Professional Documents
Culture Documents
Guided Response: The early stages in learning a complex skill that includes imit
ation and trial and error. Adequacy of performance is achieved by practicing.
Examples: Performs a mathematical equation as demonstrated. Follows instruction
s to build a model. Responds hand signals of instructor while learning to operat
e a forklift.
Key Words: copies, traces, follows, react, reproduce, responds
Mechanism: This is the intermediate stage in learning a complex skill. Learned r
esponses have become habitual and the movements can be performed with some confi
dence and proficiency. Examples: Use a personal computer. Repair a leaking fau
cet. Drive a car.
Key Words: assembles, calibrates, constructs, dismantles, displays, fastens, fix
es, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches.
Complex Overt Response: The skillful performance of motor acts that involve comp
lex movement patterns. Proficiency is indicated by a quick, accurate, and highly
coordinated performance, requiring a minimum of energy. This category includes
performing without hesitation, and automatic performance. For example, players a
re often utter sounds of satisfaction or expletives as soon as they hit a tennis
ball or throw a football, because they can tell by the feel of the act what the
result will produce. Examples: Maneuvers a car into a tight parallel parking
spot. Operates a computer quickly and accurately. Displays competence while pla
ying the piano.
Key Words: assembles, builds, calibrates, constructs, dismantles, displays, fast
ens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketc
hes.
NOTE: The Key Words are the same as Mechanism, but will have adverbs or adjectiv
es that indicate that the performance is quicker, better, more accurate, etc.
Adaptation: Skills are well developed and the individual can modify movement pat
terns to fit special requirements.
Examples: Responds effectively to unexp
ected experiences. Modifies instruction to meet the needs of the learners. Perf
orm a task with a machine that it was not originally intended to do (machine is
not damaged and there is no danger in performing the new task).
Key Words: adapts, alters, changes, rearranges, reorganizes, revises, varies.
Origination: Creating new movement patterns to fit a particular situation or spe
cific problem. Learning outcomes emphasize creativity based upon highly develope
d skills.
Examples: Constructs a new theory. Develops a new and comprehen
sive training programming. Creates a new gymnastic routine.
Key Words: arranges, builds, combines, composes, constructs, creates, designs, i
nitiate, makes, originates.
http://iceskatingresources.org/PsychomotorDomainTaxonomy.html
Krathwohl's Affective Domain
Learning Taxonomy
Like the cognitive domain, the affective domain is hierarchical with higher lev
els being more complex and depending upon mastery of the lower levels. With mov
ement to more complexity, one becomes more involved, committed, and self-reliant
. Note the parallel between external and internal motivation. As one moves fro
m being externally to internally motivated, one moves to higher levels.
Level
Description
Action Verbs Describing Learning Outcomes
Characteri-zation
All behavior displayed is consistent with one s value syst
em. Values are integrated into a pervasive philosophy that never allows express
ions that are out of character with those values. Evaluation at this level invo
lves the extent to which one has developed a consistent philosophy of life (e.g.
, exhibits respect for the worth and dignity of human beings in all situations).
Avoid
Display
Exhibit
Internalize
Manage
Require
Resist
Resolve
Revise
Organization
Commitment to a set of values. This level involves 1) forming a
reason why one values certain things and not others, and 2) making appropriate
choices between things that are and are not valued. One is expected to organize
likes and preferences into a value system and then to decide which ones will be
dominant.
Abstract
Formulate
Balance Select
Compare Systemize
Decide
Theorize
Define
Valuing Display behavior consistent with a single belief or attitude in situatio
ns where one is neither forced or asked to comply. One is expected to demonstra
te a preference or display a high degree of certainty and conviction. Act
Express
Argue
Help
Convince
Organize
Debate
Prefer
Display
Responding
One is required to comply with given expectations by attending o
r reacting to certain stimuli. One is expected to obey, participate, or respond
willingly when asked or directed to do something.
Applaud Participate
Comply Play
Discuss Practice
Follow
Volunteer
Obey
Receiving
One is expect to be aware of or to passively attend to certain s
timuli or phenomena. Simply listening and being attentive are the expectations.
Attend
Listen
Be aware
Look
Control Notice
Discern Share
Hear
http://courses.washington.edu/pharm439/Bloomstax.htm
What is Krathwol's affective domain taxonomy?
Krathwohl's affective domain taxonomy is perhaps the best known of any of the af
fective taxonomies. "The taxonomy is ordered according to the principle of inter
nalization. Internalization refers to the process whereby a person's affect towa
rd an object passes from a general awareness level to a point where the affect i
s 'internalized' and consistently guides or controls the person's behavior (Seel
s & Glasgow, 1990, p. 28)."
How is the taxonomy presented?
The taxonomy is presented in five stages:
Receiving describes the stage of being aware of or sensitive to the existence of
certain ideas, material, or phenomena and being willing to tolerate them. Examp
les include: to differentiate, to accept, to listen (for), to respond to.
Responding describes the second stage of the taxonomy and refers to a committmen
t in some small measure to the ideas, materials, or phenomena involved by active
ly responding to them. Examples are: to comply with, to follow, to commend, to v
olunteer, to spend leisure time in, to acclaim.
Valuing means being willing to be perceived by others as valuing certain ideas,
materials, or phenomena. Examples include: to increase measured proficiency in,
to relinquish, to subsidize, to support, to debate.
Organization is the fourth stage of Krathwohl s taxonomy and involves relating th
e new value to those one already holds and bringing it into a harmonious and int
ernally consistent philosophy. Examples are: to discuss, to theorize, to formula
te, to balance, to examine.
y to bore the above average student, neither not too difficult to turn off the a
verage. It is something that challenges the student. To observe the principle of
balance, no topic must be extensively discussed at the expense of other topics.
4.
Self-sufficiency
Content fully covers the essentials. Learning content i
s not "mile-wide-and-inch-deep." The essentials are sufficiently covered and are
treated in depth. This is a case of "less is more."
5.
Interest Teacher considers the interest of the learners, their developme
ntal stages and cultural and ethnic background.
6.
Utility
Will this content be of use to the learners? It is not meant onl
y to be memorized for test and grade purposes. What is learned has a function ev
en after examinations are over.
7.
Learnability learner s experiences; easiness through optimal placement and
appropriate organization and sequencing of contents
8.
Feasibility The content is feasible in the sense that the essential cont
ent can be covered in the amount of time available for instruction. A guaranteed
and a viable curriculum is the first in the school- related factors that has th
e greatest impact on student achievement. (Marzano, 2003)
http://www.slideshare.net/ruthaa/selection-and-organization-of-content