Lecture 4: Blooms Taxonomy & Learning Levels PDF

Affective domain *Skills in the affective domain describe the way people react emotionally and their ability to feel other living things' pain or joy. There are five levels in the affective domain moving through the lowest order processes to the highest.  Affective domain felinatid ...

Affective domain *Skills in the affective domain describe the way people react emotionally and their ability to feel other living things' pain or joy. There are five levels in the affective domain moving through the lowest order processes to the highest.  Affective domain felinatid  Receiving or if IN'S * The lowest level, this refers to a willingness to receive information e.g. the individual listens to others with respect, show sensitivity to social problem. Example : Listening and remembering the names of your classmates when you meet them on the first day of school.  Responding This refers to the individual actively participating in his or her own learning e.g. show interest in the subject participate in class discussions. Example : Participating in a class discussion.  É Valuing * The value that is associated with a particular object or piece of information, ranging from basic acceptance to complex commitment, values are somehow related to prior knowledge and experience. Example : Valuing diversity and being sensitive to other people’s backgrounds and beliefs.  Organizing Sorting values into priorities and creating a unique value system with an emphasis on comparing and relating previously identified values. Example : Accepting professional ethical standards. Recognizes the need for balance between freedom and responsibility in a democracy.  Characterizing The highest level. At this level the individual has a value system in terms of their beliefs ideas and attitudes that control their behavior in a consistent manner , so that it becomes a characteristic. Example : Displays a professional commitment to ethical standards in the workplace. Maintains good health habits. Activity: Think, Pair and Share What is the lowest level in affective domain? What is the Highest level in Affective domain? Activity: Think, Pair and Share What is the lowest level in affective domain? Receiving What is the Highest level in Affective domain? Characterizing Activity : Write the suitable domain Level Domain Set Knowledge Valuing Analysis Origination Responding Characterizing Synthesis Complex overt response Activity : Write the suitable domain Level Domain Set Psychomotor Knowledge Cognitive Valuing Affective Analysis Cognitive Origination Psychomotor Responding Affective Characterizing Affective Synthesis Cognitive Complex overt response Psychomotor Stages of learning  Understanding the 4 stages of learning Martin M. Broadwell’s 4 stages of learning gives us a valuable conceptual framework to understand how we learn anything:  4 stages of learning 1. UNCONSCIOUS INCOMPETENCE (ignorance) We don’t know that we don’t know. Most of us never had extensive feedback about our interpersonal skills are at this state of unconscious incompetence. Example: An energetic two year old boy wants to ride a bike that he sees his older brother riding. But he doesn’t know that he doesn’t know how to ride it.  4 stages of learning 2. CONSCIOUS INCOMPETENCE (awareness) We know that we don’t know. Here we learn that we are not competent at something. This often comes as a rude awakening. Example: The two year old boy gets on a bike and falls off. He has immediately gone from stage one to stage two and knows that he does not know how to ride a bike.  4 stages of learning 3. CONSCIOUS COMPETENCE (learning) We work at what we don’t know. Here we consciously make an effort to learn a new skill. Practice, drill and repetition are at the forefront. This is where most learning takes place. It takes effort and work. Example: The little boy carefully steers and balances and pedals and thinks of what he is doing, step by step.  4 stages of learning 4. UNCONSCIOUS COMPETENCE (mastery) We don’t have to think about knowing it. Here the skill set happens automatically at an unconscious level. Example: The little boy rides his bike without even thinking about it. He can whistle, talk, sing, or do other things with his mind at the same time. Activity: Matching Statement Stage of learning.We work at what we don’t know A. CONSCIOUS INCOMPETENCE.We don’t know that we don’t know B. UNCONSCIOUS COMPETENCE We don’t have to think about knowing it C. CONSCIOUS COMPETENCE.We know that we don’t know D. UNCONSCIOUS INCOMPETENCE Activity: Matching Statement Stage of learning We work at what we don’t know. (C) A. CONSCIOUS INCOMPETENCE We don’t know that we don’t know. (D) B. UNCONSCIOUS COMPETENCE We don’t have to think about knowing it. (B) C. CONSCIOUS COMPETENCE We know that we don’t know. (A) D. UNCONSCIOUS INCOMPETENCE Level of learning  Kirkpatrick Model 4 levels of learning education  Kirkpatrick Model 4 levels of learning education Level 1: Reaction ❖ The first level of criteria is “reaction,” which measures whether learners find the training engaging, favorable, and relevant to their jobs. ❖ This level is most commonly assessed by using an after-training survey (often referred to as a “smile sheet”) that asks students to rate their experience.  Kirkpatrick Model 4 levels of learning education Level 2: Learning ❖ Measures the learning of each participant based on whether learners acquire the intended knowledge, skills, attitude, confidence and commitment to the training. ❖ Learning can be evaluated through both formal and informal methods, and should be evaluated through pre-learning and post-learning assessments to identify accuracy and comprehension. ❖ Methods of assessment include exams or interview-style evaluations.  Kirkpatrick Model 4 levels of learning education Level 3: Behavior ❖ One of the most crucial steps in the Kirkpatrick Model, Level 3 measures whether participants were truly impacted by the learning and if they’re applying what they learn. ❖ Assessing behavioral changes makes it possible to know not only whether the skills were understood, but if it's logistically possible to use the skills in the workplace. ❖ A lack of behavioral change may not mean training was ineffective, but that the organization’s current processes and cultural conditions aren’t fostering an ideal learning environment for the desired change.  Kirkpatrick Model 4 levels of learning education Level 4: Results ❖ The final level, Level 4, is dedicated to measuring direct results. Level Four measures the learning against an organization's outcomes— the Key Performance Indicators (KPI) that were established before learning was initiated. ❖ Using the Kirkpatrick Model creates an actionable measurement plan to clearly define goals, measure results and identify areas of notable impact. Activity: Matching Statement Kirkpatrick Model Measures whether learners acquire the intended A. Behavior knowledge and skills Measures the learning against an organization's B. Reaction outcomes (KPI) Referred to as a smile sheet C. Results Measures whether participants were truly impacted D. Learning by the learning and applying what they learn Activity: Matching Statement Kirkpatrick Model Measures whether learners acquire the intended A. Behavior knowledge and skills. D Measures the learning against an organization's B. Reaction outcomes (KPI). C Referred to as a smile sheet. B C. Results Measures whether participants were truly impacted D. Learning by the learning and applying what they learn. A  Factors that affect learning Motivation Factors that Mental group affect Practice learning Environment  Factors that affect learning Motivation ❖ The encouragement one gets to complete a task, to achieve a goal is known as motivation. It is a very important aspect of learning as it acts gives us a positive energy to complete a task. Example ❖ The coach motivated the players to win the match.  Factors that affect learning Practice ❖ We all know that ”Practice makes us perfect”. In order to be a perfectionist or at least complete the task, it is very important to practice what we have learnt. Example ❖ We can be a programmer only when we execute the codes we have written.  Factors that affect learning Environment ❖ We learn from our surroundings, we learn from the people around us. They are of two types of environment – internal and external. Family Example Eviford ❖ A child when at home learns from the family which is an internal environment, but when sent to school it is an external environment.  Factors that affect learning Mental group ❖ It describes our thinking by the group of people we chose to hang out with. In simple words, we make a group of those people with whom we connect. It can be for a social cause where people with the same mentality work in the same direction. Example ❖ A group of readers, travelers, etc. Activity zone: Makes us perfect Learn from Factors that People with the same mentality our affect work in the same surroundings learning direction The encouragement one to complete a task  Activity zone: Makes us Practice perfect Environment Learn from Factors that People with the same mentality Mental our affect work in the same group surroundings learning direction The encouragement Motivation one to complete a task 69