THE TWO MINDSETS:
- Growth Mindset
- Fixed Mindset
COGNITIVE DOMAIN – the thinking domain
Behavioral objectives will relate to the:
Knowledge
Comprehension – ability of the learner to demonstrate and understanding the
application; the ability of the learner to use the ideas or principle
Application
Analysis – the ability of the learner to recognize and structure information by breaking it
down to its constituent part and specifying their relationship between parts. Pre-requisite
behaviors: Knowledge, Comprehension, and Application
Synthesis – the ability of the learner to put to together parts and elements as a unified
whole, or creating a unique product. Pre-requisite behaviors: Knowledge,
Comprehension, Analysis, and Application
Evaluation – the learner will judge the value of something such as redesign, action, or by
applying appropriate standards or criteria. Pre-requisite behaviors: Knowledge,
Comprehension, Analysis, Synthesis, and Application
PSYCHOMOTOR DOMAIN – the physical, kinesthetic, or skills domain. Includes
acquiring the fine and gross motor activities
The levels of psychomotor domain:
Perception – the ability to show a sensory awareness of the objects
Set – the ability of the learner to exhibit readiness, to take a particular time of actions
such as following directions or through the expression of willingness
Guided response – the ability of the learner to exert effort via overt actions under the
guidance of an instructor or a teacher it could be an imitation, observation of the
behavior, or coaching in compliance of the directions
Mechanism – the ability to repeatedly perform the steps of the desired skills in a certain
degree of confidence in taking mastery up to the extent that some or all aspects of the
process become habitual. A form of repetition until the mastery level is achieved.
Complex Overt Response – the ability of the learner to automatically perform a complex
motor act with independence and high degree of skill without hesitation and with a
minimum expenditure of time and energy. There is a performance of an entire sequence,
performance of a certain procedure without the need to attend to certain details.
Adaptation – the ability of the learner to modify or adapt a motor process to suit the
individual or various situations.
Origination- the ability to create new motor acts such as novel ways of manipulating
objects or materials.
AFFECTIVE DOMAIN – feeling domain, learning in this domain include an increasing
internalization or commitment to feelings expressed as emotions, interests, attitudes,
values, and appreciations
The levels of affective domain:
Receiving – the ability of the learner to show awareness of an idea, fact, or
consciousness of a situation or invent in the environment
Responding – ability to respond to an experience at first obediently and later willingly
and with satisfaction. Movement from denial towards voluntary acceptance which can
give the feeling of pressure or enjoyment as a result of new experience.
Valuing – the ability to regard or accept the worth of a theory, idea, or event.
Organization -the ability to organize, classify, and prioritize values. Integrating a new
value to a general set of values.
Characterization – to integrate values in a total philosophy or worldview. Shows
commitment and firm consistency of concepts
Teaching effectively is a learned skill. Development of this skill requires knowledge of the
educational process, including the instructional methods available and ways to use them with a
variety of learners and settings. Stimulating and effective learning experiences are designed,
not accidental.
When learners know what is expected of them. It has been claimed that they learn regardless of
the methods or tools used for teaching. However, the teacher functions in a vital role by
providing guidance and support for learning. In addition, the influence of appropriate methods to
meet the needs of learners should not be underestimated. There is no one perfect method for all
learners and learning experiences.
Instructional Strategy. The overall learning plan for a several learning experience. It involves the
use of one or several methods of teaching, and it encompasses both the content and the
process that will be used to achieve the desired outcomes of instruction.
Instructional Methods. The techniques or approaches the teacher uses to bring the learner into
contact with the content to be learned. It can be categorized in many ways. The rationale for the
classification reflects whether the learner’s role is active or passive. The technique is student-or-
instructor-centered, or the focus is the content.
Types of instructional methods:
- Traditional. Lecture, one-to-one instruction, group discussion, demonstrations, and
return demonstrations
- Non-traditional (interactive). Gaming, roleplaying, simulation, self-instruction activities,
role-modeling, distance learning
Selection of Instructional Methods
The process of selecting an instructional method requires a prior determination of the
behavioral objectives to be accomplished and an assessment of the learners who will be
involved in achieving the objectives. Also, consideration must be given to available resources
such as time, money, space, and materials to support learning activities. The teacher is
also an important variable in the selection and effectiveness of a method.
Methods. Ways or an approach or a process to communicate information.
Instructional materials or tools. The actual vehicles by which information is shared with the
learner.
EVALUATION OF INSTRUCTIONAL METHODS (refer to screenshot)
Increasing Effectiveness of Teaching
- Present information enthusiastically
- Include humor
- Exhibit risk-taking behavior
- Deliver material dramatically
- Choose problem-solving activities
- Serve as a role model
- Use anecdotes and examples
- Use technology
- What specific age group are you teaching
General Principles of Instructional Materials
- The teacher must be familiar with media content before a tool is used
- Print and nonprint materials do change learner behavior by influencing a gain in
cognitive, affective, or psychomotor skills
- No on tool is better than another in enhancing learning. The suitability of any particular
medium depends on many variables
- The tools should complement the instructional methods
- The choice of media should be consistent with subject content and match the tasks to be
learned to assist the learner in accomplishing predetermined behavioral objectives
- The instructional materials should reinforce and supplement-not substitute for – the
educator’s teaching efforts
- Media should match the available financial resources
- Instructional aids should be appropriate for the physical considerations and the learning
environment such as size and seating of the audience, acoustics, space, lighting, and
display hardware (delivery mechanisms available)
- Media should complement the sensory abilities, developmental stages, and educational
level of the intended audience.
- The message imparted by instructional materials must be accurate, valid, authoritative,
up-to-date, state-of-the-art, appropriate, unbiased, and free of any unintended messages
- The media should contribute meaningfully to the learning situation by adding diversity
and additional information
CHOOSING INSTRUCTIONAL MATERIALS
Making appropriate choices of instructional material depends on a broad understanding of 3
major variables: (1) characteristics of the learner (2) characteristics of the media that make them
suitable for achieving the objectives of the task, and (3) characteristics of the task to be
achieved.
A useful mnemonic for remembering these variables is LMAT: LEARNER. MEDIA. AND TASK.
The 3 Major Components of Instructional Materials
Whatever instructional method is used, decisions will also have to be made regarding the media
necessary to help communicate information.
The delivery system, content, and presentation are the three major components of media
that should be kept in mind when evaluating print and non-print materials for potential
instruction.
TYPES OF INSTRUCTIONAL MATERIALS
- Written materials
- Commercially prepared materials
- Self-composed materials
- Demonstration materials
- Video learning resources
- Telecommunications Learning Resources
