The affective domain includes sis categories, namely receiving phenomena, responding to phenomena, valuing, organization, and internalizing values. Finally, the psychomotor domain contains seven categories, namely perception, set, guided response, mechanism, complex overt response, adaptation, and origination (Rosenberg, Westling, & McLeskey, 2007). Each of the three domains of learning contains verbs that trainers find to be significant in setting goals, which learners must achieve by the end of a lesson.
Some goals in the Unit Planning Form contain verbs from Bloom’s Taxonomy. Among the goals in the planning form is to compare and contrast weathering and erosion after the learning process. Compare and contrast are the two verbs from Bloom’s Taxonomy. These verbs belong to analysis and evaluation, which are among the categories of the cognitive domain. In the original cognitive domain, analysis and evaluation are the equivalents of creating and evaluating respectively in the new cognitive domain. Students should distinguish between inferences and facts as well as make judgments regarding the values of materials or ideas. Compare and contrast also belong to organization, which is a category of the affective domain. Students should organize values into various statuses by contrasting the values, solving conflicts between the values, and creating unique value systems. Organization emphasizes relating, comparing, as well as synthesizing values. Therefore, compare and contrast the only verbs in the Unit Planning Form (Rosenberg, Westling, & McLeskey, 2007).
Teachers choose significant instructional adaptations in order to facilitate the participation of students in an educational curriculum. Instructional grouping, progress monitoring, and content presentation relate to some of adaptation in the planning form. Such adaptations include audiotape of chapters, concept maps, cooperative learning groups, and study friends to prepare for questions ...Show more