The document discusses factors essential for creating a successful learning environment, emphasizing individual learning styles, a standards-based curriculum, and effective behavior management. It outlines the three domains of learning (cognitive, affective, and psychomotor) and details four learning modalities (auditory, visual, tactual, and kinesthetic), advocating for instructional methods that suit each learner's strengths. Additionally, it highlights critical principles of behavior management to foster a conducive educational atmosphere.

1. Analyzing the Learning Environment
William Allan Kritsonis, PhD
Questions that should be considered when reading this chapter:
• What factors contribute to a successful learning environment?
• What are the three domains of learning?
• What the four learning style modalities?
• What is a standard-based curriculum?
• What are the six principles of behavior management?
The basic goal in education is to establish and maintain a successful
learning environment. Educational leaders should consider several factors in
the effort of creating a learning environment that is conducive to successful
learning. Among these factors to be considered are the allowances made for
the student’s learning styles and the acknowledgements of the impact it has
on quality education. The needs of the learner should be the basics for all
instructional methodologies and curriculum design. Another factor to
consider in successful learning environments is effective behavior
management. Behavior management is a foundation in successful learning
environments.

2. Learning Domains:
A comprehensive definition of learning style has been adopted by the
national task force, comprised of leading theorists in the field and sponsored
by the National Association of Secondary School Principals. This group
defined "learning styles" as the composite of characteristic cognitive,
affective, and physiological factors that serve as relatively stable indicators
of how a learner perceives, interacts with, and responds to the learning
environment (Keefe, 1979). These factors are direct consequences of
Bloom’s Taxonomy developed in 1956.
Bloom’s Taxonomy defines the cognitive domain as the acquisition of
knowledge. It has three instructional levels including fact, understanding,
and application. The fact level is a single concept and uses verbs like define,
identify, and list. The understanding level puts two or more concepts
together. Typical verbs for this level include describe, compare and contrast.
The application level puts two or more concepts together to form something
new. Typical verbs at this level include explain, apply, and analyze (Vogler,
1991).
The affective domain is defined through Blooms as being based upon
aspects of behavior. The three levels in the domain are awareness,
distinction, and integration. The verbs for this domain are limited to words

3. like display, exhibit, and accept. The first two levels are cognitive;
integration is behavioral and requires the learner to evaluate and synthesize
(Vogler, 1991).
The psychomotor domain of Bloom’s Taxonomy is skill oriented. The
student produces products. The three practical instructional levels include
imitation, practice, and habit. The psychomotor domain is based on a
demonstration delivery and the first level, imitation, will be a return of the
demonstration. The practice level will be a proficiency building experience
that may be conducted by the student without direct supervision. The habit
level is reached when the student can perform the skill in twice the time that
it takes an expert to perform (Bloom,1956).
Learning Styles
Teaching individuals through their learning-style strengths improves
their achievement, self-esteem, and attitudes toward learning (Dunn &
Dunn, 1999). Children learn in different ways and should be taught in the
method that is conducive to their learning style. These learning styles
involve four modalities: auditory, visual, tactual and kinesthetic.
Children who are auditory learners find it easy to learn by listening.
They enjoy dialogues, discussions, and plays. They often do well working
out solutions or problems by talking them out. They are easily distracted by

4. noise and often need to work where it is relatively quiet. Students often do
best using recorded books (Learning, 2000). Often information written down
will have little meaning to the auditory learner until it has been heard - it
may help auditory learners to read written information out loud.
Visual learners make up around 65% of the population (Learning
Styles, 2000). Students who have visual strength or preference like the
teacher to provide demonstrations. They find it easy to learn through
descriptions. They often use lists to keep up and to organize thoughts. They
often recognize words by sight. They often have well developed
imaginations. Visual learners relate most effectively to written information,
notes, diagrams and pictures. Typically they will be unhappy with a
presentation where they are unable to take detailed notes - to an extent
information does not exist for a visual learner unless it has been seen written
down. This is why some visual learners will take notes even when they have
printed course notes on the desk in front of them (Dunn & Dunn,1999).
Tactile learners are students who have an tactual strength or
preference often do best when they take notes either during a lecture or when
reading something new or difficult. They often like to draw or doodle to
remember. They do well with hands-on such as projects, demonstrations, or
labs (Learning Styles, 2000).

5. Kinesthetic learners make up around 5% of the population (Learning
Styles, 1996). Kinesthetic learners are students who have a kinesthetic
strength or preference often do best when they are involved or active. These
students often have high energy levels. They think and learn best while
moving. They often loose much of what is said during lecture and have
problems concentrating when asked to sit and read. These students prefer to
do rather than watch or listen. Kinesthetic Learners learn effectively
through touch and movement and space, and learn skills by imitation and
practice. Predominantly kinesthetic learners can appear slow, in that
information is normally not presented in a style that suits their learning
methods.
Curriculum Design
Curriculum development is an issue facing many school districts. The
accountability issue along with the need for standard implementation has
caused districts to feel an urgency to design a curriculum which is
assessment driven. Many educators and advisory groups emphasize high
standards as an important factor in improving the quality of education for
all students. As a result, schools and districts are looking at ways to develop
a high-quality curriculum that is based on standards (Pattison & Berkas,
2000).

6. "The standards-based movement in America is on solid footing and is
slowly but surely changing the way we think of teaching and learning in
America's classrooms," states the American Federation of Teachers (1999).
"Nearly three-fourths of the teachers who have worked with standards for at
least six years say the standards have had a positive impact on their schools."
(p. 12). Ravitch (1995) adds, "Standards can improve achievement by
clearly defining what is to be taught and what kind of performance is
expected" (p. 25). Many efforts to improve education begin with the process
of integrating standards into the curriculum.
"The idea behind standards-based reform is to set clear standards for
what we want students to learn and to use those academic standards to drive
other changes in the system," notes the American Federation of Teachers
(1999). Standard-based curriculum development includes not only
curriculum but it includes instruction, and assessment but also professional
development, parent and community involvement, instructional leadership,
and the use of technology and other resources. Curriculum development is a
continual process.

7. Behavior Management
Management of student behavior is a major concern of teachers
because of its importance in establishing a successful learning environment.
Creating the opportunity to learn and develop both academic and behavioral
skills is essential to an effective classroom. The overall purpose of behavior
management is to aid students in displaying behaviors conducive to learning
(Instructional Resources, 2000).
Behavior management is a process that involves strategies that assist
in managing students and promoting positive behavior. There are six
principles that should be considered in the process of creating a successful
learning environment:
• Negative consequences sometimes change behavior, but they
do not change attitude.
• Only positive reinforcement strategies produce long-term
attitudinal change.
• Negative consequences do not improve the behavior of
impulsive children and frequently increase the frequency and
intensity of misbehavior.

8. • Cognitive control of behavior can be learned through the use of
appropriate positive reinforcement systems.
• Positive reinforcement systems must be incremental in nature
such that the child can directly observe even small
improvements in behavior.
• You must always reinforce the final compliance with adult
authority no matter how long it takes to get there (Walker,
1997).
Behavior is a concern for educators because it is related to effective learning
from both the student's and teacher's perspective. When a classroom is free
of behavior disruptions, students can use classroom time for effective
learning.
A successful learning environment is the ultimate goal of all school
districts. Certain factors should be considered in the quest for this ultimate
goal. Individual learning styles, curriculum aligned with academic standards
and maintaining effective behavior management are factors that should be
used in the analysis of successful learning environments.

9. Definitions:
• Learning Style: the composite of characteristic cognitive, affective,
and physiological factors that serve as relatively stable indicators of
how a learner perceives, interacts with, and responds to the learning
environment (Keefe, 1979).
• Cognitive domain: the acquisition of knowledge (Bloom, 1956).
• Affective domain: based upon aspects of behavior (Bloom, 1956).
• Psychomotor domain: based upon skill acquisition (Bloom, 1956).
• Standards-based reform: is to set clear standards for what we want
students to learn and to use those academic standards to drive other
changes in the system (AFT, 1999).
• Behavior management: the process that involves strategies that assist
in managing students and promoting positive behavior (Walker,
1997).

10. Links
Learning Styles and Domains:
Applying What We Know Student Learning Styles:
http://www.csrnet.org/csrnet/articles/student-learning-styles.html
Learning Styles: Nurturing the genius in each child:
http://www.geocities.com/~educationplace/ls.html
How Your Learning Style Affects Your Use of Mnemonics:
http://www.mindtools.com/mnemlsty.html
Curriculum Design:
Critical Issue: Integrating Standards into the Curriculum
http://www.ncrel.org/sdrs/areas/issues/content/currclum/cu300.htm
What a Curriculum Should Contain:
http://www.ils.nwu.edu/e-for-e/nodes/NODE-72-pg.html
Behavior Management:
Behavior Articles:
http://cpt.fsu.edu/tree/behavior.html
Six Principles of Behavior Management:
http://www.wm.edu/TTAC/articles/challenging/six.htm
Behavior Management:
http://www.para.unl.edu/para/Behavior/Intro.html