happen, do you suppose if…?”</div> <bR> <div> <B>Category </B><B> <A NAME="four"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A></B><B>Four</B></div> <div> Analysis-Analyzing</div> <div> Student distinguishes, classifies, and relates the assumptions, hypotheses, evidence, conclusions, and structure of a statement or a question with an awareness of the thought processes he/she is using.</div> <div> Concepts-logic, induction and deduction, formal reasoning</div> <bR> <div> <B>Analysis Sample Questions</B></div> <div> “What was the author's purpose, bias, or prejudice?”</div> <div> “What must you know for that to be true?”</div> <div> “Does that follow?”</div> <div> “Which are facts and which are opinions?”</div> <bR> <div> <B>Category </B><B> <A NAME="five"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A></B><B>Five</B></div> <div> Synthesis-Creating</div> <div> Student originates, integrates, and combines ideas into a product, plan or proposal that is new to him.</div> <div> Concepts-divergence, productive thinking, novelty</div> <bR> <div> <B>Synthesis Sample Questions</B></div> <div> “If no one else knew, how could you find out?”</div> <div> “Can you develop a new way?”</div> <div> “Make up…”</div> <div> “What would you do if…?”</div> <bR> <div> <B>Category </B><B> <A NAME="six"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A></B><B>Six</B></div> <div> Evaluation-Judging</div> <div> Student appraises, assesses, or criticizes on a basis of specific standards and criteria (this does not include opinion unless standards are made explicit).</div> <div> Concepts-judgment, selection</div> <bR> <div> <B>Evaluation Sample Questions</B></div> <div> “Which policy will result in the greatest good for the greatest number?”</div> <div> “For what reason would you favor…?”</div> <div> “Which of the books would you consider of greater value?”</div> <div> “Evaluate that idea in terms of cost and community acceptance.”</div> <bR> <div> Information from TAXONOMY OF EDUCATION OBJECTIVES:  The Classification of Educational Goals:  HANDBOOK 1:  COGNITIVE DOMAIN.  By Benjamin S. Bloom et al.  Copyright 1956.  By Longman Publishing Group.</div> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B> <A NAME="bloom_s_taxonomy_activity"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A></B><B>Bloom's Taxonomy Activity</B></div> <bR> <div> 1.  Using a recent road map, determine the shortest route in miles from New York to Denver.</div> <bR> <div> 2.  Given a graph showing the increase in population of the State of Arizona for the last 30 years, explain to your classmates the facts shown by the graph.</div> <bR> <div> 3.  Write a letter to your congressman showing your stand on national health insurance.</div> <bR> <div> 4.  In a test that consists of the names of ten contemporary nations write the names of their present heads of state.  You must get 8 out of 10 correct.</div> <bR> <div> 5.  Demonstrate your knowledge of dominant and recessive genes by predicting the color of the eyes of offspring of several combinations of blue-eyed and brown-eyed parents.</div> <bR> <div> 6.  Restate selected passages from the bible in your own words.</div> <bR> <div> 7.  Read the newspaper's report of a speech given by a prominent politician and show which statements are based on fact and which on the politician's opinion.</div> <bR> <div> 8.  Study several conflicting proposals for solving the country's energy problem, choose the proposal you feel is the best solution to the problem and state your reasons for your choice.</div> <bR> <div> 9.  Watch sever commercials on television and decide whether they meet the standard of “truth in advertising”.</div> <bR> <div> 10.  Define the words cognitive, affective and psychomotor.</div> <bR> <div> 11.  Read a short story by O'Henry and evaluate it in respect to (1) mood, (2) vocabulary burden, and (3) impact on the reader.</div> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B> <A NAME="affective__feeling__domain"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A></B></div> <div> <B>AFFECTIVE (FEELING) DOMAIN</B></div> <div> General characteristics:</div> <div> Receive - listen</div> <div> Respond - answer - acknowledge you've received</div> <div> Value - internalize and use information</div> <div> Organization - put the information in their way of life with other things</div> <div> Characterization of value - making the information a part of their life</div> <bR> <div> <B> <A NAME="harrow_s_psychomotor_domain"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A></B><FONT SIZE="2" COLOR="#000000" FACE="Helvetica" ><B>HARROW'S PSYCHOMOTOR DOMAIN</B></FONT></div> <bR> <div> Anita Harrow's taxonomy for the psychomotor domain is organized according to the degree of coordination including involuntary responses as well as learned capabilities. Simple reflexes begin at the lowest level of the taxonomy, while complex neuromuscular coordination make up the highest levels (Seels & Glasgow, 1990).</div> <bR> <div> Learn more at<B> </B><FONT SIZE="4" COLOR="#6699FF" FACE="Times New Roman" ><A HREF="http://classweb.gmu.edu/ndabbagh/Resources/Resources2/harrowstax.htm" TARGET="_top" TITLE="http://classweb.gmu.edu/ndabbagh/Resourc"><U><B>http://classweb.gmu.edu/ndabbagh/Resources/Resources2/harrowstax.htm</B></U></A></FONT></div> <bR> <div> General characteristics:</div> <div> Movement - reflex, grasp, jump at loud noise</div> <div> Basic fundamental movement - raise arm on command</div> <div> Perceptual abilities - walk a balance beam</div> <div> Physical abilities - jump obstacles</div> <div> Skilled movement - pour liquid from one container to another</div> <div> Nondiscursive communication - proceeding coherently from topic to topic</div> <bR> <bR> <div> <B> <A NAME="learning_theories"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A></B><B>LEARNING THEORIES</B></div> <div> <B>Piaget's 4 Main Sequential Stages </B> of child development.  </div> <bR> <div> <B>1. </B><B><U>Sensory-Motor Period</U></B><B> (0-2 years):  </B>During this period behavior is primarily motor.  The child does not yet "think" conceptually, but "cognitive" development can be observed.</div> <bR> <div> <B>2. </B><B><U>Pre operational Stages (2-7):</U></B>  This period is characterized by the development of language and rapid conceptual development.</div> <bR> <div> <B>3. </B><B><U>Concrete Operations Stage (7-11 years):</U></B>  During this period the child develops the ability to apply logical thought to concrete problems.</div> <bR> <div> <B>Formal</B><B><U> Operations Stage (11-15 years):</U></B>  During this period the child's cognitive structures reach their highest level of development, and he becomes able to apply logic to all classes of problems.</div> <bR> <div> <B>3 implications of the Piagetion Theory</B> for classroom instruction are:</div> <div> Slow & culturally deprived children must have concrete experiences.</div> <div> Children perceive things differently, usually a range of developmental stages in one class.</div> <div> Ideas must be able to be manipulated.</div> <bR> <div>  Piaget, J. (1952). <U>The child's concept of number.</U>  New York: Humanities Press. </div> <bR> <div> <B>Robert Gagne's Behavioristic Learning Model (learning Hierarchy)</B></div> <div> All learning proceeds from simple to complex in well-defined stages.  Starts at a complex skill then works back to find all prerequisite skills going back to the necessary knowledge to design the curriculum.  This is the process approach to learning science and the simple skills to complex application in mathematics.  <U>Example:  To get to level 8 you must complete level seven and to get to seven you must have completed 6, etc.</U></div> <bR> <div> Gange, R. (1977).  <U>The conditions of learning.</U>  3rd Ed.  New York: Holt, Rinehart and Winston.  </div> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B>Conditions of Learning </B></div> <div> (R. Gagne) </div> <div> Overview: </div> <div> This theory stipulates that there are several different types or levels of learning. The significance of these classifications is that each different type requires different types of instruction. Gagne identifies five major categories of learning: verbal information, intellectual skills, cognitive strategies, motor skills and attitudes. Different internal and external conditions are necessary for each type of learning. For example, for cognitive strategies to be learned, there must be a chance to practice developing new solutions to problems; to learn attitudes, the learner must be exposed to a credible role model or persuasive arguments.   Learn more at <FONT SIZE="4" COLOR="#6699FF" FACE="Times New Roman" ><A HREF="http://tip.psychology.org/gagne.html" TARGET="_top" TITLE="http://tip.psychology.org/gagne.html"><U>http://tip.psychology.org/gagne.html</U></A></FONT></div> <bR> <bR> <div> <B>Jerome Bruner's Discovery Learning Model</B> applies the principles of Piaget's child development theories to education of children (Inquiry/discovery).  This was instrumental in leading the movement toward discovery teaching.  This theory stated that learning is active, not a passive process.</div> <div> Characteristics:</div> <div> The child is involved with the learning process.</div> <div> The teacher acts as a facilitator rather than a lecturer.</div> <div> The use of concrete materials are used as a beginning for the learning process.</div> <bR> <div>      Bruner, J. S., (1965) The process of education. Cambridge, MA: Harvard University Press.</div> <bR> <bR> <div> <B>Constructivist Theory </B></div> <bR> <div> (J. Bruner) </div> <div> Overview: </div> <div> A major theme in the theoretical framework of Bruner is that learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge. The learner selects and transforms information, constructs hypotheses, and makes decisions, relying on a cognitive structure to do so. Cognitive structure (i.e., schema, mental models) provides meaning and organization to experiences and allows the individual to "go beyond the information given". </div> <div> Read more at  <FONT SIZE="4" COLOR="#6600FF" FACE="Times New Roman" ><A HREF="http://tip.psychology.org/bruner.html" TARGET="_top" TITLE="http://tip.psychology.org/bruner.html"><U><B>http://tip.psychology.org/bruner.html</B></U></A></FONT></div> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B>Criterion Referenced Instruction (R. Mager) </B></div> <div> Overview: </div> <div> The Criterion Referenced Instruction (CRI) framework developed by Robert Mager is a comprehensive set of methods for the design and delivery of training programs. Some of the critical aspects include: (1) goal/task analysis -- to identify what needs to be learned, (2) performance objectives -- exact specification of the outcomes to be accomplished and how they are to be evaluated (the criterion), (3) criterion referenced testing -- evaluation of learning in terms of the knowledge/skills specified in the objectives, (4) development of learning modules tied to specific objectives. Learn more at <FONT SIZE="4" COLOR="#6699FF" FACE="Times New Roman" ><A HREF="http://tip.psychology.org/mager.html" TARGET="_top" TITLE="http://tip.psychology.org/mager.html"><U>http://tip.psychology.org/mager.html</U></A></FONT></div> <bR> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B> <A NAME="learning_model_or_theory_assignment"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A></B><B>Learning Model or Theory Assignment</B></div> <bR> <div> Choose a learning or model and report to the class.  Cite where you got the information.  Be prepared to lead the class in a discussion of your theory or model and how it would work in a science classroom.</div> <bR> <div> Possible Models</div> <bR> <div> Constructivism</div> <div> Cooperative Groups</div> <div> Multiple Intelligence</div> <div> Cognitivists</div> <div> Behaviorists</div> <div> Discovery Learning</div> <div> Problem-based</div> <div> Project-based</div> <div> Thematic</div> <div> Interdisciplinary</div> <div> Synectics</div> <div> Concept Mapping</div> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B>Evaluation Criteria</B></div> <bR> <div> Accurate Information                                                       5 points</div> <div> Citation of Information                                                    5 points</div> <div> Application to Science Teaching                                     10 points</div> <div> Leading Classroom Discussion                                       10 points</div> <bR> <div> Total Points Possible                                                       30 points</div> <bR> <bR> <bR> </td> </tr></table></body>