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Three domains of learning

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					Describe the three domains of learning: cognitive, affective and psychomotor

Cognitive: general and specific knowledge) Affective: (basic, higher order, and occupational) Psychomotor: Attitudes/values outcomes (personal goals, attitudes, and motivational factors) Cognitive Learning The cognitive domain of learning is concerned with knowledge and understanding as deals with mental processes such as knowing, perceiving, recognizing, thinking and reasoning. The major levels of cognitive can be classified as memorizing, understanding, and applying. It has been traditionally emphasized in education. This domain focuses on specific facts, on principles, generalizations and the evaluation based on past learning. Psychomotor Learning Psychomotor learning deals with Behavioral skills. The psychomotor domain focuses on ways of moving, and includes activities such as handwriting, body language, public speaking, observation and operating equipment. Skills can be learned and possessed by the individual, which is demonstrated through performance and behavior. Affective Learning Affective learning is concerned with the feelings, emotions, attitudes, and appreciation of learners in consideration to knowledge and behavior obtained by the other two domains (Cognitive and Psychomotor). This learning style includes attitudes toward what has been learned cognitively and motivation to perform learned behaviors. Without positive feelings, appreciation and value toward the subject matter; it is difficult to motivate learners to engage their cognitive processes. Making environmental education relevant to the everyday lives and concerns of students is a way to activate the affective domain.

List techniques used to assess the learners understanding of a topic

Example:
Zahra has joined the ABC Company and started to work as a receptionist. She doesn’t have any work experiences; therefore the HR manager has decided to send Zahra to customer service training course. Zahra had joined the training courses for a week. During this week lots of activities from lectures to role plays and presentations were used to develop Zahra and other candidate’s attitude. Before the start of training course the trainer tested Zahra and the rest of candidates a job knowledge test to know how each one of candidates know about their job. After conducting the training course which took about a week, the trainer wanted to assess the success of his course and to assess all the candidates especially Zahra on their understanding of the topic. He had followed different ways to do so which were:

Tests
 Job Knowledge Test The trainer had conducted again the same test to Zahra which she had done before joining the training session to see what new things Zahra had learned during the training course.  Psychometric test The trainer could conduct a psychometric test to assess Zahra’s personality after attending the training course and to identify if she is a customer oriented person or not.

Report
The trainer could ask Zahra to write a report on her understanding of the customer service topic and then assess her.

Case Studies
The trainer could design some case studies on the topic of customer service and ask Zahra to solve the case studies according to her understanding of the topic.

Observation
The other way the trainer could assess Zahra’s improvement, is to send some customers with different level of understanding to her and observe how she deals with each one of them.

Asking the Supervisors
The trainer could always return to the managers, supervisor and colleagues to know how Zahra had improved her performance and behavior.

Examine the purpose of using questions during training and practice different questioning techniques:

The training questions have their own methods and styles:
 It starts with an ice breaker exercise which helps to get to know the other person and makes them feel comfortable. In ice breaker the questions should be open ended questions since it leads to a long talk that opens various topics. Then it follows it with questions regarding the knowledge. Always try to ask specific questions to each person. Make sure that there are some participants that are limited with knowledge. After that, use questions to confirm that the participants understand. And always make sure to ask them to explain in their own words. Finally, give time for questions and answers to the participants in order to help in clarifying specific points.

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General tips for questions:
 Ask Challenging questions: It is always good to ask challenging questions that involves people thinking about it instead of asking direct factual questions that don’t involve people challenging their minds. Avoid questions that have many sub-questions as they confuse the trainees.

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Wait after asking the questions for some time. This shows that trainees are thinking about it and analyzing it. Ask the trainees if your questions have been understood and use the presentation tools like overhead or whiteboard to demonstrate and then ask your questions.

Bibliography

www.engin.umich.edu/teaching/resources/ goals/taxonomies.html classes.aces.uiuc.edu/AgEd120/ Notes/DomainsofLearning.htm www.uog.edu/coe/ed451/tHEORY/learnterm_c.html


				
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