TRAINING METHODOLOGY

1. Domains of Learning

LEARNING OUTCOMES

By the end of this topic the learner should be able to;

Define a domain

Classify domains of learning

Understand the levels of learning in the different domains. 

Know what verbs to use when writing objectives for the different levels.

Domain:

A domain is a specification that shows the elements of teaching and learning and their interrelations.

Classification

AccordingtoBenjaminBloomtherearethreedomainsoflearningin

whicheducationalobjectivescanbeclassified;

(i)                Cognitivedomain

(ii)              Psychomotordomain

(iii)Affectivedomain

COGNITIVEDOMAIN

Thisfocusesontheacquisitionofknowledge/information;whata learnerunderstands,comprehendsortheinformationhe/shehas. Thisisthedomaininwhichmostoftheworkinthecurriculumtakes place.Ithastheclearestobjectivesandisthemostcentralto evaluation.Ithassixlevels. Levelsofcognitivedomain

(i)Knowledge:

Thislevelisconcernedwithmemoryorabilitytorecallorbringto mindtheappropriatemateriallearned.It’sthelowestlevelof learning.

Someoftheverbsusedinobjectives.

Recognize

Define

Distinguish

Recall

Describe

Memorize

List

Name

(ii)Comprehension

Referstotheabilitytoapprehendwhatiscommunicatedand makeuseoftheideawithoutrelatingittootherideasormaterialsor seeingfullestmeaning.Itrequiresknowledgeoffacts,principles, conditionsetc.

Someoftheverbsusedinobjectives

Restate

Describe

Recognize

Explain

Express

Identify

Locate

Report Review Tell.

(iii)Application;

Thelearnerisabletouseknowledgelearnt,ideasprinciplesand theoriestodootherthings.Itrequiresknowledgeand comprehension.

Someoftheverbs

Translate

Interpret

Apply

Employ

Use

Demonstrate

Dramatize

Practice

Illustrate

Operate

Schedule

Shop

Sketch.

(iv)Analysis

Istheabilitytobreakdownacommunicationintoconstituentparts tomaketheideaclear.Itrequiresapplication,comprehensionand knowledge.

SomeoftheVerbs

Distinguish

Differentiate

Analyze

Appraise

Calculate

Compare Contrast

Inspect

Debate Solve Examine.

(v)Synthesis:

Itreferstotheabilitytoputtogetherpartsandelementsintoa unifiedorganizationorwhole.Itrequiresanalysis,application, comprehensionandknowledge.

Someoftheverbs

Compose

Plan

Propose

Design

Formulate

Arrange

Collect

Assemble

Construct

Create

Setup

Organize

Manage

Prepare

(vi)Evaluation

Istheabilitytojudgethevalueofsomethingsuchasideas, proceduresandmethodsusingappropriatecriteria.Itrequiresthe abovefive.

Someoftheverbs

Judge

Appraise

Evaluate

Rat

Compare

Value

Revise

Score

Select

Choose Measure.

PSYCHOMOTORDOMAIN

Thisisconcernedwithhowalearnermovesorcontrolshisbody.It dealswithmotorormanipulativeskills.Themajorconcerniswhat thelearnerdoes.Itrequiresalearnertomanipulate,useatool,or eventoproduceaproductortoperformaroutine.Itinvolvesmotor skillsthatrangefromcomparativelysimpletomovecomplexones. It’seasytomeasurebecauseonecanidentifyovertstudent behavior.Ithas5levels.

1.Imitation:Thisisbeingabletoobservewhatisbeingperformed andbeabletorepeat.

Someoftheverbs

Find

Locate

Observe

Recognize Sort.

2.Manipulation

Thisreferstoselectedactionandfixationthroughpracticefollowing thoroughinstructionaldirection.Itrequiresimitation.

Someoftheverbs

Build

Operate

Perform

Demonstrate

Play

Construct

Use

Measure

Draw

3.Precision

Referstoreproductionofperformancewitherrorsreducedtoa minimum,itrequirestheabove2.

Someoftheverbs

Build

Measure,

Perform

Demonstrate

Play

Write

Express

Construct

Run

Use.

4.Articulation

Thisreferstoperformance,whichinvolvesaccuracyandcontrol, pluselementsofspeedandtime.Itrequirestheabove3levels.

Someoftheverbs

Adapt

Create

Draw

Mend

Manipulate

Plan

Produce

Promote

Regulate

Research

Teach

Instruct.

5.Naturalization

Thisreferstoasituationwhereactionisperformedwithout hesitation,leadingtoautomaticandsmoothperformance.

Someoftheverbs

Create

Draw

Contract

Make

Produce

Plan

Regulate.

AFFECTIVEDOMAIN

Itreferstolearningthatinvolveschangesinattitudes,valuesand interests.Itleadstodevelopmentofappreciationandacquiringthe abilitytomakeproperadjustment.Objectivesinthisdomainarenot statedverypreciselybecausetheytouchoninternal/covertfeelings andemotionswhichcannotbeeasilymanifestedorobserved.Itis thereforemoredifficulttoteachandtoevaluate.Howeverthis domainisveryimportantbecausestudentscannotlearniftheylack interestandmotivation.Ateacherhastoensurethatlearnershave positiveattitudeandtheirinterestisarousedforlearningtotake place.It’sclassifiedintothefollowinglevels.

1.Receiving/attending

Involvesbecomingawareofanidea,processorathingandoneis willingtolearnandtryaparticularbehavior.Itinvolvescontrolledor selectedattention.

Someoftheverbs

Observe

Beconscious

Realize

Besensitive

Attend

Listen

Discriminate

Bealert

2.Responding

Thisreferstotheabilitytomakearesponseatfirstobediently,later willinglyandwithsatisfaction.

Itbeginswithattending/receivinguntiloneeventuallyenjoysitand getsinvolved.

Someoftheverbs

Comply

Obey

Look

Engage

Participate

Extend

Explore

3.Valuing

Istheprocessofacceptingtheworthofsomething,ideaorbehavior, untiloneprefersitandworkstofurtheritasavalueanddevelopsa commitmenttoit.Itdealswiththedevelopmentofattitudes, believesandvaluesconcerningsuchobjectsasself,others,society, socialinstitutionsandculture.Itinvolvesattending/receivingand attending.

Someoftheverbs

Derive

Participate

Assumeresponsibility

Grow

Examine

Influence

Prefer

Accept Devote Beloyalto.

4.Organization

Here,theinternalizedvaluesareorganizedinhierarchicalmanneri.e. acquiredattitudes,valuesandbeliefsareorganizedintoapattern andrankedaccordingtotheirorderofimportance.Itinvolvesthe above3levels.

Someoftheverbs,

Crystallize

Formjudgment

Relate

Weigh

Berealistic

Judge

Regulate.

5.Characterization

Thisisgeneralizationofselectedvaluesandthebehaviorofthe individualiscontrolledbythesevaluesandnotemotions.Thusthe behaviorisnotexhibitedemotionallybutispartofavaluesystem.

Someoftheverbs

Beready

Revise

Change

View

Approach

Plan

Arrive

Rely Find

Examine

Judge Beconsistent Beconscious.

SUMMARY

Thelowerlevelsofthisdomain(receivingandresponding)area directconcerntoschoolswhiletheupperlevelsareadirect concerntosocietyi.e.churches.Theindividualincreasingly assumesresponsibilityforhisowndevelopmentintheupper levelsandtheschoolisjustoneoftheagencies.

Learninginthethreedomainsisimportant.However,many booksoneducationalobjectiveslayemphasisontheaffective domainasphilosophersandscholarsconsidereducationasa meansofmakinga‘goodman’orawellbehavedordisciplined manratherthanamanofintellectualachievementsandphysical prowess.

Evaluation on the other hand has concentrated on cognitive and psychomotordomains. The affective domain has not been formally evaluated. This imbalance in the domains has led to graduates whoarehighlylearnedbutnoteducatedinthereal sense.Thereforethereisneedtoincludeallthedomainsof learning.

ACTIVITY

In your opinion, which of the three domains of learning is superior in as far as realization of educational objectives is concerned?

Give reasons to support your answer.