'''Unit 1:''' Differentiating Between Psychomotor, Cognitive, and Affective Domains of Instruction
If you would like to access the Mini-Course Overview page, Click on this link: Assessing Psychomotor Skills Through Video Recordings in Radiologic Technology
Before we begin assessing student abilities, it is important to recognize which skills are which. This first unit will prepare learners to differentiate the three learning domains - cognitive, affective, and psychomotor domains.
Course Learning Objective:
Participants will be able to:
- Acknowledge the difference between cognitive, affective, and psychomotor domains of instruction.
The To Do List!
-Read the article called The Classification of Educational Objectives, Psychomotor Domain by Elizabeth Jane Simpson on the three domains of instruction. Click on the following link to open up the pdf document. When document opens up, use the back arrow in the upper left corner to get back to the mini-course page. It is a good idea to save the document on your computer so that it may be accessed while still remaining on mini-course page: https://files.eric.ed.gov/fulltext/ED010368.pdf
-In the Discussion tab in the upper left corner, After reading the article by Simpson, discuss the following: What have you learned about the psychomotor domain of instruction? What types of jobs or settings apply the psychomotor domain to their practice? How does the psychomotor domain connect with the cognitive and affective domain? Respond to 2 classmates after they have posted their discussion. In your response, you must site the Simpson article and one other scholarly article.
-Perform matching activity of applicable examples that apply to each of the domains of instruction. The activity is located at the bottom of this module and is labeled "Matching Activity." Test your knowledge on the domains of instruction!
Mini-Lecture
The domains of instruction were identified by a psychologist by the name of Benjamin Bloom and his colleagues in 1956 (Larson & Lockee, 2014, p. 101). These three domains of instruction are listed below:
- Cognitive (Knowledge) - Examples include memorization of material, attention, processing of information (visual and auditory), logic, reasoning, and processing speed.
- Affective (Values and Attitudes) - Examples include feelings, values, appreciation, motivation, and attitude.
- Psychomotor (Physical Skills) - Examples include skills utilizing hand-eye coordination such as throwing a ball, driving a car, operating a machine, playing an instrument or typing. (See References section at the bottom for links in which specific examples of each domain were located).
Each of the three domains contain learning outcomes which are placed in a taxonomy. A taxonomy can be thought of as a hierarchy of achievement. The images to the right represent staircases or pyramids of achievement. Going from the bottom of the stairway to the top, learning outcomes become more difficult or involved. Once one level in the pyramid has been reached, the next level of the pyramid puts the learner to the test. Ultimately when you have reached the top of the stairway, you have reached the highest order of thinking or maximum level of performance within that domain of instruction. Each learning outcome is linked with actions or examples that indicate how that Learning outcome may be achieved within that taxonomy.
For example: The Cognitive Domain's first learning objective is Knowledge. In order to have knowledge, one must be able to recall and/or recognize information. When a question is asked and the correct answer is provided, then recognition or recall of information has occurred. Similarly, if a word is recognized through reading, more information can then be understood about that word. At this point, the Knowledge learning objective in the cognitive domain would be satisfied. Then the learner is brought to the next learning objective where they are able to comprehend and interpret information. Once each successive learning objective has been achieved the next learning outcome becomes unveiled.
Matching Activity
It is time to put your learning to the test! We now have basic understanding of what each domain of instruction entails. Now, let's see if we can use the information that was learned and apply it to the field of Radiologic Technology. Each number below will correspond with a statement or phrase. There will then be a blank space provided. Copy these numbers and phrases into a Word Document. In the blank spaces that are provided, type in a "C" to indicate that the activity is a cognitive skill, "A" for an affective skill, and "P" for a psychomotor skill.
1. Student is able to recall that the centering for a PA chest x-ray is T7 ____________.
2. Student is motivated to learn new material _______________.
3. Student accepts constructive criticism easily ____________.
4. Student palpates the inferior angle of the scapula to double check centering for a PA chest x-ray. ____________.
5. Student recognizes that an increase in mAs will result in an increase in patient dose ____________.
6. Student places a 14x17 image receptor in the upright bucky for a PA chest x-ray ____________.
References
https://www.thebalance.com/cognitive-skills-definition-and-examples-2063736
http://www.nwlink.com/~donclark/hrd/Bloom/affective_domain.html
https://www.quora.com/What-are-psychomotor-skills-What-are-some-examples
Larson, Miriam B, and Barbara B Lockee. Streamlined ID: A Practical Guide to Instructional Design. New York, NY, Routledge, 2014.
Unit 1 is completed! Move on to Unit 2! Click on Link Below.
Move Ahead to:
'''Unit 3:''' Assisting Students With the Self-Assessment Process of Their Psychomotor Abilities