About teaching

From GeoClasses

• Bloom's taxonomy:
  • Learning is the development of cognitive, affective and phychomotor abilities.
  • KAS - Knowledge, attitude, skills

• Affective domain (after Bloom's taxonomy): "This domain includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes." Clark, 1999
  • Receiving Phenomena: Willingness to listen.
  • Responding to Phenomena: Active participation (in class discussions for example)
  • Valuing: Degree of committment to whatever. (think Willingness to Pay)
  • Organization: Prioritizes values.
  • Internalizing values: New learning impacts behavior on a daily basis.

References

Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc.

Clark, D., 1999. Learning Domains or Bloom's Taxonomy, http://www.nwlink.com/~donclark/hrd/bloom.html (accessed 2006).

SERC, 2007. What is the Affective Domain anyway? http://serc.carleton.edu/NAGTWorkshops/affective/intro.html (accessed 2007).

Bibliography

Alsop, S. and Watts, M., 2000. Facts and feelings: exploring the affective domain in the learning of physics, Physics Education, v. 35, n. 2, pg. 132-138. (Link if on campus)

• Abstract: This article presents the results of a comparative study of two groups of learners. The study explores whether their feelings about a potentially emotive topic - radioactivity in this case - influence their approach to learning.

Miller, M., 2005. Learning and teaching in the affective domain. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. (http://www.coe.uga.edu/epltt/affective.htm) (Miller, 2005)

• Attitudes are learned or established predispositions to respond
  • Attitude change is any alteration in the direction, degree, or intensity of an attitude.
• Affective-cognitive consistency theory examines the relationship between attitudes and beliefs and posits that individuals are in an unstable state when their attitudes towards an object, event or person and their knowledge about that object, event, or person are inconsistent (Simonson & Maushak, 2001)
  • According to Zimbardo and Leippe (1991), "a persuasive message is most likely to cause attitude and behavior change if it can shape both beliefs about its topic and beliefs about what important individuals and social groups think about the topic and how they behave toward it" (p. 188).
  • The most effective persuasive messages are those "that get the audience to think about an issue or object in concrete, vivid images that have definite implications for behavior" (Zimbardo & Leippe, 1991, p. 194).
• Social judgment theories:
  • This theory suggests that change in attitude position might be greater in response to the presentation of a moderate persuasive position than in response to a more extreme message.
  • "The use of successive approximations can expand the latitude of acceptance and thereby permit greater attitude change than might otherwise be possible" (Bednar & Levie, 1993, p. 295).
• Social learning theory
  • This theory suggests that an individual learns attitudes by observing the behaviors of others and modeling or imitating them (McDonald & Kielsmeier, 1970)
  • While "attitudes formed through direct experience with the attitude object or issue are more predictive of behavior than those formed more indirectly" (Zimbardo & Leippe, 1991, p. 193), "media can be substitutes for many live experiences" (Wetzel et al., 1994, p. 26).
  • . For passive learners, instruction delivered by media may facilitate the rapid acquisition of complex affective behaviors more effectively than live demonstrations (McDonald & Kielsmeier, 1970). However, receivers may attend mediated messages less closely than those presented directly, thereby diminishing their effectiveness (Bednar & Levie, 1993).