Three Domains of Objectives 1. Cognitive domain (intellectual capability‚ ie.‚ knowledge‚ or ’think ’) 2. Affective domain (feelings‚ emotions and behaviour‚ ie.‚ attitude‚ or ’feel ’) 3. Psychomotor domain (manual and physical skills‚ ie.‚ skills‚ or ’do ’)  Verbs Use in 3 Domains of Objectives ACTION VERBS APPROPRIATE FOR EACH LEVEL OF BLOOM’S/ANDERSON & KRATHWOHL’S TAXONOMY (Cognitive Domain) 
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that has been successful in patient education for chronic diseases is Bloom’s Taxonomy. There are three domains of learning used to teach the patient and also the family that will be part of the patient’s care‚ which are cognitive‚ affective‚ and psychomotor. Patients are more successful with managing their care when they have family that is supportive in their plan of care also. Cognitive domain refers to how the patient and family learn. If used in a patient with diabetes‚ the patient must learn
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that is involved. There are three types of domains of learning. They are Cognitive‚ Affective and Psychomotor. Cognitive learners require the ‘thought process’ style i.e. knowing the ‘how’ and ‘why’. These candidates will love learning facts‚ figures‚ the understanding processes and problem solving. For example‚ what makes the heart beat‚ the different rhythms of the heart and what happens if the heart has an irregular beat…. A student with Affective learning involves the use and demonstration
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Bloom‚ Benjamin S.‚ (Ed.)‚ Taxonomy of Education Objectives: Handbook I: Cognitive Domain‚ N.Y.‚ David McKay Company‚ Inc. 1956. Mager‚ Robert‚ Preparing Instructional Objectives‚ Palo Alto‚ California‚ Fearon Press‚ 1962. Krathwohl‚ D.R.‚ Bloom‚ B.S. and Masia‚ B.B. Taxonomy of Educational Objectives: Handbook II. The Affective Domain. N.Y.‚ David McKay Company‚ Inc. 1964. Harrow‚ A. J. A Taxonomy of the Psychomotor Domain. N.Y. David McKay Company‚ Inc. 1972. 12 Ford‚ Charles W.‚ (Ed.)‚ Clinical Education
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Educational Goals and Objectives A GUIDE TO DEVELOPING LEARNER BASED INSTRUCTION Educational Objectives for this Presentation At the end of this presentation you will be able to: Compare and contrast educational goals vs. educational objectives Write an educational objective using the ABCD model Develop educational objectives that focus on the learner or participant as the intended audience List three adult learning preferences A Brief History of Educational Goals The development of educational
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Learning-Model Instrument The Learning-Model Instrument (page 32 in the text)‚ identifies four domains of learning based on an individual’s preference for cognitive or affective learning – and preference for concrete or abstract experiences. The premise for the model is that learning comes from thinking (cognition/abstract) and experiencing for most of us (affect/concrete). The Affective –Cognitive dimension correlates with the issues of people vs. task – another way of measure learning
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1. Understand the principles and requirements of assessment. 1.1. Explain the function of assessment in learning and development. Lambert and Lines (2000) define assessment as “the process of gathering‚ interpreting‚ recording‚ and using information about pupils’ responses to educational tasks.” While this is an acceptable definition of assessment (as regards an educational definition)‚ Graham Butt (Into Teaching: Part 2) expands on this definition by proposing that assessment has four main
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where learning is occurring. Aspects of Bloom’s Taxonomy of Cognitive Levels and Gardner’s Multiple Intelligences are utilised in the conducting of this new format tutorial session. 2.1 Bloom’s Taxonomy Bloom identified three domains of learning: Cognitive‚ Affective and Psycho-Motor (though
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Module 5: Curriculum development process [Source: adaptation of www.freeclipart.com] In Module 2‚ 3 and 4‚ we discussed how philosophy‚ psychology‚ society and history events influence curriculum. In Modules 5‚ 6‚ 7 and 8‚ we will examine the different phases of the curriculum development process. The first phase is curriculum planning followed by curriculum design‚ curriculum implementation
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planning to teach in the lifelong learning sector in this country (e.g. at a further education college rather than in a private language school)‚ then you will need to do the PTLLS extension which is now incorporated into all our CELTA courses. Course option Length and Timing of course Option to do PTLLS extension? (Please see over) Venue Full-time intensive These courses run from 9.30 am to 5.30 pm over four weeks‚ starting and ending on a Friday.
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