Learning and Teaching in the Classroom

. Wilson, O. L. (n.d). The three domains of learning: cognitive, affective and psychomotor/kinesthetic. TheSecondprinciple.  http://thesecondprinciple.com/wp-content/uploads/2016/10/The-Three-domains-of-learning-10-2016.pdf Complete the reading: pp 1-7. In addition to the helpful tables that summarize the domains, the author provides a brief historical context to explain the different revisions of the domains that some teachers use today.

The cognitive domain is the core of the learning domain and is well-suited for online environment of assessment. The levels in the cognitive domain can be measured through: knowledge, comprehension, application, analysis, synthesis, and evaluation.Class discussions, organized class notes, tutorials, power point slides, real time examples, self-check quizzes, project/problem based learnings, and practice questions.As we move up the cognitive domain, collaborative assignments requiring students to engage in the problem or project-based activities serve as an important way to determine whether the students have achieved that level of learning or not.

Psychomotor domain is used in the higher education environment for courses such as lab courses for science classes, vocational courses, physical education courses, and performing arts.Psychomotor domain skills can be taught through videos, demonstrations, online text descriptions, or with pictures of each step in the sequence. Students who are new to a content area will generally benefit more from "hands on" learning.

The affective domain is critical for learning, but is often not specifically addressed.Teachers expect their students to be willing to show up, participate in teaching-learning activities, and sustain effort throughout the course duration.Class meetings and initial class meetings to support an online course are excellent ways to engage the affective domain.To design learning objectives that promote affective learning, educators should collect inputs from alumni, academic advisory panel members, industry advisory panel members, lecturers, and other stakeholders, and motivate students to set reasonable individual objectives.

http://inservice.ascd.org/four-ways-teachers-can-differentiate-in-the-classroom/

A teacher was telling me that she would spend the weekend grading multiple choice tests. We talked about creating projects, student-made videos, and even various drawings or diagrams to show off student learning.In music class, students differentiate based on their own learning styles by choosing an instrument that generally fits their body type and personality. They then implement various learning techniques during rehearsals to properly navigate the music.

If you have data about how your students are learning in your classroom, you can adjust your instruction based on how they learn, rather than how you would like to teach.

Teachers can buy curriculum from a publisher that has all of their lesson plans created for them, but master teachers create their own materials that fit the lesson sequence and keep students' learning styles in mind.https://youtu.be/qdKzSq_t8k8https://www.adelaide.edu.au/flipped-classroom/the-flipped-classroom-explained

.  https://www.enkivillage.org/how-to-write-a-rationale.htm This site will provide guidance on the necessary elements for a ‘rationale paper’. Step 1How will this discipline change your life?Do your current skills improve other areas? What will this activity change? What will your experience change? Does your research matter? Why do this?How can we grow professionally? Step 2Include your voice to personalize and give opinions. Persuasive feature article format. First-person style shows a person's perspective. Texts with more emotion tend to be more effective. Why: As a teen, I want parents to monitor and regulate my online social life. Step 3Workshops like this can help me learn more about and improve my skills in areas like_____. The information I was given will help me improve my teaching style and methods, and it will also help my students learn more. At conferences like this, I can meet people from all over the country, learn about different ways to teach, and share ideas. I will use what I've learned from teaching and the other things I'm responsible for in my department. I'll tell my team what I've learned and found out from my peers. It is important to keep up with new ideas, processes, and ways of doing things. By going to this conference, I'll be sure to stay up-to-date on topics related to technology as a teacher. Step 4 I am going to make a... (Highlight task and express your reason as to why you are choosing a particular narrative and type of text.) Do not forget that your rationale should explain why you made the decisions you did. It should not say what it is. Explain what you did instead of just listing what you did, and make sure to tie everything back to your theme, your audience, the research you did, and the information you got. Make sure your reasons are real, because it's easy to tell when someone is just trying to make something seem more plausible than it really is. Your reasoning must have perfect grammar, so make sure you carefully proofread your work before you print it.

. Pearson Education, Inc. (2016). Learning styles [Whitepaper]. https://www.pearsoned.com/wp-content/uploads/INSTR6230_LearningStyles_WP-2.pdf Complete the entire article (pp 1-8). This article explains how the disagreement about the validity of learning styles is positioned on two claims: learners have preferences and learning is more effective when teaching is directed towards those preferences. The article introduces a hybrid theory called the style-matching hypothesis.

6. Seifert, K., & Sutton, R. (2009). Educational psychology. The Saylor Foundation. https://www.saylor.org/site/wp-content/uploads/2012/06/Educational-Psychology.pdf  licensed under CC BY 3.0Complete the reading: pp 219-223. Seifert provides useful tables which examine each of the domains and their respective levels of complexity by providing classroom examples. These realistic examples should better illuminate how the domains might manifest in your classroom.

pp 219domains of psychological functioning.

pp 220

pp 222

Reflect on your own teaching practices or beliefs as they relate to the three learning domains included in this unit.Do you see evidence of all three domains in your pedagogy? Do some domains seems more prevalent given your classroom demands? Comment on where in your curriculum you see opportunities to include or revise your teaching strategies or lesson plans. Do you feel that a variety of domains is even necessary? To inspire your reflection, consider these suggestions:Think about the conditions that shape your lesson plan construction (calendar year, length of class period, assessments, community factors, etc.). How might these forces influence your choice of affective, cognitive, or psychomotor domains?In the Seifert, K. & Sutton, R reading, the authors write, “Taxonomies related to abilities and skills that are physical, or psychomotor, have also been used less widely than affective taxonomies, with the notable exception of one area of teaching where they are obviously relevant: physical education” (p. 223). Do you feel this to be an accurate sentiment of your class or (if you’re not currently teaching) your teaching philosophy? Do you include any level of psychomotor complexity in your lessons?Do you utilize a framework of learning styles to differentiate teaching? Might these actually reflect a learning domain rather than a learning style?

Think about the conditions that shape your lesson plan construction (calendar year, length of class period, assessments, community factors, etc.). 

In the Seifert, K. & Sutton, R reading, the authors write, “Taxonomies related to abilities and skills that are physical, or psychomotor, have also been used less widely than affective taxonomies, with the notable exception of one area of teaching where they are obviously relevant: physical education” (p. 223). Do you feel this to be an accurate sentiment of your class or (if you’re not currently teaching) your teaching

Do you utilize a framework of learning styles to differentiate teaching? Might these actually reflect a learning domain rather than a learning style?

Kasilingam, G., Ramalingam, M., & Chinnavan, E. (2014). Assessment of learning domains to improve student’s learning in higher education. Journal of Young Pharmacists, 6 (4), 27- 33. https://www.jyoungpharm.org/sites/default/files/10.5530-jyp.2014.1.5.pdf Complete the reading: pp 27- 33. The text will provide you with an explanation of the three learning domains. The narrative focuses on the practical concern of constructing learning objectives for classroom performance. Although the text uses engineering as the sample content, you’ll be able to apply the suggestions to your own content areas.The level of learning we strive to impact will vary across learning experiences depending on (1) the nature of the experience, (2) the developmental levels of the participating students and(3) the duration and intensity of the experience.

A course objective (CO) is a statement that describes the significant and essential learning that learners have achieved and can reliably demonstrate at the end of a course. The achievement of an objective (PO) can be measured through Final exam, Mid Semester Exam, Laboratory, Assignments, etc.

The cognitive domain is the core of the learning domain and is well-suited for online assessment. It is the "thinking" domain and is familiar to educators.As we move up the cognitive domain, collaborative assignments requiring students to engage in problem or project-based activities are important to determine whether the students have achieved that level of learning or not.The cognitive domain is easy to measure compared with other two domains, and the assessment of the cognitive domain will have an impact on other domains. The lecturer for each course should maintain a detailed course syllabus, which carefully delineates both the content and learning domains addressed by the course.

The affective domain is critical for learning, but is often not specifically addressed.The affective domain is best handled with class meetings or audio clips.To design COs for the courses, educators should give importance to the affective domain, and include keywords that are related to the affective domain.Affective evaluation systems can be used to verify competence in the affective domain, and to change behavior. They are assessed through quizzes based on previous class lectures, streaming course videos, lecture notes, etc.

Psychomotor domain focuses on performing sequences of motor activities to a specified level of accuracy, smoothness, rapidity, or force.Psychomotor learning can be included in science classes, vocational courses, physical education courses, and performing arts.The psychomotor domain is best assessed in a face-to-face situation. Videos, demonstrations, online text descriptions, or with pictures of each step in the sequence can be used to teach the psychomotor domain.

4. Riener, C., & Willingham, D. (2010). The Myth of Learning Styles. Change, the Magazine of Higher Education, 42 (5), 32-35. Retrieved from https://www.researchgate.net/publication/249039450_The_Myth_of_Learning_Styles Complete the entire article (pp 1-5). There persists among several educators that students have different learning styles (auditory, visual, kinesthetic) and yet, there is very little empirical evidence to support this belief. The article summarizes the situation and explains why the myth may persist.

7. UNESCO (2004). Changing teaching practices: Using curriculum differentiation to respond to students’ diversity. UNESDOC Digital Library. http://unesdoc.unesco.org/images/0013/001365/136583e.pdf Complete the reading Units 1-3 (pp 5-70). This text will incorporate some of the earlier learning theory you have explored in the course while drawing your attention to differentiation practices. Utilizing the learning domains, teachers can modify lesson plans to better reach students who may require multiple modes of learning.