Lecture 3: Blooms Taxonomy Flashcards
For Blooms Taxonomy, what are the three main domains?
Cognitive
Affective
Psychomotor
What are some considerations you (as a teacher) need to assess before you start teaching the learner?
- Level of literacy of the learner
- Highest level of education obtained by learner
- Learner’s experience with the content
- Learner’s needs and goals
Describe the cognitive domain (3)
- “Thinking” domain
- Addresses development of learners intellectual abilities, mental capacities, understanding and thinking process
- Traditional focus of most teaching
What are the 6 levels for the cognitive domain?
Knowledge (lowest) Comprehension Application Analysis Synthesis Evaluation (highest) *The 6 levels build on each other and all have to do with thinking
what are 3 teaching methods for the cognitive domain?
- ) Lecture: Can transfer information to a lot of people at 1 time
- negatives: people cannot retain everything, no repetition, people cannot always pay attention - ) One-on-One instruction: more feedback
- ) Self-instruction: person can go at his/her own pace which drives the learning process
negatives: only so much you can do (limits)
describe knowledge, give verbs, and give some activities
Description: To recall or recognize information in some pre-arranged form
Verbs: Define, List, Tell, Recite, Repeat
Activities: Asking the patient to name the exercises; Asking the patient to list the different types of exercises
describe Comprehension, give verbs, and give activities
Description: To understand the meaning of the information
Verbs: Describe, Explain, Restate
Activities: Illustrate the main idea, Retell in your own words, Can you explain the health benefits of exercise?
describe Application, give verbs, and give activities
Description: Using acquired knowledge. Solve problems in new situations by applying acquired knowledge
Verbs: Compute, Solve, Use, Interpret
Activities: Make a puzzle game using ideas from an event, Construct a model to show how it will work, how does aerobic exercise prevent CV disease?
describe Analysis, give verbs, and give activities
Description: To classify and relate assumptions or evidence
Verbs: Contrast, Examine, Classify, Separate
Activities: Make a tree map, Brace map, Double bubble map, T chart, Compare and contrast the health benefits of running vs weight training
describe Evaluation, give verbs, and give activities
Description: Present/defend opinions by making judgements about information, validity of ideas or quality of work based on a set of criteria
Verbs: Appraise, Judge, Justify, Critique, Debate
Activities: Prepare a list of criteria to judge a show, conduct a debate about an issue of special interest, judge the effectiveness of weight training, running, swimming, and biking in preventing CV disease
describe synthesis, give verbs, and give activities
Description: To integrate or combine ideas into a new product or plan
Verbs: Design, Develop, organize
Activities: develop an exercise program for a beginner that improves aerobic fitness, create a new product, invent a machine for a specific task
Describe the affective domain (4)
- “feeling” domain
- involves an internalization or commitment to feelings expressed as emotions, interests, beliefs, attitudes, values, and appreciations
- specify a degree of depth of emotional response, which includes emotional and social development
- i: beliefs ii: values iii: attitudes (motivational drives)
what are the 5 levels in the affective domain?
Receiving Responding Valuing Organizing Characterization
What are the teaching methods that should be used for learners in the affective domain?
Questioning Case Study Role-Playing Gaming Group Discussion
describe Receiving, give verbs, and give activities
Description: The student passively pays attention. Without this level, no learning can occur. Receiving is about the student’s memory and recognition as well
Verbs: Listen, notice, Tolerate, Accept, Recieve
Activity: listens attentively to home exercise program instruction
describe Responding, give verbs, and give activities
Description: The student actively participates in the learning process, the student also reacts in some way
Verbs: Comply, Enjoy, Follow, Obey
Activity: demonstrates home exercise program, Ask them questions, Video and pictures of them doing the exercises
describe Valuing, give verbs, and give activities
Description: Showing some definite involvement or commitment
Verbs: Carry Out, Express, Believe, Defend
Activity: Schedules time in day to perform the HEP
describe Organization, give verbs, and give activities
Description: Integrating a new value into one’s general set of values relative to other priorities
Verb: Choose, consider, prefer, favor
Activity: Purchase a pedometer to track progression
describe Characterization, give verbs, and give activities
Description: Acting consistently with the new value; person is known by the value
Verb: Depict, Act on, Exemplify, internalize
Activity: join a walking club and walks 3X a week
describe the psychomotor Domain (2)
- “skills” domain
- acquiring fine and gross motor abilities with increasing complexity of neuromuscular coordination to carry out movement such as walking, handwriting, manipulation of equipment, or performing a procedure
For the psychomotor domain, the individual must have integration of the other 2 domains to achieve development in this domain. Elaborate why for each of the other 2 domains
Affective: value of the task to be learned
Cognitive: know processes, principles, and relationships in carrying out movement
What are the 7 levels in the psychomotor domain?
Perception Set Guided Response Mechanism Complex overt response Adaption Organization
What are some factors important to psychomotor learning?
Readiness to learn past experience health status environmental stimuli anxiety level developmental stage practice session length
describe Perceiving, give verbs, and give activities
Description: The ability to use sensory cues to guide motor activity; your body can respond to non-verbal cues and sensory input
Verbs: Listen, observe, touch
Activity: adjust heat of stove to correct temperature by smell and taste of food
describe Set, give verbs, and give activities
Description: Readiness to act (mental, physical, and emotional)
Verbs: React, Position
Activity: shows desire to learn a process
-motivation
-physical well being
describe Guided Response, give verbs, and give activities
Description: The early stages in learning a complex skill (trial and error)
Verbs: Imitate, Repeat
Activities: following instructions to build a model, learning to drive a car
describe Mechanism give verbs, and give activities
Description: learned responses have become habitual
Verb: Displays, Manipulates
Activity: Using a personal computer
describe Complex Overt Response, give verbs, and give activities
Description: The skillful performance of motor acts that involve complex movement patterns
Verbs: Demonstrate, Coordinate
Activity: Operates a computer quickly and accurately, parallel parking a car
describe Adaption, give verbs, and give activities
Description: Individual can modify movement patterns to fit special requirements
Verbs: alters, changes
Activity: responds effectively to unexpected expenses ; challenge the patient to respond to unexpected stimulus
describe Origination, give verbs, and give activities
Description: creating unique movement patterns
Verbs: Create, design
Activity: creates a new gymnastics routine; NFL players catching a football; a composer creating a new piece
