Instructional Principles and Methods Midterm

Melih Kılıç

Department of Foreign Language Education, Middle Eastern Technical University

FLE200: Instructional Principles and Methods

Xiaoli Yu, Ph.D.

April 22, 2022

 Learning Domains

The four domains of learning – cognitive, affective, psychomotor, and interpersonal –

initially emerged as three, with interpersonal later being identified (Vaughan, 1980). These

domains are basically different formulations for teachers to use in order to get the desired

outcome from students (Vaughan, 1980). The cognitive domain focuses on intellectual skills,

affective on willingness of the learner, psychomotor on performing motor activities and

interpersonal on learners’ interactions with others (Vinson, 2019).

Cognitive Domain

This domain focuses more on the theoretical level of knowledge. Vaughan (1980) defines this

domain’s main goal as the teacher’s transmission of knowledge to the learner. Vinson (2019)

refers to this domain as the core one and says that all the other domains need cognitive

component to some extend in order to function. This domain’s stages are defined in Bloom’s

Taxonomy as such: knowledge, comprehension, application, analysis, synthesis, and

evaluation (Vinson, 2019).

Affective Domain

This domain is described as the one that deals with the learner’s interest, motivation, attitude,

willingness to learn, valuing the knowledge and applying what is learned to one’s lifestyle by

Vinson (2019). This domain is very often linked to the cognitive domain as many teachers

think that the more interest in the knowledge the more the students learn and vice versa

(Vaughan, 1980). Although they do not have a specific order, stages of this domain can be

defined as receiving, responding, valuing, organizing and characterization (Vinson, 2019).

Psychomotor Domain

This domain is about motor skills and manipulation of objects (Vaughan, 1980). The

foundation of this domain is cognitive (Vinson, 2019). It is generally used in lab classes, P.E.

classes, instrument courses and other lessons that require the learners to get use of their body

(Vinson,2019). Its stages are action, coordination, formation, and production (Vinson, 2019).

Interpersonal Domain

This domain is all about interaction. It does not have stages, instead it has a series of skills

that are required to be learned (Vinson, 2019). Learning these skills will help the learner

work better with teams.

The Importance of The Domains of Learning

Vaughan (1980) states that deciding course goals consciously allows the teachers to use

specific strategies to achieve these goals. And the way to make these conscious decisions for

the teachers is to be aware of these domains and to be able to integrate these domains’

techniques to their teaching styles. Gagné (1972) states that the different parts of a subject

should be handled in different ways. He also states that teachers need different ways to assess

the learner. And this can be accomplished by the utilization of different domains.

Using different domains in a collaborative way in a class will provide better outcomes than

just focusing on one. So, the teachers should find ways to integrate different domains to their

teaching style. The first thing that should be done is to try and get them excited about class

and willing to learn which is the field of affective domain. This can be done by explaining the

learners the value of the lesson and in what areas of life they will use these pieces of

knowledge (Vinson, 2019). After that, the transmitting of knowledge via cognitive techniques

can begin. When the higher stages of cognitive skills are reached assigning the learners some

problem and project-based activities would be a good idea to see if they have reached that
level (Vinson, 2019). Then comes applying what has been learned. If what is being learned is

something that is done physically, psychomotor activities should be used. The learner should

perform what has been learned under the supervision of the instructor (Vinson, 2019). If the

subject is more theoretical than physical, the interpersonal activities would be preferred.

Discussing the subject, exchanging ideas, etc. with other learners and getting feedback from

the teacher as much as possible will prove useful during this kind of courses.

In conclusion, the importance of the domains of learning should be acknowledged by each

teacher or teacher candidate. Learning these domains and basing their teaching style on them

should be made a priority for every teacher.

 References

Vinson, C. (2019). Learning Domains and Effective Delivery of Instruction.

Vaughan, C. A. (1980). Identifying Course Goals: Domains and Levels of Learning.

Teaching Sociology, Vol. 7, No. 3, 265-279.

Gagné, R. M. (1972). Domains of Learning. Interchange Vol. 3, No. 1, 1-8. Retrieved from

https://link.springer.com/article/10.1007/BF02145939
 Instructional Goals and Objectives

When teachers teach a course, they teach according to what has been instructed by the

curriculum guidelines. The curriculum sets some goals and objectives that are to be reached

by the teachers. After this, the teachers must plan instructional goals and objectives which

will help them achieve the curriculum goals and objectives.

While setting instructional goals and objectives, it is important to know the difference

between them. Oliva (2009) defines instructional goals as an expression of expectation from

each student which is phrased in a simple way rather than elaborated. It is stated in a way that

whether it is achieved or not cannot be evaluated. Whereas an instructional objective, also

expected by each student, should be specific and measurable (Bixler, 2018). It should include

expected occurrence, conditions, accuracy or allowed errors, given time, or required speed,

known reference if there is one and other specifications if necessary (Oliva, 2009). We can

also see an instructional objective as a derivation of an instructional goal which is more

detailed and can be measured (Oliva, 2009). For example, while “The student will become

familiar with personal computers.” Is an instructional goal, “The student will demonstrate

skills in word processing using the assigned computer by writing a two-page paper with at

least 80 percent accuracy as shown in class in 3 hours.” Is an instructional objective (Oliva,

2009). As seen in the examples while the goal does not specify how familiar or in which way,

the objective states what is expected in a very detailed way. It states expected occurrence -

the student will demonstrate skills in word processing by writing a two-page paper-,

condition – using the assigned computer-, accuracy requirement – at least 80 percent

accuracy-, known reference -as shown in class-, time limitation – 3 hours-.

Another thing that a teacher should know about is behavioral objectives. Whether to use

behavioral objectives when teaching is a debate that has been going on for years (Oliva,
2009). While behavioral objectives’ defenders argue that using them simplifies the instruction

and increases precision, its opposers argue that it wastes time and kills creativity (Oliva,

2009). As the arguments go on, it is all up to the teachers to whether use behavioral

objectives or not.

When instructors prepare instructional goals and objectives, they should consider some

factors. They should specify the goals and objectives for the domains of learning (Oliva,

2009). So, they should be in good awareness of the domains of learning. They should prepare

the instructional goals and objectives in relation to the curriculum goals and objectives

(Oliva, 2009). They should be familiar with concept of intelligences which will help them

conduct the class in a way that it appeals to more than just one dimension of intelligence

(Oliva, 2009). Also, the goals and objectives should include both high and low levels of

learning. This means that the instruction and assessments should gradually get more complex.

Oliva (2009), states that utilization of taxonomies can help the lesson be more effective. It is

also recommended that the instructional objectives include three elements: Learner’s

expected behavior after the instruction, conditions under which the instruction is conducted,

required level of accuracy (Oliva, 2009). New teachers might have hard time coming up with

the correct level of accuracy required because these kinds of decisions are based on

experience (Oliva, 2009).

After having planned the instructional goals and objectives, teachers must check their validity

and rank them in order of importance (Oliva. 2009). There are different ways to accomplish

this. The most common way is to consult to the books used in class and curriculum guidelines

(Oliva. 2009). Another way is to ask for help to their colleagues, curriculum consultants and

supervisors (Oliva. 2009). Last way is to ask for the help of an expert in the subject area

(Oliva. 2009). Validating the instructional goals and objectives are important because the

teachers must know whether they are convenient so that if they are not, they can eliminate or
change them (Oliva. 2009). And ranking them according to their importance is important so

that they can prioritize the ones that are more essential.

In conclusion, the importance of planning instructional goals and objectives is significant.

There are many things that teachers must learn like domains of learning, concept of

intelligences, and others stated earlier in the essay and how to use these to be able to prepare

instructional goals and objectives in a proper and effective way.

 References

Oliva, P. F. (2009). Instructional Goals and Objectives. In Developing Curriculum (7th Ed.).

Pearson. 307-333.

Bixler, B. (2018). Writing Educational Goals and Objectives. Retrieved from https://med-

fom-clone-pt.sites.olt.ubc.ca/files/2012/05/Writing-Educational-Goals-and-Objectives.pdf