A model to guide facilitators in setting appropriate levels of challenge for learners and helping learners increase their ability to persist when faced with difficult learning situations.

a self-regulating person controls and manages his or her reactions and behavior to achieve goals despite changing conditions and priorities. A person’s perception of and reaction to feedback critically affects an individual’s decision on whether or not to persist. At the beginning of a course, educators must quickly assess the range of variation in learning skills to help learners adapt their learning styles and strategies. At this phase some students will benefit from specific constructive interventions to help them meet the learning challenges. Once students understand how to perform at the expected level of quality, they are likely to persist longer, feel more confident, and attribute their progress to their own increasing capabilities. During the first two phases (initial response and continued response) educators must provide a well-structured curriculum and facilitate it carefully to establish a shared sense of expectancies. Realistic assessment of performance supports a positive growth-oriented feedback loop, which will quickly result in increased expectations of success, and, over time, improvements in self-worth. The self-regulating individual uses assessment to identify the real factors related to success, which then become a source for improving their cognitive attribution patterns from overly general to specific. People will take responsibility for their own learning and growth and will show other signs of their control of learning processes if they have ongoing learning experiences with varied contexts and increasing levels of challenge.

Figure 1

Table 1

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A detailed description of a specific level of achievement expected at particular stages, deadlines, or levels of development.

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a management idea which asserts that there is a technique, method, process, activity, incentive or reward that is more effective at delivering a particular outcome than any other technique, method, process, etc. (http://en.wikipedia.org/wiki/Best_practice)

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pedagogical framework for classifying explicit formulations of the ways in which students are expected to be changed by the educative process. Objectives are classified into domains (cognitive, affective, and psychomotor) and are ranked within those domains from simplest to most complex.

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Levels of Learner Knowledge
Classification of Learning Skills

The listing, characterizing, and ranking educational objectives by type and level of difficulty helps in designing curricula that are appropriate for learners, and in setting standards for determining progress or success. It also encourages a focus on the development of thinking and learning skills rather than simply the acquisition of content knowledge, and attempts to describe quality or caliber of thinking, which is difficult to measure.

Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook 1: Cognitive domain. New York: David McKay.

2.2.1    Bloom’s Taxonomy—Expanding its Meaning, Table 1

Learning Domains or Bloom’s Taxonomy: http://www.nwlink.com/~donclark/hrd/bloom.html

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an expanded definition of scholarship within the professorate proposed by educational scholar Dr. Ernest L. Boyer. It is based on four functions: discovery, integration, application, and most notably, the scholarship of teaching and learning itself.

According to Boyer’s model, responsible scholars must move beyond the myopic focus of expanding specialized knowledge within particular disciplines. Scholars should continue to build new knowledge (discovery) through traditional research, but they should also interpret their own research so that it is useful beyond their own disciplinary boundaries and can be integrated into a larger body of knowledge (integration). Scholars should focus using their research findings and innovations to remedy societal problems (application). Finally, teaching should be the secondary discipline of every scholar, and they should be interested in studying and improving teaching models and practices to achieve optimal learning. Institutions play a role in encouraging work in these areas depending on the extent to which they reward work in these expanded roles.

2.5.1, Table 1

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