Un Training System (Design).Hasnat
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- 1. UN Training of Trainers (ToT) Course Bangladesh, June 2012 UN PEACEKEEPING TRAINING SYSTEM
- 2. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Why is this Important for me?
- 3. UN Training of Trainers (ToT) Course Bangladesh, June 2012 As peacekeeping trainer, you must know how most appropriate training can be tailored to best fit the target audience for: • Preparing them to understand the peacekeeping responsibilities in correct context and perform accordingly for effective mandate implementation • Addressing performance gap to cope with the specialized requirements in mission environment Why is this Important for me?
- 4. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Learning Outcomes
- 5. UN Training of Trainers (ToT) Course Bangladesh, June 2012 UN Training Cycle: A Six Step Process How Does UN Training System Look Like?
- 6. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Analyze Performance Gaps Key Considerations
- 7. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Determining Gaps: Existing and Desired Competencies Analyze Performance Gaps
- 8. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Define Training Needs Training Needs Assessment
- 9. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Design and Plan the Training Key Factors Effective Training Training Objective Training Materials Resource Substantive and Organizational Means Method of Delivery Training Provider Fund
- 10. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Deliver the Training Organizational Aspects
- 11. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Evaluate Training Objectives Measuring Stick Training Objectives Competency Gap Reaction Learning Behaviour & Result • Achieved • Partially Achieved • Not achieved • Adressed • Partially Adressed • Not Adressed • As Expected • Less than Expected • Not at all Expected
- 12. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Monitor and Improve the Training Purpose Key Role Player • To ensure proper implementation of the training aiming at creating positive impact on the operational effectiveness of UN peacekeeping Specialist Trainers ITS IMTC Focal Points
- 13. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Design and Plan the Training Brainstorming • Why do you need to design and plan the training? • What should be the basis of training design? • What are the key factors in training planning? • What are the tips for effective training design?
- 14. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Design and Plan the Training Brainstorming • Why do you need to design and plan the training? We need to design and plan the training to impart the most appropriate training in the most effective way
- 15. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Design and Plan the Training Brainstorming • What should be the basis of training design? Training design should be based on performance gap that needs to be mitiged and training needs assessed thereon
- 16. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Design and Plan the Training Brainstorming • What are the key factors in training planning? Training planning involves formulating training objectives, developing training material, acumulating resources, choosing method of delivery, selecting training provider and arranging funds
- 17. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Design and Plan the Training Brainstorming • What are the tips for effective training design? Effective training design demands precise training-need-assessment that involves assessing type of target audience and their background knowledge
- 18. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Design and Plan the Training Six Tasks Formulating Training Objectives Formulating Learning Outcomes Choosing a Method of Delivery Identifying Training Provider Identifying Resource Requirements and Funding Sources Develop/Adapt all Necessary Training Materials
- 19. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Formulating Training Objective Criteria • Specific. There is no question about meaning. • Measurable. Countable or determinable with a distinct YES or NO. • Attainable. Attainable though not easy to attain. • Relevant. Appropriate to fill the competency gap. • Time-bound. Specific time to accomplish.
- 20. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Formulating Training Objective Formula • Audience. Who will attain? • Behaviour. What will they attain? • Condition. How will they attain? • Degree. Up to which level will they attain?
- 21. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Formulating Learning Outcomes Learning Outcomes… • Specify what learners’ new behaviour will be after a learning experience • State knowledge, skills and attitude that the students will gain through the lesson • Begin with an action verb and describe something observable or measurable
- 22. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Formulating Learning Outcomes Guidelines • Each major topic should have 1-3 learning outcomes • Each 45-hours course should have 5-12 learning outcomes • Only one action verb should be used per outcome
- 23. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Formulating Learning Outcomes Learning Domains • Cognitive Domain: Intelectual Capabilty - Knowledge or Thinking • Affective Domain: Feelings, Emotions and Behaviour - Attitude or Feeling • Psychomotor Domain: Manual and Physical Skills - Skills or Doing
- 24. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Cognitive Domain Overview • Content knowledge and the development of intellectual skills • Recall or recognition of specific facts and concepts that serve developing intellectual abilities and skills
- 25. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Cognitive Domain Level • Six levels within the cognitive domain, from the simple recall or recognition of facts, which is identified as knowledge as the lowest level, through increasingly more complex and abstract mental levels to the highest order, which is classified as evaluation
- 26. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Knowledge What and How What. Remembering of previously learned material. Knowledge represents the lowest level of learning outcomes in the cognitive domain How. Define, Duplicate, Label, List, Memorize, Name, Order, Recognize, Relate, Recall, Repeat, Reproduce, State etc
- 27. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Comprehension What and How What. Ability to grasp the meaning of material. Translating or interpreting material (explaining or summarizing) How. Classify, Describe, Discuss, Explain, Express, Identify, Indicate, Locate, Recognize, Report, Restate, Review, Select, Translate etc
- 28. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Application What and How What. Ability to use learned material in new and concrete situations. Application of rules, methods, concepts, principles, laws, and theories How. Apply, Choose, Demonstrate, Dramatize, Employ, Illustrate, Interpret, Operate, Practice, Schedule, Sketch, Solve, Use, Write etc
- 29. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Analysis What and How What. Ability to break down material into its component parts so that its organizational structure may be understood How. Analyze, Appraise, Calculate, Categorize, Compare, Contrast, Criticize, Differentiate, Discriminate, Distinguish, Examine, Experiment, Question, Test etc
- 30. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Synthesis What and How What. Ability to put parts together to form a new whole. Production of a unique communication (theme or speech), a plan of operations (research proposal), or a set of abstract relations (scheme for classifying information) How. Arrange, Assemble, Collect, Compose, Construct, Create, Design, Develop, Formulate, Manage, Organize, Plan, Prepare, Propose etc
- 31. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Evaluation What and How What. Ability to judge the value of material (statement, novel, poem, research report) for a given purpose based on definite criteria How. Appraise, Argue, Assess, Compare, Conclude, Evaluate, Justify, Rate, Select, Support, Value, Conclude etc
- 32. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Summary Cognitive Domain
- 33. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Affective Domain Overview • The manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes • Willingness to participate, valuing what is being learned, and ultimately incorporating the values of a discipline into a way of life
- 34. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Affective Domain
- 35. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Affective Domain
- 36. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Affective Domain Level • Five levels within the affective domain, from giving attention to new information, which is identified as receiving phenomenon as the lowest level, through increasingly more involvement in integrating the information in the behaviour to the highest order, which is classified as internalizing or characterization Organizing Valuing Responding Receiving Internalizing
- 37. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Receiving What and How What. Willingness to notice a particular phenomenon. Awareness, willingness to hear, attention to a new information etc How. Accept, Acknowledge, Be aware, Listen, Notice, Pay attention, Tolerate, Observe, Realize, Be sensitive, Attend, Discriminate, Be alert etc
- 38. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Responding What and How What. Active participation on the part of the learners. Attention and reaction to a particular phenomenon, making response, at first with compliance, later willingly and with satisfaction. How. Agree to, Answer freely, Assist, Care for, Communicate, Cooperate, Conform, Consent, Follow, Contribute, Comply, Obey, Respond, Visit, Volunteer, Discuss, Write, Prefer, Accept, Consider, Explore etc
- 39. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Valuing What and How What. The worth or value a person attaches to a particular object, phenomenon, or behaviour. This ranges from simple acceptance to the more complex state of commitment How. Adopt, Assume responsibility, Behave according to, Choose, Commit, Express, Prefer, Initiate, Seek, Demonstrate, Differentiate, Explain, Follow, Justify, Feel, Enable, Examine etc
- 40. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Organizing What and How What. Organizing values into priorities by contrasting different values, resolving conflicts between them, and creating an unique value system How. Adapt, Adjust , Arrange, Balance, Classify, Formulate, Group, Rank, Conceptualize, Relate, Weigh, Judge, Regulate, Combine, Compare etc
- 41. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Internalizing/Characterizing What and How What. Generalizing certain values into controlling tendencies; emphasizing on internal consistency; later integrating these into a total philosophy of life or world view How. Act upon, Advocate, Defend, Exemplify, Influence, Justify Behaviour, Maintain, Serve, Support, View, Approach, Plan, Arrive, Modify, Propose, Revise, Propose etc
- 42. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Summary Affective Domain
- 43. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Psychomotor Domain Overview • Physical skill involving neuro-muscular coordination • Actinos which demonstrate the fine motor skills such as use of instruments or tools, or actions which evidence gross motor skills such as the use of the body in dance or athletic performance
- 44. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Psychomotor Domain Level • Seven levels within the psychomotor domain, from the primary sensory stimulus that indicates motor activity, which is identified as perception as the lowest level, through increasingly more complex and coordinated kinesthetic skills to the highest order, which is classified as origination Origination Adaptation Complex Overt Response Mechanism Guided Response Set Perception
- 45. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Perception What and How What. The ability to use sensory cues to guide motor activity. This ranges from sensory stimulation, through cue selection, to translation How. Detect, Hear, Listen, Observe, Perceive, Recognize, See, Sense, Smell, Taste, View, Watch, Choose, Relate, Identify, Separate etc
- 46. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Set What and How What. Readiness to act. It includes mental, physical, and emotional sets. These three sets are dispositions that predetermine a person's response to different situations (sometimes called mindsets) How. Achieve a Posture, Assume a Body Stance, Establish a Body Position, Sit, Stand, Station, Move, Proceed, Respond , Show, Display etc
- 47. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Guided Response What and How What. The early stages in learning a complex skill that includes imitation and trial and error. Adequacy of performance is achieved by practicing How. Copy, Duplicate, Imitate, Manipulate with Guidance, Operate under Supervision, Practice, Repeat, Try, Fix, Grind, Mend, Calibrate, Sketch etc
- 48. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Mechanism What and How What. The intermediate stage in learning a complex skill. Learned responses have become habitual and the movements can be performed with increased confidence and proficiency How. Complete with confidence, Conduct, Demonstrate, Execute, Improve Efficiency, Increase Speed, Make, Pace, Produce, Show dexterity etc
- 49. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Complex Overt Response What and How What. The skillful performance of motor acts that involve complex movement patterns. This category includes performing without hesitation, and automatic performance How. Act habitually, Control, Direct, Excel, Guide, Manage, Organize, Perform automatically, Construct, Maintain Efficiency, Assemble, Build etc
- 50. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Adaptation What and How What. The ability to modify well developed skills (movement patterns) to fit special requirements or meet a problem situation How. Adapt, Alter, Change, Rearrange, Reorganize, Revise, Vary etc
- 51. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Origination What and How What. Creating new movement patterns to fit a particular situation or specific problem. Learning outcomes emphasize creativity based upon highly developed skills How. Design, Originate, Combine, Compose, Construct, Create etc
- 52. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Summary Psychomotor Domain
- 53. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Comparing Three Domains Cognitive Affective Psychomotor Knowledge Attitude Skills 1. Recall data (information) 1. Receive (awareness) 1. Perception (initiation) 2. Understand (grasp) 2. Respond (react) 2. Mindset (preparation to follow instructions) 3. Apply (use) 3. Value (understand act) 3. Imitation (copy) 4. Analyse (structure/ elements) 4. Organize personal value system 4. Familiarization (combine, integrate related skills) 5. Synthesize (create/build) 5. Internalize value system (adopt behaviour) 5. Naturalization (automate, become proficient) 6. Evaluate (assess, judge in relational terms) 6. Adaptation (modify) 7. Origination (create)
- 54. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Synergy The learner should benefit from development of: • Knowledge and Intellect (Cognitive Domain) • Attitude and Beliefs (Affective Domain) • Ability to Put Physical and Bodily Skills into Effect - to - Act (Psychomotor Domain) Formulating Learning Outcomes
- 55. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Methodology Methodologies include one or combination of: • Self Study Programme • Group Learning Activities • One to One Learning • Experimental Learning Choosing a Method of Delivery
- 56. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Criteria Delivery method should de selected based upon: • Best Practices in Training • Adult Learning Principle • Outcomes of Evaluation • Geographic Location • Travel to Training • Availability of In-house Expertise • Availability of Funding Choosing a Method of Delivery Greatest Possible Engagement
- 57. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Criteria Appropriate Training Provider should be selected based upon: • Proven Ability to Deliver Quality Training in the Substantive Area Using the Chosen Methodology • Availability • Cost • Sustainability Identifying Training Provider
- 58. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Provision Training can be funded according to: • National Regulations • Regular Budget • Applying Sources Identifying Resource Requirements and Funding Sources
- 59. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Essentials Training Materials should be appropriate to: • Fulfill the Training Objective • Reflect the DPKO/DFS Policies and Guidelines • Address the Target Group • Assess the Trainees’ Knowledge • Follow UN PDT Standards Develop/ Adapt Necessary Training Materials
- 60. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Course Subject Date UN Training of Trainers Course, BD Unit, Subject or Lesson Title Date of Instruction Aim Learning Outcomes Duration CPTM or STM lesson aims CPTM or STM learning outcomes Methodology Student’s Preparation Equipment Suggested CPMT or STM methodology or other adequate to the learning outcomes Training Materials Materials Referenced in the Lesson Time Activities Remarks Introduction Exploring the content Check on learning Summary Lesson Plan Template A Complete Outline
- 61. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Questions ?
- 62. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Identify Domain and Verb Level Learning Assessment Question • Outline domains of learning for writing appropriate learning outcome • Complete with confidence the items of the lesson plan template related with the training design step • Support your choices of verbs with respect to determining learning outcomes for a particular target audience
- 63. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Domain and Verb Level Learning Assessment Answer • Outline domains of learning for writing appropriate learning outcome. Cognitive domain – Analysis 4 in 6 • Complete with confidence the items of the lesson plan template related with the training design step. Psychomotor domain – Mechanism 4 in 7 • Support your choices of verbs with respect to determining learning outcomes for a particular target audience. Affective domain - Internalizing 5 in 5
- 64. UN Training of Trainers (ToT) Course Bangladesh, June 2012 • UN training System – a six step process • Design and Plan Training – six tasks • Domains of Learning – three domains • Verbs for writing Learning Outcomes • Lesson Plan Template Summary
- 65. UN Training of Trainers (ToT) Course Bangladesh, June 2012 Thank You
Editor's Notes
- The system involves a six step process, depicted in the diagram, that outlines the process for determining whether training is required as a solution to an identified problem. And if so, how such training should be designed, delivered and evaluated to ensure maximum impact.
- (This slide will be used as the assesment of learning so far). Participants will be asked to discuss with their side participants (as think-pair-share) and prepare a quick answer based on the class lecture/discussion. The total time taken for this slide should not be more than 5 minutes. And total time taken including this slide should not be more than 20 minutes. Answers of these questions might include following points: We need to design and plan the training in order to impart the most appropriate training in the most effective way Training design should be based on performance gap that needed to be mitiged; training objectives should be set thereon Training planning involves developing training material, acumulating resources, choosing method of delivery, selecting training provider and arranging funds Effective training design demands precise training-need-assesment that involves type of target audience and their and background knowledge/experience
- (This slide will be used as the assesment of learning so far). Participants will be asked to discuss with their side participants (as think-pair-share) and prepare a quick answer based on the class lecture/discussion. The total time taken for this slide should not be more than 5 minutes. And total time taken including this slide should not be more than 20 minutes. Answers of these questions might include following points: We need to design and plan the training in order to impart the most appropriate training in the most effective way Training design should be based on performance gap that needed to be mitiged; training objectives should be set thereon Training planning involves developing training material, acumulating resources, choosing method of delivery, selecting training provider and arranging funds Effective training design demands precise training-need-assesment that involves type of target audience and their and background knowledge/experience
- (This slide will be used as the assesment of learning so far). Participants will be asked to discuss with their side participants (as think-pair-share) and prepare a quick answer based on the class lecture/discussion. The total time taken for this slide should not be more than 5 minutes. And total time taken including this slide should not be more than 20 minutes. Answers of these questions might include following points: We need to design and plan the training in order to impart the most appropriate training in the most effective way Training design should be based on performance gap that needed to be mitiged; training objectives should be set thereon Training planning involves developing training material, acumulating resources, choosing method of delivery, selecting training provider and arranging funds Effective training design demands precise training-need-assesment that involves type of target audience and their and background knowledge/experience
- (This slide will be used as the assesment of learning so far). Participants will be asked to discuss with their side participants (as think-pair-share) and prepare a quick answer based on the class lecture/discussion. The total time taken for this slide should not be more than 5 minutes. And total time taken including this slide should not be more than 20 minutes. Answers of these questions might include following points: We need to design and plan the training in order to impart the most appropriate training in the most effective way Training design should be based on performance gap that needed to be mitiged; training objectives should be set thereon Training planning involves developing training material, acumulating resources, choosing method of delivery, selecting training provider and arranging funds Effective training design demands precise training-need-assesment that involves type of target audience and their and background knowledge/experience
- (This slide will be used as the assesment of learning so far). Participants will be asked to discuss with their side participants (as think-pair-share) and prepare a quick answer based on the class lecture/discussion. The total time taken for this slide should not be more than 5 minutes. And total time taken including this slide should not be more than 20 minutes. Answers of these questions might include following points: We need to design and plan the training in order to impart the most appropriate training in the most effective way Training design should be based on performance gap that needed to be mitiged; training objectives should be set thereon Training planning involves developing training material, acumulating resources, choosing method of delivery, selecting training provider and arranging funds Effective training design demands precise training-need-assesment that involves type of target audience and their and background knowledge/experience
- Training Objectives are the ultimate targets that are set to be acomplished on completion of a course of training while Learning Outcomes are immediate targets that are expected to be achieved after every part of the training.
- What are learning outcomes? Learning outcomes specify what learners’ new behaviours will be after a learning experience. They state the knowledge, skills, and attitudes that the students will gain through your course. Learning outcomes begin with an action verb and describe something observable or measurable. Examples At the end of this course you will be able to: 1. Use change theory to develop family-centred care within the context of nursing practice. 2. Design improved bias circuits using negative feedback. 3. Demonstrate the safe use of welding equipment. Learning outcomes often represent discrete units of instruction in a course but each may have several sub-outcomes. Learning outcomes need not be attained by specific instruction in a lesson—they may be woven throughout the course. For example, they may include such things as use problem solving techniques or work effectively in teams. Why are learning outcomes important? Learning outcomes are the most important section of your course outline—the essence of your course. They are essential because they: • define the type and depth of learning students are expected to achieve • provide an objective benchmark for formative, summative, and prior learning assessment • clearly communicate expectations to learners • clearly communicate graduates’ skills to prospective employers* • define coherent units of learning that can be further subdivided or modularized for classroom or for other delivery modes • guide and organize the instructor and the learner.
- Knowledge is defined as remembering of previously learned material. This may involve the recall of a wide range of material, from specific facts to complete theories, but all that is required is the bringing to mind of the appropriate information. Knowledge represents the lowest level of learning outcomes in the cognitive domain. How: Define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state.
- Comprehension is defined as the ability to grasp the meaning of material. This may be shown by translating material from one form to another (words to numbers), by interpreting material (explaining or summarizing), and by estimating future trends (predicting consequences or effects). These learning outcomes go one step beyond the simple remembering of material, and represent the lowest level of understanding. How: Classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate.
- Application refers to the ability to use learned material in new and concrete situations. This may include the application of such things as rules, methods, concepts, principles, laws, and theories. Learning outcomes in this area require a higher level of understanding than those under comprehension. How: Apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write.
- Analysis refers to the ability to break down material into its component parts so that its organizational structure may be understood. This may include the identification of the parts, analysis of the relationships between parts, and recognition of the organizational principles involved. Learning outcomes here represent a higher intellectual level than comprehension and application because they require an understanding of both the content and the structural form of the material. How: Analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.
- Synthesis refers to the ability to put parts together to form a new whole. This may involve the production of a unique communication (theme or speech), a plan of operations (research proposal), or a set of abstract relations (scheme for classifying information). Learning outcomes in this area stress creative behaviors, with major emphasis on the formulation of new patterns or structures. How: Arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write.
- Evaluation is concerned with the ability to judge the value of material (statement, novel, poem, research report) for a given purpose. The judgments are to be based on definite criteria. These may be internal criteria (organization) or external criteria (relevance to the purpose) and the student may determine the criteria or be given them. Learning outcomes in this area are the highest in the cognitive hierarchy because they contain elements of all the other categories, plus conscious value judgments based on clearly defined criteria. How: Appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate.
- The affective domain affects learning, regardless of the subject or the method. Read the following examples showing how the affective domain comes into play with regard to learning. First are some examples of how the affective domain can have a positive impact on learning. This is followed by examples of how the affective domain can negatively impact learning. As you are reading, keep in mind the learning you will be creating and how you can incorporate the affective domain to positively impact your learning. Positive A teacher praises a young learner on the picture she is drawing. The child feels good about herself and is encouraged to challenge new areas. A trainer uses a think-aloud protocol in explaining how to add animation to PowerPoint presentations. The trainee(s) recognizes the value of using this type mental checklist and decides to use this in the future. An online interactive time line of women’s history Negative A piano teacher slams her fist down on the piano and asks the pupil why they are so dense and talent-less. The pupil go away feeling worthless and begin thinking of ways to get out of the next lesson. A lecturer in an introductory philosophy class spends the first half of class reading from the assigned text without looking up. Half of the students are talking among themselves or text messaging on the mobile phones. The few learners who were interested in the topic begin to feel that registering for the class was a mistake. A (boring) text-based time line of women’s sufrage.
- The system outlines a six step
- The system outlines a six step
- Listens to others with respect. Listens and remembers the name of newly introduced people.
- Participates in class discussions. Gives a presentation. Questions new ideas, concepts, models, etc. in order to fully understand them. Knows the safety rules and practices them.
- Valuing is based on the internalization of a set of specified values, while clues to these values are expressed in the learner’s overt behavior and are often identifiable. Examples: Demonstrates belief in the democratic process. Is sensitive towards individual and cultural differences (value diversity). Shows the ability to solve problems. Proposes a plan to social improvement and follows through with commitment. Informs management on matters that one feels strongly about.
- Recognizes the need for balance between freedom and responsible behavior. Accepts responsibility for one’s behavior. Explains the role of systematic planning in solving problems. Accepts professional ethical standards. Creates a life plan in harmony with abilities, interests, and beliefs. Prioritizes time effectively to meet the needs of the organization, family, and self.
- Internalizing values (characterization): Has a value system that controls the behavior. The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner. Instructional objectives are concerned with the student's general patterns of adjustment (personal, social, emotional)! Examples: Shows self-reliance when working independently. Cooperates in group activities (displays teamwork). Uses an objective approach in problem solving. Displays a professional commitment to ethical practice on a daily basis. Revises judgments and changes behavior in light of new evidence. Values people for what they are, not how they look.
- Psychomotor Domain, the area of observable performance of skills that require some degree of neuromuscular coordination. Mosby's Medical Dictionary, 8th edition. © 2009, Elsevier.
- Listening to the sounds made by guitar strings before tuning them. Recognizing sounds that indicate malfunctioning of equipment. Estimating where a ball will land after it is thrown and then moving to the correct location to handle that. Adjusting heat of stove to correct temperature by smell and taste of food.
- Knowing how to use a computer mouse. Having instrument ready to play and watching conductor at start of a musical performance. Showing eagerness to assemble electronic components to complete a task. Knowing and acting upon a sequence of steps in a manufacturing process. Recognizing one's abilities and limitations.
- Using a torque wrench just after observing an expert demonstrating its use. Experimenting with various ways to measure a given volume of a volatile chemical. Performing a mathematical equation as demonstrated. Following instructions to build a model.
- Demonstrating the ability to correctly execute a 60 degree banked turn in an aircraft 70 percent of the time. Using a personal computer. Repairing a leaking faucet.
- Proficiency is indicated by a quick, accurate, and highly coordinated performance, requiring a minimum of energy. Dismantling and re-assembling various components of an automobile quickly with no errors. Maneuvers a car into a tight parallel parking spot. Operates a computer quickly and accurately. Displays competence while playing the piano.
- Using skills how to operate an electric typewriter to operate a word processor. Responding effectively to unexpected experiences. Modifying instruction to meet the needs of the learners. Performing a task with a machine that it was not originally intended to do.
- Designing a more efficient way to perform an assembly line task. Constructing a new theory. Developing a new and comprehensive training program. Creates a new gymnastic routine.