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PSTMLS (MIDTERM) > 3 domains of learning > Flashcards

3 domains of learning Flashcards

1
Q

Hierarchy of Biological Classification

A

Kingdom
phylum
class
order
family
genus
species

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2
Q

Blooms Taxonomy

A

Remember
Understand
Apply
Analyze
Evaluate
Create

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3
Q

It is a tool that is used for classifying behavioral objectives

A

Bloom’s Taxonomy

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4
Q

It assist teachers in designing performance task, making questions for discussing with learners, and providing feedback on student work

A

Taxonomy of educational objectives

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5
Q

It can be used as a framework in which to deliver appropriate activities, assessment, questioning, objectives and outcomes.

A

Taxonomy of educational objectives

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6
Q

This concept of hierarchy realizes that learners must succesfully achieve behaviors at lower levels of the domains before they are able to adequately learn behaviors at higher levels of domains

A

Taxonomy of educational objectives

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7
Q

Define

Creating
Evaluating
Analysing
Applying
Understanding
Remembering

A

Produce something new

Justify a stand or position

Take apart information to show relationships, causes and connections

Use information in new situations, to
answer questions or solve problems

Explain ideas or concepts

Recall facts and basic concepts

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8
Q

It requires the least amount of cognitive rigour.
This is about students recalling key information.

A

Remembering

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9
Q

The student recalls the definition of a word would also be able to show understanding of the word by using it in the context of different sentences.

A

Understanding

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10
Q

It is concerned with how students can take their knowledge and understanding and applying it to different situations.
Involves students answering questions or solving problems

A

Applying

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11
Q

Being able to draw connections between ideas, thinking critically, to break down information into the sum of its parts

A

Analyzing

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12
Q

Students can make accurate assessments or judgements about different concepts.
Students can make inferences, find effective solutions to problems and justify conclusions, while drawing on their knowledge and understanding.

A

Evaluating

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13
Q

Students demonstrate what they have learnt by creating something new, either tangible or conceptual

A

Creating

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14
Q

Examples of creating

A

Writing a report
Creating a computer program
Revising a process to improve its results

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15
Q

3 Learning domains

A

Cognitive Domain
Affective Domain
Psychomotor Domain

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16
Q

“Thinking domain” — intellectual abilitied and skills

A

Cognitive domain

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17
Q

It involves acquiring information and addressing the development of the learner’s: a. Intellectual capability, b. Mental capacities, 3. Understanding, 4. Thinking process.

A

Eggen & Kauchack, 2012
Cognitive Domain

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18
Q

Eggen & Kauchak, 2012
It involves acquiring information and addressing the development of the learner’s:?

A

Intellectual abilities
Mental capacities
Understanding
Thinking process

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19
Q

6 categories of cognitive domain

A

knowledge
comprehension
application
analysis
synthesis
evaluation

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20
Q

Ability of the learner to memorize, recall, define, recognize, or identify specific information.

Recognizing and Recalling

A

Knowledge

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21
Q

Ability of the learner to understand or appreciate what is being communicated by defining or summarizing it in his or her words

A

Comprehension

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22
Q

Learners ability to use or relate ideas, concepts, abstractions and principles in particular and concrete situations like figuring, writing, reading or handling equipment

A

Application

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23
Q

It is the ability of the learners to recognize and structure information by breaking it down into seperate parts and specifying the relationship between the parts

A

Analysis

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24
Q

Putting parts together in a new form such as a unique communication, a plan of operation, and a set of abstract relations

A

synthesis

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25
Q

Ability of the learner to judge the value of something by applying appropriate criteria

A

Evaluation

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26
Q

It includes emotional and social development goals

A

Affective domain

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27
Q

“Feeling” domain — Specifies the degree of a persons depth of emotional responses to tasks

A

Affective Domain

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28
Q

Intellectual abilities and skills

A

Thinking domain

29
Q

Specifies the degree of a persons depth of emotional responses to tasks

A

Feeling domain

30
Q

According to Eggen and Kauchak (2012) in affective domain, Educators use the ___ to help learners ____ their own ___ and ____

A

Affective domain
realize
attitudes and values

31
Q

Define affective domain VOICETHREAD
Internalizing Values
Organizing
Valuing
Responding
Receiving

A

Cooperatively collaborates with group members

Accepts different viewpoints and build upon them to develop new perspectives and understanding of ideas

Shares one’s perspectives while respecting the diverse opinions of the group

Leaves unique comments that contribute to the development of a conversation

Listens peer’s comments

32
Q

5 Categories of Affective domain

A

Receiving
Responding
Valuing
Organizing
Characterization

33
Q

This level represents a willingness to selectively attend to or focus on data or to receive a stimulus

A

Receiving

34
Q

It is the ability of the learners to respond to an experience, at first obediently and later willingly and with satisfaction

A

Responding

35
Q

At this level, there is definite willingness and desire to act further that value

The ability to see the worth of something and express it

A

Valuing

36
Q

It is the ability of the learner to organize, classify, and prioritize values by integrating a new value into a general set of values

A

Organizing

37
Q

It is the ability of the learner to display adherence to a total philosophy or worldview, showing firm commitment to the values by generalizing certain experiences into a value system

A

Characterization

38
Q

It involves acquiring fine and gross motor abilities such as walking, handwriting, manipulating equipment, or performing a procedure

A

Skills domain

39
Q

Skills domain — It involves acquiring fine and gross motor abilities such as walking, handwriting, manipulating equipment, or performing a procedure

A

Psychomotor Domain

40
Q

Integration of both cognitive and affective learning is required

A

Psychomotor domain

41
Q

It recognizes the value of the skill being learned

A

Affective Component

42
Q

It relates to knowing the principles, relationships, and processes involved in the skill

A

Cognitive component

43
Q

Easy to identify and measure because they include primarily movement-oriented activities that are relatively easy to observe

A

Psychomotor skills

44
Q

5 categories of psychomotor domain

A

Imitation
Manipulation
Precision
Articulation
Naturalization

45
Q

Involves the ability to learn and pattern your behavior after someone else. The learner observes a skill and attempts to repeat it, or sees a finished product to and attempts to replicate it while attending to an exemplar.

A

Imitation

46
Q

What examples is this under psychomotor domain.

The learner will be able to copy a work of art. Perform a skill while observing a demostrator

A

Imitation

47
Q

The ability to perform certain actions by memory or following instructions.

At this level, you can perform a task from written or verbal instructions

A

Manipulation

48
Q

What examples is this under psychomotor domain.

The learner will be able to perform a skill on one’s own after taking lessons or reading about it. Follow instructions to build a model

A

Manipulation

49
Q

Involves the ability to perform certain tasks with some level of expertise and without help or intervention from others.

A

Precision

50
Q

The learner independently performs the skill or produces the product, with accuracy, proportion, and exactness (at an expert level). At this level, the performance becomes more exact and refined

A

Precision

51
Q

What examples is this under psychomotor domain.

The learner will be able to perform a skill or task without assistance. Demonstrate a task to a beginner. Work and rework something

A

Precision

52
Q

Involves the ability to adapt and integrate multiple actions to develop methods to meet varying and novel requirements

A

Articulation

53
Q

The learner modifies the skill or the product to fit new situations or combines more than one skills in sequence with harmony and consistency

A

Articulation

54
Q

What examples is this under psychomotor domain.

The learner will be able to combine a series of skills to produce a video that involves music, drama, color, sound, etc. Combine a series of skills or activities to meet a novel requirement

A

Articulation

55
Q

The ability to perform actions in an automatic, intuitive, or unconscious way. The learner accomplishes one or more skills with ease and makes the skill automatic with limited physical or mental exertion.

A

Naturalization

56
Q

At this level, the performance has become second-nature or natural, without needing to think much about it

A

Naturalization

57
Q

What examples is this under psychomotor domain.

a. maneuver a car into a tight parallel parking spot
b. operate a computer quickly and accurately
c. display competence while playing the piano

A

Naturalization

58
Q

What examples is this under affective domain.

During a group discussion session, the patient will admit to any feaes he may have about needing to undergo a repeat angioplasty

A

Receiving

59
Q

What examples is this under affective domain.

At the end of one to one instruction, the child will verbalize feelings of confidence in managing her asthma using peak-flow tracking chart

A

Responding

60
Q

What examples is this under affective domain.

After attending a grief support group meeting, the patient will complete a journal entry reflecting her feelings about the experience

A

Valuing

61
Q

What examples is this under affective domain.

After a 45 minute group discussion session, the patient will be able to explain the reasons for her anxiety and fears about the self-care management responsibilities

A

Organizing

62
Q

What examples is this under affective domain.

Following a series of teaching sessions, the learner will display consistent interest in maintaining good hand-washing technique to control the spread of infection to patients, family members, and friends.

A

Characterization

63
Q

What examples is this under cognitive domain.

A medical technologist is able to recite the Coagulation cascade in hematology

A

Knowledge

64
Q

What examples is this under cognitive domain.

A student explains the theory in his own words

A

Comprehension

65
Q

What examples is this under cognitive domain.

An MLS intern applies what she learned in her principles and strategies class when she talks to patients

A

Application

66
Q

What examples is this under cognitive domain.

After reading handouts provided by the nurse educator, the family member will calculate the correct number of total grams of protein included on average per day in the family diet

A

Analysis

67
Q

What examples is this under cognitive domain.

Given a sample list of foods, the patient will devise a menu to include foods from the four food groups

A

Synthesis

68
Q

What examples is this under cognitive domain.

After 3 phlebotomy sessions, the learner will assess his readiness to function independently in the laboratory

A

Evaluation

PSTMLS (MIDTERM) (2 decks)

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