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Homework answers / question archive / ASSIGNMENT INSTRUCTIONS Overview You have learned about specific goals/objectives, classification systems, and evidence-based instructional models
ASSIGNMENT INSTRUCTIONS
Overview
You have learned about specific goals/objectives, classification systems, and evidence-based
instructional models. This assignment will allow you to explore these topics and to develop ideas
for your curriculum change plan. With this assignment, you will develop a clear plan for
essential curriculum change plan implementation considerations.
Instructions
1. Download the Curriculum Change Plan: Part 4 - Approaches to Implementation
Template.
2. Complete the Curriculum Change Plan: Part 4 - Approaches to Implementation
Template. Review the template section descriptions below.
? Objectives
o Develop three detailed, measurable objectives based on your knowledge of
domains of learning. Explain how the objectives align with three domains of
learning. For example, domains include cognitive, affective, and psychomotor
areas.
? Classification System
o Discuss one selected classification system and detail how it aligns to your
objectives. For example, explain how your objectives align with a classification
system theory, such as Bloom’s Taxonomy.
? Instructional Model
o Describe and reflect on the instructional model that you plan to use for your
curriculum change plan. For example, if you select the scaffolded instruction
model, explain and analyze how it might affect your curriculum change plan
efforts. Describe how your selected instructional model will influence your plans
for standards, classroom practices, instructional time usage, materials, and
assessments. Describe why your selected instructional model applies to your
curriculum change plan the most.
The Cognitive Domain
The Psychomotor Domain
The Affective Domain
Author Note
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to
Email:
Hoque (2016) elaborates that learning objectives depend on the three learning domains: cognitive domain, psychomotor domain, and affective domain. These three domains shape the primary learning objectives encompassing knowledge, skills, and attitudes aspects. In 1956, Dr. Benjamin Bloom, with other researchers, developed this system known as the Bloom Taxonomy of Learning Domains. These researchers elaborated that learning is a daily activity that develops mental skills, attitudes and personal attributes, and physical skills. Therefore, they incorporated these aspects as the primary learning domains. Consequently, this curriculum change plan will rely on these three factors to develop its learning objectives.
According to Sonmez's Model of the association between the various learning domains, the cognitive aspect encompasses five significant aspects: knowledge, comprehension, application, analysis, and synthesis (Sönmez, 2017). This report also elaborates that these aspects feature vertical progressivity. Thus, each successive step is a prerequisite of the other, indicating that learners must complete one step before moving to the next. This factor creates the necessary guideline for learning objectives under the cognitive domain in this learning system. Additionally, educators must evaluate learning for each aspect before teaching the next item to ensure comprehensive cognitive development.
The curriculum change I have proposed focuses on a personalized learning model for learners. Given the cognitive domain discussion, this proposed curriculum change means that educators should evaluate all learners' five elements of cognitive knowledge. Additionally, educators should tailor their evaluation guidelines or procedures to each learner. Finally, educators should consider that learners have different academic needs. For instance, some learners might advance through these steps slowly than their counterparts. Educators should acknowledge this fact and customize their teaching to suit each learner and their different academic needs.
This domain deals with the development, utilization, and coordination of motor skills. It comprises seven categories of objectives: perception, readiness to act, guided response, mechanism, adaptation, complex overt response, and origination (Hoque, 2016). Additionally, the evaluation of the psychomotor domain follows five steps like the cognitive domain under Sonmez's Model. These steps are excitement, manual control, skills, fitting situations, and creating (Sönmez, 2017). This study explains that these steps are consecutive and progressive, meaning the previous one is a prerequisite of the next. Nonetheless, the objectives under the psychomotor domain align with these progressive evaluation steps.
Based on the assessment above, my proposition for a curriculum change should enable learners to develop skills based on their competencies. This objective ties to the psychomotor domain's objectives and evaluation guidelines. As indicated above, learners have different needs and capabilities. Educators under a personalized learning model should understand this concept to enable them to implement the model. These teachers should understand their learners' divergent or personal psychomotor capabilities and needs and tailor their learning process to accommodate each student. This factor will allow all students to develop appropriate psychomotor skills and fulfill this domain's requirements.
The affective domain incorporates learners' attitudes and personalities. Hoque (2016) explains that the affective domain includes how learners emotionally deal with their circumstances and environment. It includes five phenomena: receiving, responding, valuing, organization, and characterization. These factors help learners develop this domain from the fundamental aspects of being aware of one's feelings to internalizing values and using them to shape one's attitude or personality traits. Additionally, Sonmez's Model concurs with these five phenomena and explains their value in shaping learners' emotional responses to their internal and external environments (Sönmez, 2017).
The objectives under this learning domain will be selecting appropriate teaching methods that encompass its five phenomena. If education is serious in helping learners with different needs and abilities develop their three learning domains, teachers must be more selective in their pedagogical styles. Therefore, teachers must incorporate teaching approaches encompassing the affective domain, such as cooperative learning (Casey & Fernandez-Rio, 2019). Therefore, my proposed curriculum change will require teachers to select or develop pedagogical approaches that cater to their learners' affective domain. Additionally, these approaches must address learners' diverse attitudes and personalities.
Bloom's Taxonomy is the most applicable classification system for this proposed curriculum change analysis. Dr. Benjamin Bloom and other researchers such as David Krathwohl established this classification system in 1956, and it underwent development until 1972 (Hoque, 2016). During this period, Dr. Benjamin Bloom and other researchers continued developing this taxonomy's learning domains. Following its continuous development, Bloom's Taxonomy has become an effective classification system that guides education stakeholders in providing a holistic learning model and environment for learners. Furthermore, Bloom's Taxonomy helps educators formulate appropriate learning objectives that they can pursue through various system approaches (Gordon et al., 2019).
Bloom's Taxonomy encompasses three learning domains as discussed above: cognitive, psychomotor, and affective domains. The cognitive domain involves acquiring and using knowledge, while the psychomotor domain involves developing, memorizing, and replicating motor skills. In contrast, the affective domain refers to understanding one's emotions and handling emotions in different circumstances and environments. Therefore, the curriculum change that I have proposed should align with these domains' objectives and the hierarchy system under Bloom's Taxonomy. This factor will ensure a practical and productive curriculum design that benefits learners' development factors and needs (Masapanta-Carrión & Velázquez-Iturbide, 2018).
The cognitive domain aligns with my objectives since it highlights the evaluation steps that educators should follow in various learning systems. Gordon et al. (2019) explain that education that utilizes a systems approach has more productive outcomes. The learning model that my curriculum change proposes is a personalized learning system. This model requires educators to familiarize themselves with all their students, understand their academic and developmental needs and capacities, and tailor their pedagogical approach to each learner's needs and capacities (Murphy et al., 2016). Moreover, this curriculum change emphasizes building knowledge, comprehension, and analysis capabilities among learners. The cognitive domain in Bloom's Taxonomy aligns with these objectives.
The psychomotor domain under Bloom's Taxonomy also aligns with my objectives for the proposed curriculum changes. The psychomotor domain incorporates various competencies such as manual operations, skill development and replication, and creativity. The curriculum change I have proposed believes that these competencies are critical in the modern world. Learners should develop necessary psychomotor skills to perform various manual operations that are relevant in different fields. This factor will also allow them to build skills from various challenges they encounter in their social interactions. The psychomotor domain relates to all these objectives. However, these objectives should be specific to each learner based on the personalized learning model's requirements.
The affective domain under Bloom's Taxonomy aligns with the final category of my proposed curriculum change objectives. This domain indicates that learners should be aware of their emotions and learn how to harness them in different environments and circumstances. The objective that aligns with this domain is that learners who follow the personalized learning curriculum grow and develop holistically. These learners should not merely focus on their academic prowess; instead, they should develop all aspects of their personalities, including their emotions. The Bible, in Colossians 3:15, states that "Let the peace of Christ rule in your hearts, since as members of one body, you were called to peace. And be thankful" (Colossians 3:15 NIV). This verse illustrates the importance of understanding and charting one's emotional development.
Under the personalized learning curriculum change, the instructional model will feature two critical concepts: scaffolding and competency-based progression. Scaffolding is an instructional model where educators divide new concepts to ensure students grasp them easily. In scaffolding under the personalized learning model, teachers will divide learning concepts into various parts and assess their students' capabilities to grasp each concept progressively. In addition, teachers should understand learners' unique capabilities and needs and tailor their help to each student to help them through each part. This system will align the scaffolding concept with the requirements of a personalized learning curriculum.
Instructors will apply competency-based progression after scaffolding. (Levine & Patrick, 2019) defines competency-based progression as a learning model in which learners progress through educational stages or concepts based on their mastery of the previous stage or concept. Therefore, instructors will evaluate each learner's progress in the three domains under Bloom's Taxonomy to determine whether they will progress to a new concept. As demonstrated above, this system requires instructors to understand each learner's needs and capabilities and suit their instructions to these differences.
