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EPSY 430. Behavioral Constructs. Behavioral Constructs. Three Behavioral Domains. Behavioral Constructs. Bloom’s Lower Level Thinking Skills. Bloom’s Higher Level Thinking Skills. --analysis --synthesis --evaluation. Behavioral Constructs. Behavioral Constructs.
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EPSY 430 Behavioral Constructs
Behavioral Constructs Three Behavioral Domains
Behavioral Constructs Bloom’s Lower Level Thinking Skills Bloom’s Higher Level Thinking Skills --analysis --synthesis --evaluation
Behavioral Constructs Remembering some specific content --memory level --recite and recall if the content for students to remember is a sequence of steps in a procedure 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.”
Behavioral Constructs doesn’t necessarily show long-term comprehension focuses on students ability to extract and interpret meaning from expressions determining the implicit or explicit meaning of a message deals with higher levels of thinking --rationalization 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 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 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:// Application Steps 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 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 Application Steps 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.
