epsy 430 behavioral constructs behavioral constructs three behavioral domains

EPSY 430

Behavioral

Constructs

Behavioral Constructs

S im p leK n ow led g e

K n ow led g e o fa P rocess

K n ow led eg e

M od e

M essag e

C om p reh en s ionof a

C om m u n ica tion

R e la tion sh ip

E xam p le /N on exam p le

C on cep tu a liza tion A p p lica tion B eyon dA p p lica tion

In te llec tu a l

C og n it ive D om ain

A p p rec ia tion

W illin g n ess -to -A c t

W illin g n ess -to -A d voca te

A ffec tive D om ain

V o lu n tary M u sc leC ap ab ility

A b ility to P erfo rma S p ec ific S k ill

P sych om otor D om ain

Three Behavioral Domains

Behavioral Constructs

Sim pleKnowledge

Knowledge ofa P rocess

Knowledege

M od e

M essag e

C om prehensionof a

C om m unication

R ela tion sh ip

E xam p le /N on exam p le

C onceptualization Application BeyondApplication

In te llectua l

Cognitive Dom ain

Bloom’s Lower Level Thinking Skills Bloom’s Higher Level

Thinking Skills

--analysis

--synthesis

--evaluation

Behavioral Constructs

Sim pleKnowledge

Knowledge ofa P rocess

Knowledege

M od e

M essag e

C om prehensionof a

C om m unication

R ela tion sh ip

E xam p le /N on exam p le

C onceptualization Application BeyondApplication

In te llectua l

Cognitive Dom ain

Behavioral Constructs

S im pleKnowledge

Knowledge ofa P rocess

Knowledege

Cognitive Dom ainRemembering some specific content

if the content for students to remember involves a

single response

to a particular stimulus

This does not necessarily mean that there is only “one right answer.”

if the content for students to remember is a

sequence of steps

in a procedure

--memory level

--recite and recall

Behavioral Constructs

M od e M essag e

C om prehensionof a

C om m unication

R ela tion sh ip E xam p le /N on exam p le

C onceptualization Application BeyondApplication

In te llectua l

Cognitive Dom ain

deals with higher levels of thinking

--rationalization

focuses on students ability to extract and interpret meaning from expressions

determining the implicit or explicit meaning of a message

doesn’t necessarily show long-term comprehension

focuses on the student’s ability to RECEIVE messages; checks HOW the student is getting information

focuses on student’s ability to interpret the meaning; paraphrasing

Behavioral Constructs

M od e M essag e

C om prehensionof a

C om m unication

R ela tion sh ip E xam p le /N on exam p le

C onceptualization Application BeyondApplication

In te llectua l

Cognitive Dom ain

use of inductive reasoning

student discovery of why a particular relationship exists

student distinguishes an example of a particular concept from a non-example

Ex:// Conceptualization of a Relationship

Steps to “solving:”

1. The child has to recognize that the image in the left column.

2. The child has to recognize this image begins with a “b” sound.

3. The child has to recognize the images to the right.

4. The child has to recognize that one of these images does not begin with a “b” sound.

Ex:// Conceptualization of a Relationship

What if the child selects this option?

What might this answer tell you about the child?

Some Possibilities:

1. The child doesn’t know beginning sounds.

1. The child thinks that this is a “magazine,” and that the second item is “blunt-edge scissors.”

3. The child’s experience may not include items that are depicted or may include different identifying words for these images.

Ex:// Conceptualization: Example/Non-example

Steps in “solving” the task:

1. Determine which shapes are circles.

2. Color them “red.”

3. Repeat with next shape and color.

How many circles are there?

ANSWER: 7

Behavioral Constructs

M od e M essag e

C om prehensionof a

C om m unication

R ela tion sh ip E xam p le /N on exam p le

C onceptualization Application BeyondApplication

In te llectua l

Cognitive Dom ain

use deductive reasoning to determine HOW to solve a specified problem

requires student to decide how to utilize, if at all, a particular concept, relationship, or process to solve a problem

Ex:// ApplicationSteps to “solving”:

1. The student has to recall the correct rules for capitalization which he or she has learned.

2. The student has to determine which of the rules for capitalization, if any, apply in the sentence provided.

A. Are the capitals that are utilized in the given sentence done so following a given rule?

B. Are there any sentences that don’t utilize capitals in places specified by a rule?

Behavioral Constructs

M od e M essag e

C om prehensionof a

C om m unication

R ela tion sh ip E xam p le /N on exam p le

C onceptualization Application BeyondApplication

In te llectua l

Cognitive Dom ain

focuses on a student’s utilization of creative and analytical thinking to examine, produce, or judge content

includes Bloom’s Taxonomy components of analysis, synthesis, and evaluation

Ex:\\Beyond ApplicationSteps to “solving”:1. Students need to read the given text and

distinguish where ideas (sentences) begin and where they end. [evaluation and synthesis]

*Doing this requires careful and repeated reading as some words or phrases might end a sentence or begin the next. A decision as to which enhances or best expresses intended meaning must be made.

2. Students have to analyze which words may need capitals. All rules would need to be considered and decisions made as to which are appropriate in the given text.

3. Students have to analyze which punctuation mark is appropriate for the sentences they have identified.

Behavioral Constructs

A p p rec ia tion W illin g n ess -to -A c t W illin g n ess -to -A d voca te

A ffec tive D om ain

Behavioral Constructs

V o lu n ta ry M u sc leC ap ab ility

A b ility to P erfo rma S p ec ific S k ill

P sych om oto r D om ain

Behavioral Constructs

S im p leK n ow led g e

K n ow led g e o fa P roc es s

K n ow led eg e

M od e

M ess ag e

C om p reh en s iono f a

C om m u n ic a tion

R e la tion sh ip

E xam p le /N on exam p le

C on cep tu a liza tion A p p lica tion B eyon dA p p lica tion

In te llec tu a l

C og n it ive D om a in

A p p rec ia tion

W illin g n es s -to -A c t

W illin g n es s -to -A d voca te

A ffec tive D om ain

V o lu n ta ry M u sc leC ap ab ility

A b ility to P e rfo rma S p ec ific S k ill

P s yc h om oto r D om ain