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The taxonomy divides learning objectives into three broad domains: cognitive (knowledge-based), affective (emotion-based), and psychomotor (action-based), each with a hierarchy of skills and abilities. These domains are used by educators to structure curricula, assessments, and teaching methods to foster different types of learning.
In an unfamiliar new domain, students attend to features of the situation that can be noticed without prior experience, what the Skill Model calls "context-free features." Think of the read-outs on the speedometer, tachometer and other gauges in an automobile, or of the objective measurements of ingredients and cooking times in a recipe.
Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning.
The top-three levels of the diagrams consider the overall objectives of the domain, and what it can achieve. The bottom-two levels concentrate on the physical components and their affordances. Through a series of ‘means-ends’ links, it is possible to model how individual components can affect the overall domain purpose.
Embodied cognition is the concept suggesting that many features of cognition are shaped by the bodily state and capacities of the organism. These embodied factors include the motor system, the perceptual system, the bodily interactions with the environment (situatedness), and the assumptions about the world that shape the functional structure of the brain and body of the organism.
The average percent of the total possible scores along with the range from the highest to the lowest scores for the sample at each 3-month age intervals are presented. The data clearly indicate that typically developing children demonstrate most of the basic language and learning skills measured by the ABLLS-R by the time they are 4 to 5 years ...
There are two additional Bayley-II Scales depend on parental report, including the Social-Emotional scale, which asks caregivers about such behaviors as ease of calming, social responsiveness, and imitation play, and the Adaptive Behavior scale which asks about adaptions to the demands of daily life, including communication, self-control ...
Where this is not reasonably practicable, simulations may be appropriate, to whatever level of accuracy is available. Assessment of realistic combinations of skills may save a lot of time, and scenarios may be devised that allow simultaneous and sequential assessments of several skill in one assessment session.