Being, Doing & Knowing; The 3 Basic Principles of Achievement

Gaining A Basic Understanding of the Subject

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Comprehension involves bringing to mind previously learned knowledge related to the new learning. So they are familiar with the concepts of inertia, mass, force, acceleration. If during instruction these laws are tied together such that an understanding of one can be used to support understanding of the next, the chances are good that the students will learn the similarities and differences among them, and will be able to differentiate the examples that represent each of the theories or principles. The instructor could even use bowling or soccer as a more concrete example that most students would recognize.

This example later serves as a benchmark against which to check every other example they think of, so it pays to think it through thoroughly. Then the instructor or the students generate other examples of the principle.

Seeing or even categorizing positive and negative instances non-examples of the concept helps the students to clarify their understanding. The instructor can illustrate different relationships or characteristics of the concept by moving on to more complex or related examples, for example, using the example of how different strengths of the bowler would cause the ball to roll faster or slower.

In fact, the instructor could even invite the students to suggest other scenarios and what they might say about the concept. Incorporate practice and feedback.

One important component of learning at this level is practice and feedback. The principle just learned should become the foundation for learning future principles. Furthermore, the more the principle is used in future activities, the better and stronger the neural connections 12 , and the easier it will be to recall and use.

Unfortunately, research in the area of transfer has shown that many students fail to recognize that previously learned skills can be transferred to a new task situation unless they are prompted to do so However, the more often this type of spaced practice occurs, the higher the probability that learners will develop an orientation for transfer The students would get practice in the elaboration activity suggested above, and the results could be used by the teacher to reinforce correct understanding and remediate misunderstanding.

Practice and feedback can be accomplished in many different ways, from collaborative activity to computerized tutorials and quizzes. This practice allows students to get feedback on their understanding. Students value feedback, as it confirms their understanding or misunderstanding while learning is still taking place.

ASSESSING THIS OBJECTIVE

Be a role model for learning how to learn meta-cognition. You can exhibit skills that help students to see structure, to relate topics, and to organize information. When you do this kind of modeling, you provide a meta-cognitive assist. Students who follow your example are not only discovering what to learn, but how to learn it.

Even when dealing with knowledge level objectives, a teacher can show students how topics relate to and build on each other. Combining the modeling process with carefully chosen questions that lead students from one point to another is another strategy for engaging students in meta-cognitive activity. Consider using active learning or team-based methods. Content-heavy courses may not seem to be the right places for instructional methods that have been shown to enhance conceptual learning, but conceptual understanding can often help students make sense of the facts, terms, and organization of the subject.

It is the disassociation of facts, the frequent error of students presuming that memorization of bits of information is learning, that can be overcome by creating engaging problems and encouraging teamwork When you ask students to organize information or place it in context and that, in itself, can be a team assignment you help them to construct more complete knowledge.

Concept maps 16 are useful at this level because they provide a structural picture of the relationships of information and concepts. Students benefit from a clear description of how concept maps are constructed and with some training, they can use the technique themselves. In teams, they can then compare their work and discuss their reasons for their organization of the information.

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Of course, you will have to include some review of the team decisions in order to verify that students are on the right track, but this is a beneficial activity in itself, since it provides a review of the thought process needed to arrive at the correct response. Moving students from knowledge to comprehension.

Bloom states that translation can take one of three forms: While there may be any number of acceptable responses, the answer would have to include the following components: Instruction should include opportunities for lots of practice spaced out across the learning. Spaced practice is periodic use of the principles in dialog and other learning activities. Knowledge that is not practiced or used to support new knowledge quickly decays, and becomes inert knowledge.

Reminding students in successive class periods of what they learned before and having them do something with that information will keep it fresh and eventually more solidly stored in long term memory. This is the principle behind a spiral curriculum, in which the instruction returns to earlier principles but in more complex situations.

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An example would be moving from comprehension to application of a principle in a subsequent class period. Instruction that teaches comprehension level learning should be followed as soon as possible with application level activities. Applications are potentially more meaningful and motivating to students, especially if they have a manipulative and or emotional component, because they reinforce the conceptual understanding associated with comprehension. Because of this, it is worth the time and effort to teach it. Assessment of comprehension tasks follows the same pattern as the behaviors practiced in instruction.

The student can be asked to identify relevant theories or principles when given a scenario, or be asked to translate, interpret or extrapolate a particular principle within a range of conditions. However, assessment of comprehension should stay within the parameters described in the statement of instructional outcomes. That is, if learning is at the comprehension level, assessment should not test application or evaluation of the principles or concepts.

Collect formative evaluation data. Courses that most often require students to learn basic information are frequently offered in the first year and in large-enrollment settings and thus, they pose particular challenges. Your students probably have little experience with the content and they may not have sophisticated learning skills, so it is important to keep track of their progress and problems.

You cannot wait until mid-semester or later to assess learning and, keeping in mind the motivational notes above, it is often the case that non-graded assessments will be most effective in promoting learning without the threat of failure or possible discouragement that comes with errors. One effective technique for following progress is the use of knowledge surveys When their estimates are contrasted to actual responses, students become more aware of what they do and do not know, and the areas that need attention.

When you and your students know what needs attention, both teaching and learning become more efficient. Another approach that has been successful is to use new technologies, such as student response systems. Are We There Yet? Complete the feedback cycle. The divisions outlined are not absolutes and there are other systems or hierarchies that have been devised, such as the Structure of Observed Learning Outcome SOLO.

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However, Bloom's taxonomy is easily understood and is probably the most widely applied one in use today. The cognitive domain involves knowledge and the development of intellectual skills Bloom, This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills.

There are six major categories of cognitive an processes, starting from the simplest to the most complex see the table below for an in-depth coverage of each category:. The categories can be thought of as degrees of difficulties. That is, the first ones must normally be mastered before the next one can take place. Lorin Anderson, a former student of Bloom, and David Krathwohl revisited the cognitive domain in the mid-nineties and made some changes, with perhaps the three most prominent ones being Anderson, Krathwohl, Airasian, Cruikshank, Mayer, Pintrich, Raths, Wittrock, This new taxonomy reflects a more active form of thinking and is perhaps more accurate.

The new version of Bloom's Taxonomy, with examples and keywords is shown below, while the old version may be found here. Quote prices from memory to a customer. Recite the safety rules. Comprehending the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words.

Rewrite the principles of test writing. Explain in one's own words the steps for performing a complex task. Translate an equation into a computer spreadsheet. Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place. Use a manual to calculate an employee's vacation time.

Apply laws of statistics to evaluate the reliability of a written test. Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences. Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in reasoning. Gathers information from a department and selects the required tasks for training. Fishbowls , debating, questioning what happened, run a test. Select the most effective solution. Hire the most qualified candidate.

Explain and justify a new budget. Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure. Write a company operations or process manual. Design a machine to perform a specific task. Integrates training from several sources to solve a problem.

Revises and process to improve the outcome. Bloom's Revised Taxonomy not only improved the usability of it by using action words, but added a cognitive and knowledge matrix. While Bloom's original cognitive taxonomy did mention three levels of knowledge or products that could be processed, they were not discussed very much and remained one-dimensional:. In Krathwohl and Anderson's revised version, the authors combine the cognitive processes with the above three levels of knowledge to form a matrix.

In addition, they added another level of knowledge - metacognition:. When the cognitive and knowledge dimensions are arranged in a matrix, as shown below, it makes a nice performance aid for creating performance objectives:. However, others have identified five contents or artifacts Clark, Chopeta, ; Clark, Mayer, A Taxonomy for Learning, Teaching, and Assessing: A revision of Bloom's Taxonomy of Educational Objectives.

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