I working on an assignment in which i have to write 3 learning objection and an
ID: 241867 • Letter: I
Question
I working on an assignment in which i have to write 3 learning objection and an outline using the 3 domains of learning. I have some ideas but would like feedback on which works best as an affective domain and I'm stumped on what to write as an outline for it. please keep in mind I have to "teach" the class my topic- Weight Loss: Healthy ways to alter diet to lose weight and I need a way to evaluate that they learned the lesson.
option one- At the end of the teaching session, students will be able to identify emotional and stress eating habits and discuss ways they can avoid it.
option two- At the end of the teaching session, students will be able to accept their need to lose weight based on their BMI and state ways in which they're willing to incorporate changes into their lifestyle to facilitate weight loss.
if you don't feel either work as an affective objection feel free to suggest something. *please help me figure out what to write as an outline too thanks!
Explanation / Answer
Learning is a process of continual growth and change in the brain's architecture that results from the many ways we take in information, process it, connect it, catalogue it, and use it.
Learning can generally be categorized into three domains: cognitive, affective, and psychomotor.
When writing learning objectives, it is important to think about which domain(s) is relevant to the learning experience you are designing.
The COGNITIVE Domain
The cognitive domain deals with how we acquire, process, and use knowledge. It is the "thinking" domain.
The AFFECTIVE Domain
The affective domain deals with our attitudes, values, and emotions. It is the "valuing" domain.
The PSYCHOMOTOR Domain
The psychomotor domain deals with manual or physical skills. It is the "doing" domain.
When you are teaching a lesson , you are sharing your knowledge with the students. When you want to know if they have learned or understood, cognitive domain must be used to assess the knowledge level.
Cognitive domain includes following components:
Remember - Retrieve relevant knowledge from long-term memory.
When formulating objectives Use words such as Arrange, Cite, Choose, Count, Define, Describe, Duplicate, Identify, Label, List, Locate, Match, Name, Outline, Recall,, Recite, Recognize, Record, Repeat, Restate, Review, Select, State.
Understand - Construct meaning from instructional messages, including oral, written, and graphic communication.
Formulate objectives using words such as - Abstract, Associate, Categorize, Clarify, Classify, Compare, Conclude, Contrast, Exemplify, Explain, Extrapolate, Generalize, Illustrate, Infer, Interpret, Map, Match, Paraphrase, Predict, Represent, Summarize, Translate.
Apply - Carry out or use a procedure in a given situation.
Formulate objectives using words such as - Apply, Carry out, Demonstrate, Determine, Develop, Employ, Execute, Implement, Operate, Show, Sketch, Solve, Use.
Analyze - Break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose.
Formulate objectives using words such as - Analyze, Attribute, Deconstruct, Differentiate, Discriminate, Distinguish,
Focus, Organize, Outline, Parse, Select, Structure.
Evaluate - Make judgments based on criteria and standards.
Formulate objectives using words such as - Argue, Assess, Check, Conclude, Coordinate, Criticize, Critique, Detect, Evaluate, Judge, Justify, Monitor, Prioritize, Rank, Rate, Recommend, Test.
Create - Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure
Formulate objectives using words such as - Assemble, Build, Combine, Compose, Construct, Create, Design, Draft, Formulate, Generate, Hypothesize, Integrate, Plan, Produce.
In case you still want to go with the Affective Domain, listed below are the components of it:
Receiving - Openness to new information or experiences.
Formulate objectives using words such as - Ask, Choose, Describe, Follow, Give, Hold, Identify, Locate, Name, Select, Reply, Use.
Responding - Active participation in, interaction with, or response to new information or experiences.
Formulate objectives using words such as - Answer, Assist, Aid, Compile, Conform, Discuss, Greet, Help, Label, Perform, Practice, Present, Read, Recite, Report, Select, Tell, Write.
Valuing - Attaching value or worth to new information or experiences.
Formulate objectives using words such as - Complete, Demonstrate, Differentiate, Explain, Follow, Form, Initiate, Join, Justify, Propose, Read, Share, Study, Work.
Organization - Incorporating new information or experiences into existing value system.
Formulate objectives using words such as - Adhere, Alter, Arrange, Combine, Compare, Complete, Defend, Formulate, Generalize, Identify, Integrate, Modify, Order, Organize, Prepare, Relate, Synthesize.
Characterization - Full integration/ internalization resulting in new and consistent attitudes, beliefs, and/or behaviors.
Formulate objectives using words such as - Act, Discriminate, Display, Influence, Listen, Modify, Perform, Practice, Propose, Qualify, Question, Revise, Serve, Solve, Verify, Use.