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Colonial Lit There Are Three Term Paper

In a recent study the researchers discovered that it was "necessary to separate operationally the effects of tension in the cognitive and the affective domains,,because students reacted most productively not to the degree of difficulty and expectation in the course,,but to the quality of materials and activities." (Spielmann 2001-page 259) If those two domains are adversely affected by poor research materials or activities that are not relevant to the subject, then one way to achieve a higher level of learning is to incorporate improved materials into the daily lesson plans. Using material that is current and relevant makes a lot of sense and piques the interest of most students.

In the case of the psycho-motor domain, the key to developing an interesting curriculum is to include activities that allow for the growth of the student using 'hands...

Incorporating activities that call for students to exercise their motor skills will allow for that growth.
Manual activities and physical skills are certainly strong points in implementing lesson plans for the psychomotor student(s). The cognitive domain will always look to establish knowledge, and the affective will do best when pressed towards attaining good attitudes.

Works Cited

Bloom's Taxonomy, (2007) accessed online on August 28, 2007, at http://www.nwlink.com/~donclark/hrd/bloom.html

Dettmer, P. (2006) New Blooms in Established Fields: Four Domains in Learning and Doing, Roeper Review, Vol. 28, Issue 2, pp 70-78

Spielmann, G., Radnofsky, M.L., (2001) Learning Under Tension: New Directions From a Qualitative Study, the Modern Language Journal, Vol. 85, Issue 2, pp 259-278

Sources used in this document:
Works Cited

Bloom's Taxonomy, (2007) accessed online on August 28, 2007, at http://www.nwlink.com/~donclark/hrd/bloom.html

Dettmer, P. (2006) New Blooms in Established Fields: Four Domains in Learning and Doing, Roeper Review, Vol. 28, Issue 2, pp 70-78

Spielmann, G., Radnofsky, M.L., (2001) Learning Under Tension: New Directions From a Qualitative Study, the Modern Language Journal, Vol. 85, Issue 2, pp 259-278
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