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[Audiobook] Personal Development | Adult Learning – Physical Skills
What if mastering physical actions and skills could be the gateway to unlocking comprehensive learning objectives? Join us in this episode as we promise to reveal how Bloom's Taxonomy isn't just about cognitive prowess but also about harnessing the power of the psychomotor domain. We explore its historical evolution and the interplay between cognitive, affective, and psychomotor domains, offering a holistic approach to adult learning. Understand the crucial roles of observation and imitation in mastering motor skills, and why a distraction-free environment is essential for effective hands-on learning.
Then, journey with us through the stages of psychomotor skill development—from manipulation to precision and articulation. Learn how following instructions, practicing independently, and creatively adapting skills can lead to mastery. Through vivid examples like fire safety training and keyboarding classes, we illustrate how these concepts manifest in real-life scenarios. Discover the importance of action verbs in lesson planning and the pivotal role instructors play in facilitating skill development through independent practice.
Finally, uncover the effective teaching strategies for psychomotor skills with insights from the experiences of Jimmy, Liz, and Emily. We examine theories and instructional processes like imitation, practice, and habit formation, and how they can be applied to overcome challenges in teaching and assessing these skills. Hear about Frida's transformative approach to teaching art, tailored to her students' skill levels, blending gross and fine motor skills to enhance both physical and creative abilities. Tune in for practical tips and strategies to elevate your teaching methods in the psychomotor domain, inspired by wisdom from notable figures and real-world application.
Sign up for our self-paced courses or instructor-led workshops at www.ht-a.solutions
Sign up for our self-paced courses or instructor-led workshops at www.ht-a.solutions
Sign up for our self-paced courses or instructor-led workshops at www.ht-a.solutions
Adult Learning Physical Skills. Module 1. Getting Started. Bloom's Taxonomy is not just for elementary school teachers. The three domains of the taxonomy apply to adult education as well. In this course we will focus on the psychomotor domain, the domain of action and physicality. It is important to remember that psychomotor complies with the other domains when implementing it. Module 2. Bloom's Taxonomy.
Speaker 1:Bloom's Taxonomy has been a basis for educators since its inception. Teachers of children and adults should be familiar with the theory's history and how it has changed over the years. In this manual, the focus is on the Psychomotor domain. The focus of Bloom's theory is the learning hierarchy. In this hierarchy, students will master one level at a time, like walking up a flight of stairs. Students eventually take all the steps to complete the hierarchy. As they master each level, they discover their ability to implement learning strategies and improve their skills. In this theory, teachers use the taxonomy to guide the students to higher levels of thinking and understanding. These three domains work together to create learning objectives, guide activities and develop effective assessments. Each domain identified is broken down into levels or categories with specific behaviors, activities and example words that identify when students have mastered skills from each level of the domain.
Speaker 1:Benjamin Bloom was an education psychologist, he and other experts developed Bloom's taxonomy of the cognitive domain in 1956. The purpose of the taxonomy was to establish educational goals for students and to act as a guideline when evaluating their performance. The three domains that Bloom and his team discovered were cognitive, effective and psychomotor. The original taxonomy includes knowledge, comprehension, application, analysis, synthesis and evaluation. Other domain information would follow, including the effective domain in 1973 and the psychomotor domain in 1972. The original cognitive domain was updated. Lauren Anderson and David Crotville revised the original taxonomy of the cognitive domain to be more action-oriented. The updated version removes knowledge, comprehension and evaluation and adds remembering, understanding and creativity. It includes remembering, understanding, applying, analyzing, evaluating and creating. The cognitive domain is used in most learning activities and blends with learning in the psychomotor domain and the affective domain.
Speaker 1:The psychomotor domain addresses the use and development of motor skills. It is an often overlooked domain sacrificed in favor of the cognitive domain. Simpson developed the first understanding of the psychomotor domain in 1972. The original psychomotor taxonomy includes perception, set guided response mechanism, complex overt response, adaptation and origination. Other theories followed which we will address in later modules. In this manual we use a combination of different taxonomies. Drew was training the new IT employees how to troubleshoot the new company system. He provided the class with written instructions to follow during his lecture. After the class, drew knew that he would be inundated with calls asking questions about the material. He complained to his friend Alexa about how the class was a waste of time. She asked him if he allowed his participants to do any hands-on learning and explained that adding the psychomotor domain might improve understanding.
Speaker 1:Module 3. Observation. The first stage of the process we will look at is observation. This is similar to Simpson's perception stage. Here students are exposed to the activities that they will later imitate.
Speaker 1:It is important to be familiar with the behavior, actions, example verbs and implementation necessary to support students in their progress through the observation stage of this domain. The behavior of the observation stage takes place mentally. The behavior of the observation stage takes place mentally. The students who exhibit observation are actively engaged in learning the new activities In the workplace. Reading instructions and following along with a presentation would be an example of observing behavior. Taking notes would also indicate observation. People who do not pay attention during physical tasks are not demonstrating active participation. This is the behavior that students will build on to develop the next step in the learning process. Certain actions will help indicate that students understand and can implement the observation stage. Students who show the following actions are demonstrating mastery of the observation stage.
Speaker 1:Watch expert in person.
Speaker 1:Watch examples online. Use instruction books. This list is not comprehensive, but it is appropriate for students of all ages, including adult learners. These actions should align with the example words that are used to determine learning outcomes. Being familiar with example words will help expand your understanding of the observation stage of the psychomotor domain. Keywords are used to define learning outcomes. These example words are active verbs that teachers use in their objectives and goals for the class. These example words help teachers assess performance and determine what level of mastery students have reached. These different domains work together so that you will see connection in the examples between them. Commonly used keywords for the observation stage of the psychomotor domain include watch, memorize, repeat, describe, observe, define, choose, identify and select. Outcomes. Begin with these action verbs that help define performance measurements.
Speaker 1:When implementing the learning objectives at the observation phase of the psychomotor domain, the goal is to design activities that help students observe and understand physical actions. In adult learners, this requires providing them with the opportunity to learn physical activities from observation Electronics, machinery or any other manual training should be demonstrated. This type of training includes the in-person demonstration, online demonstration and instructions with images such as videos and a presentation. The goal is for people to observe and learn proper techniques, which requires the setting to be undistracted. Jonathan was responsible for teaching new employees how to operate the machinery in the warehouse. He always demonstrated the actions for each machine once as he explained it. Jonathan did not have very much time, so he took groups on tour. He noticed that only a few did not require further instruction After training. One day a young man told him that he had trouble hearing and seeing how to operate the equipment because the group was too large and the background noise was too loud.
Speaker 1:Module 4. Imitation. The second step of the psychomotor domain is imitation. Once students are practicing observation, they should be able to imitate what they have seen. It is necessary to be familiar with the behavior, actions, example verbs and implementation necessary to support students as they behavior. Actions, example verbs and implementation necessary to support students as they develop the imitation stage of this domain. Behavior in this stage requires the students to begin copying what they have observed. At this point the students will attempt physical activities and begin their efforts to master an action. So at this stage. They will not act with precision. Student behavior should be monitored at this time. They will not act with precision. Student behavior should be monitored at this time for the safety of everyone. But they should take some initiative in their actions.
Speaker 1:There are certain actions that will indicate students are successful in the imitation stage. These actions require the students to demonstrate that they have the ability to apply what they observed. Examples of actions that demonstrate the student's ability to imitate Copying actions, repeating activities, imitate processes. These are not all the possible actions, but they indicate beginning new actions. These actions should align with the example words that will be used with learning outcomes. Being familiar with example words will help better your understanding of student responses. The keywords or example words used to describe how students respond at this level of the psychomotor domain are an essential component of the teacher's objectives used to determine and assess students' performance. These example words include copy, repeat, attempt, try and duplicate, no-transcript.
Speaker 1:When implementing the learning objectives at the imitation phase of the psychomotor domain, you must give students the time and resources necessary to practice what they saw. Adult learners will require those activities to be designed with their skill levels in mind. An example of effective implementation would be having students use new software to copy a trainer. At this stage, instructors should observe the student and provide feedback. Liv and Chase were teaching a class in home brewing. They decided to begin by providing the students with the opportunity to watch them create different recipes and take the recipes home with them. Because the class was so large, the follow-up surveys were mediocre. Liv discussed creating a smaller class that allowed the students to develop hands-on experience working with the recipes. Chase agreed to try something new and 90% of the students gave the class a positive review. Other people began to sign up as referrals.
Speaker 1:Module 5. Manipulation. Manipulation follows imitation in the psychomotor domain. At this point, the students build on skills of operation and imitation to take the next step. It is important to be familiar with the behavior, actions, example, verbs and implementation necessary to support students as they develop the manipulation stage of this domain. At the manipulation stage, the student behaviors change to build on their skills by using them without direct observation. These behaviors indicate that students have grasped the basics from the previous stages. For example, a student would be able to follow written instructions for a cake in a baking class. Remember that at this stage, students still need instruction and guidance so that they can be successful and move forward.
Speaker 1:The actions that show manipulation are still guided with the help of instruction. These actions require basic knowledge. Examples include complete written instructions, follow oral instructions, finish a step from memory. These are not the only actions that demonstrate student manipulation, but they are typical examples. The keywords should align with the actions and the learning outcomes. Being familiar with example words will help you in your understanding of manipulation and its evaluation. Example words or keywords will help identify successful mastery of manipulation in the psychomotor domain. These terms are used in teacher objectives to assess performance. These example words include solve, use, construct, respond, modify, show, apply, discover. When using keywords with goals and lesson planning, it is necessary to start with action verbs to clarify actions and behaviors.
Speaker 1:When implementing the learning objectives in the manipulation phase of the psychomotor domain, the goal is for students to follow instructions so that they can act on their own. In the next phase, activities should be broken down into steps for easy understanding. Guided practice and feedback are beneficial for manipulation. The student should be given the opportunity to develop different steps or complete skills. Instructors should avoid taking over the tasks for students and allow them to do the work for themselves.
Speaker 1:Elliot was teaching a fire safety course at work, which included prevention and action. He typically explained how to exit and use fire extinguishers safely in his presentation. Most of the time he saw a sea of glassy eyes staring at him without expression. Even he was bored by the slide show. His friend, margo, told him about a fun workplace safety training at her job. Elliot was surprised by her statement. He was not used to people enjoying training. She said that she got to practice using some of the emergency equipment, including the fire extinguisher.
Speaker 1:Module 6. Precision Module 6. Precision. At this stage, students gain the ability to perform actions with greater skill. Precision builds on the skills of manipulation as students take on more control in their actions. Specific behaviors, actions and examples accompany the stage of precision so that you recognize when students demonstrate the necessary abilities.
Speaker 1:In the precision stage, students move forward to begin their mastery of tasks. They should be able to understand what steps have been done correctly and which ones need to be reworked. This type of behavior involves performing tasks without supervision. At this stage, the student's performance should indicate a clear understanding of how each task needs to be completed. Students who do not work independently are not yet demonstrating precision in their behaviors. The actions in the precision stage require the students to take actions on their own. Some of these actions would include practicing the process alone, repeatedly practice the skills or processes, teach other people basic steps, improve speed and accuracy. The list of actions is not complete, but is a good starting point. The keywords and learning outcomes at this stage should align with the student actions and behavior.
Speaker 1:Being familiar with example words will expand your understanding of analysis and recognize behaviors that students express and recognize behaviors that students express. Example words or keywords are terms that predict and demonstrate how students display precision in the psychomotor domain. They are used in teacher objectives to determine and assess performance. These example words include perfect, improve, demonstrate, master, practice, calibrate and regulate. When using keywords and goals in lesson planning, it is necessary to start with action verbs so that you can recognize when students are perfecting the precision level of the psychomotor domain.
Speaker 1:When implementing instruction for the precision stage of the psychomotor domain in class, students are required to practice on their own. An example of implementation from this phase would be having students rework a project that they did not complete correctly or in a timely manner. The focus of the precision stage is making sure that students have the ability to complete a skill correctly and without any support. As always, make sure that the students have access to the tools that they need for success. Jean was leading a class in keyboarding. Jean focused on the basic rules of keyboarding to make sure that the class understood them. Her students seemed to reach a plateau in their progress. No matter how much she guided and coached them, they did not progress past a certain point. She contacted Ed, another teacher, to ask about his technique. Ed recommended that she leave her students alone to fine-tune their skills and increase speed and accuracy on their own. After giving the class the opportunity to practice alone, she saw a vast improvement. One of the students was even helping others who were farther behind.
Speaker 1:Module 7. Articulation Articulation builds upon the mastery found in precision. Articulation builds upon the mastery found in precision. In this stage, the students have the opportunity to increase their creativity and blend the different skills that they have learned. Successful mastery is shown in the behavior and activities that the students demonstrate both inside and outside the classroom. Once students understand and develop precision, the next step is to develop the ability to integrate different skill sets. Their behavior at this stage should be independent and based on the skills that they have learned at previous stages. It should indicate their ability to adapt the knowledge they have gained in an atypical way. For example, altering a photo to change the color shading etc. Would be an incident of demonstrating articulation.
Speaker 1:Actions at the articulation level display expertise. They also show creativity and the ability to blend their skills into new, unique activities. Actions that demonstrate articulation include coordinating actions, balancing actions, acting with consistency, creating a series of steps acting independently. This list of actions is just the beginning, but they make a good starting point. The keywords and learning outcomes should closely align with the actions of the articulation stage. When you are familiar with example words, you will expand your understanding of articulations and better identify the actions. Example words or keywords are terms that describe how students demonstrate mastery of articulation in the psychomotor domain. These keywords are part of teacher objectives and learning domains that assist teachers in evaluating and assessing performance. At this stage, the students should show more creative independence. Examples of keywords include customize, alter, create, modify, adapt, improve, combine and change. These keywords are just a few examples. When developing keywords, remember to make sure to begin with action verbs.
Speaker 1:At the articulation stage, it is still important to give students the opportunity to practice their new skills without guidance, without the opportunity to work alone. It is not possible to develop articulation skills. For example, having students complete a creative project on their own will demonstrate articulation. The important thing to remember at this stage is to allow students the opportunities to grow and develop their existing skills in new and creative ways. William was teaching his film class with Leslie. William focused on teaching camera techniques and Leslie taught the computer aspects of the process. The students did well in the separate portions of the class, but they were not very good at working with both of the skills at the same time. Leslie and William always guided them carefully through the integration process. Their creativity was not self-directed. They discussed the problem and realized that the students had been given no chance to express their own creativity because they were always guiding the students in their activities. After providing time to work alone, the students began to demonstrate greater abilities in self-expression.
Speaker 1:Module 8. Naturalization. The final stage of the psychomotor domain is naturalization. At this point the students should demonstrate their mastery of psychomotor domain. The behavior and actions, combined with assessment, will provide clues to the student's success in the psychomotor domain. At the naturalization stage, student behavior will show that they have completely mastered the skills and activities that they were trying to achieve with instruction. A behavior that demonstrates naturalization is the ability to play the piano well or keyboarding with a high WPM. Behavior should be second nature at this point. They would not struggle or need the assistance of instructors to complete their tasks. At the naturalization stage, students will be able to perform a number of different tasks in their skill set with ease. Since this is the top of the domain, you will be able to see how the other steps of the domain have been built on each other. The actions at this stage should be seamless and second nature. These actions include Strategy of meeting needs, establish an approach, evaluate the purpose, create strategy for blending activities. At the point of naturalization, the student's actions will demonstrate their understanding of what they are doing.
Speaker 1:Example words or keywords are the terms that teachers use to determine when students have mastered naturalization. In the psychomotor domain, these keywords are implemented in teacher objectives and learning domains. They are also beneficial in assessments, which is necessary for naturalization. Examples of keywords include manage, design, invent, create, natural, easy and effortless. This is not a complete list, but it is a good starting point. When developing keywords for your class, remember that you need to use action verbs.
Speaker 1:The implementation of the naturalization stage of the psychomotor domain requires assessment. At this point the instructor should have an assessment that is created to gauge the skills and activities that the students are performing. The assessment should be of the entire performance that the student is responsible for learning, break each step of the action in the assessment and provide students with the feedback that they need to continue perfecting their abilities. Darla's computer class was coming to an end. The students had demonstrated great growth, but she was not sure if they would be ready to move forward. She was a new instructor and did not know how to determine if they mastered the content. She spoke to her mentor, stacy. Stacy explained that Darla needed to assess the students as they performed different actions to establish whether or not they have developed the expertise that Darla is expecting.
Speaker 1:Module 9. Versions of psychomotor domain. Different versions of the psychomotor domain have been created since its first inception by Simpson in 1972. Harrow and Dave each created their own models of the domain. They each have differences and similarities, but they all focus on the physical aspect of learning. Ravindra Dave's theory of the psychomotor domain makes up the bulk of the model we follow in this manual. The main difference is that Dave's theory combines observation with imitation. It includes imitation, manipulation, develop precision, articulation and naturalization. Dave's theory is more common now and used more often than the original domain that was created by Simpson. Harrow's version of the domain is unique because it focuses on the specific physical behaviors that accompany the psychomotor domain, rather than the intellect the specific physical behaviors that accompany the psychomotor domain rather than the intellect. It includes nondiscursive communication, skilled movements, physical abilities, perceptual abilities, fundamental movements and reflex movements. Reflexive movements are reactions, while nondiscursive communication is the ability to use physical movements as part of self-expression.
Speaker 1:We saw the different stages of Simpson's psychomotor domain in the second module. It is the original theory and the basis of many others. The domain begins with perception or awareness, which is the ability to translate cues and make estimates of movement-based activity. The final stage of origination is similar to Dave's stage of articulation, because they combine what they have learned to create new ideas and activations. It includes perception, set guided response mechanism, complex overt response, adaptation and origination.
Speaker 1:All of the theories of the psychomotor domain have their differences. Some focus on physical actions, while others blend communication techniques. They are similar, however, in their instructional process. Each one follows the three main steps, which are Imitation, practice, habit. The student is shown a task, they practice the skills. They make it a routine. While the stages are unique, similar instruction can be used to implement each one. Jimmy and Liz were teaching a dance class. While the stages are unique, similar instruction can be used to implement each one. Jimmy and Liz were teaching a dance class. They decided to implement Dave's version of the psychomotor domain in the class. The class did not go as well as they expected. Some students did not move forward in the correct steps. They discussed the matter with another dance instructor. She said that she preferred to use Simpson's taxonomy because it focused more on the physical activities that dancing requires.
Speaker 1:Module 10. Psychomotor Measurements. Psychomotor abilities, like any other domain, require performance measurements. There are many ways to measure psychomotor skills. In this manual, the measurements that we will focus on are agility, precision, endurance and speed. These measurements overlap and work together to indicate physical abilities that students learn.
Speaker 1:Agility requires students to use coordination, balance and reflexes. It is the capability to change direction or alter the body's position. Measurements focus on the different aspects of agility. Balance Static balance is the ability to maintain a position. Dynamic balance is the ability to move fluidly. Coordination occurs when students make movements into patterns. Reflexes govern the ability to move and act quickly. There are different ways to measure agility. One popular method is an obstacle course, because it requires students to demonstrate all of the skills at one time.
Speaker 1:We have already discussed precision in an earlier module. Assessing and measuring precision is a little difficult. Precision is not necessarily accuracy. Accuracy is the exactness of the actions. Precision is the ability to replicate an action without any assistance. While improving accuracy, the best way to measure precision is to compare the number of times a student completes an action correctly with the number of times an action is not completed correctly. This comparison is a useful rubric for evaluating successful precision is a useful rubric for evaluating successful precision.
Speaker 1:Endurance is the ability to perform a single skill for a lengthy period of time or repeatedly for a length of time. Endurance is tied to the physical strength of a student and the length of time that a student is able to perform a skill without becoming tired. Endurance is something that will build over time and should be measured over the course of instruction. For example, the ability to hold a pose will increase with practice. Charting the length of time that a student performs an action will help establish measurements and determine student performance. The rate at which a person completes an activity is the speed. For example, in running, the time and distance will determine the speed. Running is a simple example of a way to measure speed. The speed of different tasks can be measured in a similar way. Timing the rate at which students complete physical tasks will demonstrate their speed. It is all about timing. The students' speed, agility, endurance and precision all work together to determine how successful they are at completing tasks in the psychomotor domain. Together to determine how successful they are at completing tasks in the psychomotor domain.
Speaker 1:Emily was teaching computer certification classes. One of her assessments was a typing test. She focused on the speed of their work as well as their accuracy. She was becoming frustrated with a couple of students who failed to show the necessary improvement. Her friend Joy discussed the situation with her. Joy advised that Emily pay attention to the student agility. Speed and accuracy will not improve without the necessary agility Module.
Speaker 1:11. Skills to consider when planning. When planning classes that require the implementation of psychomotor skills, there are a few things to consider, including actions that require gross movement and fine motor control. Verbal and non-verbal skills are also included in some versions of the psychomotor domain and need to be addressed. Gross motor skills are learned in early childhood. They involve the use of major muscles and large movements that are necessary for normal functions, including walking or running, and large movements that are necessary for normal functions, including walking or running. Gross movement skills can be taught. Pushing, pulling, throwing and lifting are all examples of gross motor skills that could be used in adult lessons. Gross motor movements are combined with fine motor control to improve coordination. The gross motor skills used in an activity should be planned ahead of time so that the body movement can be assessed in an activity should be planned ahead of time so that the body movement can be assessed. Fine motor skills are the activities that use small muscles. These are the skills that develop precision in activities. Cutting, typing and folding are all examples of using fine motor skills. Eye-hand coordination is the key to using fine motor skills. Hand and finger movement control improves dexterity as well as strength and flexibility. Many activities that adults use in the workplace require fine motor skills and are typically blended with other skills such as communication.
Speaker 1:Verbal skills affect the ability to learn and demonstrate motor skills in the psychomotor domain. Students learn how to perform the motor skills in the psychomotor domain through listening and responding to instructions. Without verbal skills it is difficult for students to develop the knowledge that is necessary for them to grow in their physical abilities. Body language and expressions are included in Harrow's taxonomy. The verbal instructions provide knowledge at one level, while nonverbal operates on another level. Nonverbal communication allows students to interpret facial cues and other body language to help guide actions without the need for verbal conversations. These cues will work together with the verbal communication to guide motor activities and the psychomotor domain.
Speaker 1:Frida was preparing to teach an art class at the community center. She planned on implementing the psychomotor domain in the class but she was not sure how to address the different skill sets. She contacted her former teacher, charles. He recommended assessing the skills of individual students at the beginning and making plans based on the levels of their motor skills, including gross and fine motor skills that need to be developed to make progress. Frida tried his approach and was able to give individual attention to her students and help them improve their physical and creative skill sets. Module 12. Wrapping Up. Although this workshop is coming to a close, we hope that your journey to learning about the adult learner and the psychomotor domain is just beginning. We wish you the best of luck on the rest of your travels. Words from the wise Benjamin Franklin. An investment in knowledge pays the best interest. Aristotle it is the mark of an educated mind to be able to entertain a thought without accepting it. John Dewey Education is not preparation for life. Education is life itself.
