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Learning goals stress creativity based upon highly developed skills.
This is the intermediate stage in learning a complex skill with continued practice.
Origination
Also known as naturalization, where student response is automatic. Individuals begin experimenting and manipulating materials out of knowledge, skills and abilities developed.
Students are able to construct new theories and develop new and comprehensive programming.
This is likely to be most evident as students perform tasks related to their cumulative projects such as their ePortfolios and Capstones.
This characterized by a more complex response than at the previous level, but the student still does not act with certainty.
Origination in this domain covers many modern day business and social skills that students will need throughout their academic and professional careers.
Examples: Communications, IT equipment operations, Keyboard skills, public speaking, etc.
"By the end of the Survey of the Science course, students will be able to properly assemble laboratory equipment necessary for lab research."
Motor skills extend beyond the traditional manual and physical skills to include the following examples:
Constructing an oral argument for public speaking, Manipulating data represented on charts and graphs, etc.
Arranges
Combines
Composes
Constructs
Creates
Designs
Originates
Sketches
Fixes
Grinds
Heats
Manipulates
Measures
Mends
Mixes
Organizes
Assembles
Builds
Calibrates
Constructs
Dismantles
Displays
Dissects
Fastens
Adapts
Alters
Changes
Rearranges
Reorganizes
Revises
Varies
Learning goals include performing without hesitation, automatic performance, and fine tuning.
Students are able to modify motor skills to fit new situations or problems.
Adequacy of performance is achieved through practice. Performance is expected to be of lower quality.
Proficiency is indicated by a quick, accurate, and highly coordinated performance, requiring minimum energy.
"By the end of the electronics program, students will be able to demonstrate proper soldering techniques to incoming students."
Grinds
Heats
Manipulates
Measures
Mends
Mixes
Organizes
Sketches
Assembles
Builds
Calibrates
Constructs
Dismantles
Displays
Dissects
Fastens
Fixes
Coaching is often very valuable at this level of the learning process. This is how a good student becomes a better student.
Students begin to acquire the rudiments of the skill by following directions and sequences under close supervision.
"By the end of the emergency first aid program, students will be able to perform CPR chest compressions as demonstrated by the instructor."
The total act is not important, nor is timing or coordination emphasized. The learner is conscious of deliberate effort to imitate the model.
Grinds
Heats
Manipulates
Measures
Mends
Mixes
Organizes
Sketches
Assembles
Builds
Calibrates
Constructs
Dismantles
Displays
Dissects
Fastens
Fixes
Perception represents the lowest level of learning outcomes in the process.
Readiness to act on mental, physical, and emotional sets
Sensory cues guiding motor activity include sensory stimulation, through cue selection, to translation.
Most useful when teaching students new skills that are outside of their comfort zone or anything fearsome.
Examples: Emergency training, conflict scenarios, difficult physical tasks, etc.
Perception includes more than physical preparation; it also includes mental and emotional skill development which is essential to learning.
Examples: Running difficult meetings, making a parachute jump, presenting a legal argument, etc.
Responds
Snows
Starts
Volunteers
Isolates
Relates
Selects
Separates
Chooses
Describes
Detects
Differentiates
Distinguishes
Identifies
Begins
Displays
Explains
Moves
Proceeds
Reacts
Responds