…Important Meeting…

…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 Skillsinclude 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

THINK "HOTS" H O T S = H i g h e r O r d e r T h i n k i n g S k i l l s: Application Analysis Synthesis Evaluation

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.

VAGUE The student will be able to . . . do know understand . . . BETTER The student will be able to . . . list compare demonstrate summarize prepare critique . . . EXAMPLES OF ACTION VERB USE

…Important Meeting…