We are in a vocational HVAC School using the demo labs to reinforce lecture recall and show what is expected of them. The next lab will be in groups to let them show attitude and interest within a group setting. Each group must report as a team. Final labs are often individual labs where all three Blooms Taxonomies can be observed especially the psychomotor skills in specific tasks. Time and equipment availability are the hard logistics to plan but worth the effort. Student interest, enjoyment, and retention are all improved as well employability.
I teach at a culinary school. Classical knife cuts are always a challenge to new students. They must manipulate vegetables into shapes with exact dimensions, using knives. Even though they can comprehend the dimensions and have rulers to help, the psycomotor skills must be developed through practice. My students are adult learners who feel comfortable when they are in control of their learning. I too find that peer teaching offers much to the student. The groups of 4 seem to bond more each day as they advise their team members in areas where they are strong. In a lab environment, critique often happens in front of other classmates. When a student is able to identify mistakes with a solution, and then help a fellow student, they are empowered - and the other student feels less exposed.
Arthur,
Please come back and share what you put in place. Any initial ideas?
Ron Hansen, Ed. D.
I'm used to passing on knowledge and then assessing the student’s retention by giving tests and practical exercises. With the tips from this course and the information from Blooms Taxonomy, I can restructure the way I present the material and hopefully provide better trained professionals to the workforce.
Chuck,
Learning that what you are doing is founded in established theory and/or practice is a great affirmation of your efforts. Hopefully, this new information also aides you to assess how you guiding student learning and gives you some new ideas as necessary.
Ron Hansen, Ed. D.
As an electrical wiring instructor in a school that's main interest is in training refrigeration service tecnician's, I have found that a modified
Bloom's Taxonomy works well for me. First in the Cognitive Domain, I discuss the electrical theory and princaples that the students have learned in the previous classes that they have completed prior to my class. I then add new concepts pertaining to this particular area of study. Next in the Affective Domain we discuss the importance and critical need of the electrical
field in reguard to the refrigeration industry.
Not to mention the advantages of being well versed in both fields, which makes you more marketable as well as a financial advantage in the industry. Then last but not least, the Psychomotor Domain, the hands on portion of the course. After a lecture and demonstration on wiring techniques the students spend 50% of the course doing practical exercises to sharpen their skills and gain an understanding of electricity. I never realized over the past ten or so years that someone had a name for the procedure that I have been using.
Steven,
This process certainly addresses the cognitive, affective, and psychomotor domains. Thank you for your post.
Dr. Ron Hansen
