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TAMU - Beyond the Cognitive Domain of Bloom's Taxonomy

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Jenny Keller

on 22 May 2013

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Transcript of TAMU - Beyond the Cognitive Domain of Bloom's Taxonomy

Beyond Bloom's Taxonomy What we know as Bloom's Taxonomy is just part of the original idea! Responding Characterization Valuing Organization Receiving Bloom's Taxonomy So, what is missing? What are some possible criticisms of Bloom's? Brainstorm: Criticisms
Bloom's Why is the affective domain not a priority in education? Motivation and the willingness to be open to new ideas cannot be tested. Emotions are messy! Values and attitudes are rooted in belief systems How can we start to incorporate the affective domain into our sessions? Learning in not
sequential Learning is not always individualistic It is incomplete "No Child Left Behind"

Standardized test scores have made the focus on cognitive domain. Employability skills fit clearly into the affective domain!
to show respect for diverse opinions
to interact with others in groups or teams
to take responsibility for one's own actions, decisions, and consequences

These are all external expressions of internalized attitudes and values. Brainstorm: Learning objectives in the affective domain are described as those involved in interest, attitudes and values In 1981, Anderson cited seven central student affective characteristics:
Academic self-esteem
Locus of Control
Preferences Brainstorm: Why does the affective domain even matter?

Why should we care or even spend time using it and incorporating it into our sessions? The cognitive domain is useless without the affective aspect of learning:
Motivation drives cognitive learning
Students will not meet their full potential if they:
Are not open to new ideas
Do not place value on learning and content
Are not actively engaged with the material and others
Have anxiety because of lack of prioritization Activity In groups of four, develop three ways to incorporate the affective domain into our sessions/SI program Use the characteristics of the affective domain to help guide through this activity:
Academic self-esteem
Locus of control
Preferences Choose a "top choice" to present to the rest of the group Bloom's colleague developed the affective domain Debrief/Closing Cognitive domain is driven by the affective domain Students move from simple affective aspects to a more complex affective aspects

Students have to move little by little through the spectrum **ALL linked to motivation of our students One of purposes of SI is to develop skills in our students that not only make them successful in college, but also throughout their careers. For a link to this Prezi email:

Heather Westover - Heather.N.Traughber@lonestar,edu

Jenny Keller
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