{"id":248,"date":"2019-07-11T13:37:05","date_gmt":"2019-07-11T13:37:05","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/suny-oneonta-education106\/?post_type=chapter&p=248"},"modified":"2019-07-11T13:42:52","modified_gmt":"2019-07-11T13:42:52","slug":"4-4-the-cognitive-and-affective-domains-of-curricula","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-oneonta-education106\/chapter\/4-4-the-cognitive-and-affective-domains-of-curricula\/","title":{"raw":"4.4 The Cognitive and Affective Domains of Curricula","rendered":"4.4 The Cognitive and Affective Domains of Curricula"},"content":{"raw":"
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The Cognitive Domain of Curricula<\/h2>\r\nThe cognitive domain of curricula deals with how students\u00a0gain\u00a0knowledge. In today\u2019s schools, this is often achieved by dividing the knowledge into separate content areas. In this model, the different content areas are taught independently of supporting student emotions or social skills;\u00a0therefore, in this model, instruction is contained to content-specific facts and skills.\r\n

Subject-Centered<\/span><\/h3>\r\nThe idea of subject-centered instruction separates instruction into distinct content areas. The skills and content contributing to the curriculum varies by subject. While this model was adopted in the United States in the 1870\u2019s, it is still in practice today, especially at the secondary level. The pros and cons of this model were outlined by Ornstein (1982).\u00a0<\/span>\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
Pros of subject-centered Instruction<\/strong><\/td>\r\nCons of subject-centered instruction<\/strong><\/td>\r\n<\/tr>\r\n<\/thead>\r\n
Subjects are a logical way to organize and interpret learning.<\/td>\r\nThe curriculum is fragmented, and concepts learned in isolation.<\/td>\r\n<\/tr>\r\n
Such organization makes it easier for people to remember information for future use.<\/td>\r\nIt deemphasizes life experiences and fails to consider the needs and interests of students.<\/td>\r\n<\/tr>\r\n
Teachers (in secondary schools, at least) are trained as subject-matter specialists.<\/td>\r\nThe teacher dominates the lesson, allowing little student input.<\/td>\r\n<\/tr>\r\n
Textbooks and other teaching materials are usually organized by subject.<\/td>\r\nThe emphasis is on using lower-order thinking skills like teaching of knowledge, and the recall of facts.<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n

Core Curriculum<\/h3>\r\nThe core curriculum emphasizes knowledge within the subject areas that all students should learn. People in favor of having a core curriculum believe that all students should know a common body of knowledge. This model takes a more interdisciplinary approach to ensure that all prescribed content is covered.\r\n

Mastery Learning<\/h3>\r\nMastery learning includes multiple educational practices based on the principle that if students are given adequate time to study and have appropriate instruction most students can meet the learning standards set for the course. Mastery learning is based on the acknowledgement of the differing rate of time that students take to master material. Theoretically speaking, there could be the possibility that all students will be learning at different paces and the teacher will have to attend to the differences in the pace of instruction of\u00a0all of\u00a0their students (Block & Anderson, 1974).\r\n

The Affective Domain of Curricula<\/h2>\r\nThe Affective domain of curricula places emphasis on feeling and valuing in education. This is the aspect of the curriculum that emphasizes emotions and motivation. This domain is rooted in the belief that schools have responsibilities beyond the delivery of instruction. In this domain, the information is presented in a manner that guides students to seeing the value in the things they are learning in the classroom in a way that helps the students see the value in the material that is being covered in the course. It is the goal to make a lasting impression on the students, eliciting an emotional response from the students. The affective domain of curricula also attempts to address concepts such as morality, character building, resiliency, empathy, and perseverance by modeling and promoting good citizenship in the classroom (Miller, 2005)\r\n

Student-Centered Curriculum<\/h3>\r\nA\u00a0student-centered curriculum emphasizes students\u2019 interests and needs. In student-centered instruction students take a more active role in their own learning. The students construct their own knowledge with the assistance of the teacher (Ornstein, 1982).\u00a0 The Progressive philosophy of education informs the student-centered curriculum. Teachers who identify with this philosophy believe that focusing on students\u2019 needs and personal interests,\u00a0students tend to be more motivated to engage with the material in a more meaningful way.\r\n

Humanistic<\/h3>\r\nHumanistic learning focuses on student mastery and personal growth. The objectives of humanistic learning strive to instill a set of values and feelings in the students. The humanistic model focuses on the importance of cultivating\u00a0the\u00a0human potential. Humanists seek a higher sense of consciousness in the students and enhancement of the mind (Ornstein, 1982).\r\n

Cooperative Learning<\/h3>\r\nCooperative learning is a teaching strategy that is structured around small groups comprised of students with varying ability levels. Cooperative learning incorporates a variety of learning experiences to enhance their understanding of a\u00a0particular topic. In some cases, members of each group are assigned tasks. These tasks are then shared with students in other groups. In this model students take on the role of the learner as well as teacher (Johnson & Johnson, 1999).\u00a0 The jigsaw model is an excellent way to engage students in this type of learning. See the video at\u00a0the bottom of this page\u00a0to watch a teacher model this technique.\r\n

Broad Fields Curriculum<\/h3>\r\nBroad fields design is in response to the lack of integration under subject-centered design. Many\u00a0educators\u00a0feel that curricula in the subject \u2013centered model is too compartmentalized. The students sometimes have difficulty making interdisciplinary connections between the different subjects. The drawback with this interdisciplinary model is combining so many subjects, students get knowledge that is less in-depth in comparison to the deeper content of a single-subject. (Barnett, 2009)\r\n

Activity Curriculum<\/h3>\r\nThis movement originated in private child-centered schools and impacted the public elementary school curriculum. This advocated carefully planned activities that were tied to a child\u2019s needs and interests. This teaching strategy acted as the basis of emerging teaching strategies that included life experiences, field trips, and group activities (Ornstein, 1982).\r\n

Stakeholders and Curricular Decision Making<\/h2>\r\n

Parents, Schools, and Communities<\/h3>\r\nParents can be the most valuable influences on the curriculum adopted at the local level. The Board of Education adopts the curriculum, but the parents are the taxpayers in the district, so they have a vested interest in the way their children are taught.\u00a0 This input can be made through contacting individual teachers and\/or the administration to shape their children\u2019s educations.\r\n

Special Interest Groups<\/h3>\r\nSpecial interest\u00a0groups advocate for\u00a0particular policies\u00a0and focus in education. These groups can be comprised of people from a\u00a0specific\u00a0culture, ethnicity, or religious group and may lobby for changes in education through a political lens based on their political party affiliation.\r\n

State Legislatures<\/h3>\r\nPublic schools are funded by taxpayer dollars and governed by\u00a0their\u00a0respective states and departments of education. State legislators tend to focus on what best meets the needs of all students. State legislatures play a vital role in education because they set the state budget for education and pass laws pertaining to the educational system statewide. Some policies are influenced by state legislators and the state\u2019s department of education.\r\n

Schools<\/h3>\r\nThe school\u2019s influence revolves around both the philosophical picture of what schools should accomplish and the practical picture of what to do with the students today. Colleges\u00a0often share their expectations for incoming students so that K-12 teachers can make the students college or career ready.\r\n

Textbooks and Testing Companies<\/h3>\r\nThe states that represent the greatest possible business for the publishers can have tremendous influence over the content of the books. California and Texas, for example, account\u00a0for approximately\u00a020 percent of the textbook market.\r\n

Standards: The Next Generation<\/h2>\r\nThe New York State Board of Regents revised the ELA and Mathematics Learning Standards in 2017. The ELA and Mathematics standards were revised to ensure that New York State has well-crafted standards for our students (NYSED, 2017). This is the most recent iteration of the information that\u00a0any teacher and student in New York State will be held accountable for. Creation of good objectives that allow for achievement of both cognitive and affective goals will assist us in meeting these standards.\r\n\r\n \r\n\r\n<\/div>","rendered":"
\n

The Cognitive Domain of Curricula<\/h2>\n

The cognitive domain of curricula deals with how students\u00a0gain\u00a0knowledge. In today\u2019s schools, this is often achieved by dividing the knowledge into separate content areas. In this model, the different content areas are taught independently of supporting student emotions or social skills;\u00a0therefore, in this model, instruction is contained to content-specific facts and skills.<\/p>\n

Subject-Centered<\/span><\/h3>\n

The idea of subject-centered instruction separates instruction into distinct content areas. The skills and content contributing to the curriculum varies by subject. While this model was adopted in the United States in the 1870\u2019s, it is still in practice today, especially at the secondary level. The pros and cons of this model were outlined by Ornstein (1982).\u00a0<\/span><\/p>\n\n\n\n\n\n\n\n\n
Pros of subject-centered Instruction<\/strong><\/td>\nCons of subject-centered instruction<\/strong><\/td>\n<\/tr>\n<\/thead>\n
Subjects are a logical way to organize and interpret learning.<\/td>\nThe curriculum is fragmented, and concepts learned in isolation.<\/td>\n<\/tr>\n
Such organization makes it easier for people to remember information for future use.<\/td>\nIt deemphasizes life experiences and fails to consider the needs and interests of students.<\/td>\n<\/tr>\n
Teachers (in secondary schools, at least) are trained as subject-matter specialists.<\/td>\nThe teacher dominates the lesson, allowing little student input.<\/td>\n<\/tr>\n
Textbooks and other teaching materials are usually organized by subject.<\/td>\nThe emphasis is on using lower-order thinking skills like teaching of knowledge, and the recall of facts.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Core Curriculum<\/h3>\n

The core curriculum emphasizes knowledge within the subject areas that all students should learn. People in favor of having a core curriculum believe that all students should know a common body of knowledge. This model takes a more interdisciplinary approach to ensure that all prescribed content is covered.<\/p>\n

Mastery Learning<\/h3>\n

Mastery learning includes multiple educational practices based on the principle that if students are given adequate time to study and have appropriate instruction most students can meet the learning standards set for the course. Mastery learning is based on the acknowledgement of the differing rate of time that students take to master material. Theoretically speaking, there could be the possibility that all students will be learning at different paces and the teacher will have to attend to the differences in the pace of instruction of\u00a0all of\u00a0their students (Block & Anderson, 1974).<\/p>\n

The Affective Domain of Curricula<\/h2>\n

The Affective domain of curricula places emphasis on feeling and valuing in education. This is the aspect of the curriculum that emphasizes emotions and motivation. This domain is rooted in the belief that schools have responsibilities beyond the delivery of instruction. In this domain, the information is presented in a manner that guides students to seeing the value in the things they are learning in the classroom in a way that helps the students see the value in the material that is being covered in the course. It is the goal to make a lasting impression on the students, eliciting an emotional response from the students. The affective domain of curricula also attempts to address concepts such as morality, character building, resiliency, empathy, and perseverance by modeling and promoting good citizenship in the classroom (Miller, 2005)<\/p>\n

Student-Centered Curriculum<\/h3>\n

A\u00a0student-centered curriculum emphasizes students\u2019 interests and needs. In student-centered instruction students take a more active role in their own learning. The students construct their own knowledge with the assistance of the teacher (Ornstein, 1982).\u00a0 The Progressive philosophy of education informs the student-centered curriculum. Teachers who identify with this philosophy believe that focusing on students\u2019 needs and personal interests,\u00a0students tend to be more motivated to engage with the material in a more meaningful way.<\/p>\n

Humanistic<\/h3>\n

Humanistic learning focuses on student mastery and personal growth. The objectives of humanistic learning strive to instill a set of values and feelings in the students. The humanistic model focuses on the importance of cultivating\u00a0the\u00a0human potential. Humanists seek a higher sense of consciousness in the students and enhancement of the mind (Ornstein, 1982).<\/p>\n

Cooperative Learning<\/h3>\n

Cooperative learning is a teaching strategy that is structured around small groups comprised of students with varying ability levels. Cooperative learning incorporates a variety of learning experiences to enhance their understanding of a\u00a0particular topic. In some cases, members of each group are assigned tasks. These tasks are then shared with students in other groups. In this model students take on the role of the learner as well as teacher (Johnson & Johnson, 1999).\u00a0 The jigsaw model is an excellent way to engage students in this type of learning. See the video at\u00a0the bottom of this page\u00a0to watch a teacher model this technique.<\/p>\n

Broad Fields Curriculum<\/h3>\n

Broad fields design is in response to the lack of integration under subject-centered design. Many\u00a0educators\u00a0feel that curricula in the subject \u2013centered model is too compartmentalized. The students sometimes have difficulty making interdisciplinary connections between the different subjects. The drawback with this interdisciplinary model is combining so many subjects, students get knowledge that is less in-depth in comparison to the deeper content of a single-subject. (Barnett, 2009)<\/p>\n

Activity Curriculum<\/h3>\n

This movement originated in private child-centered schools and impacted the public elementary school curriculum. This advocated carefully planned activities that were tied to a child\u2019s needs and interests. This teaching strategy acted as the basis of emerging teaching strategies that included life experiences, field trips, and group activities (Ornstein, 1982).<\/p>\n

Stakeholders and Curricular Decision Making<\/h2>\n

Parents, Schools, and Communities<\/h3>\n

Parents can be the most valuable influences on the curriculum adopted at the local level. The Board of Education adopts the curriculum, but the parents are the taxpayers in the district, so they have a vested interest in the way their children are taught.\u00a0 This input can be made through contacting individual teachers and\/or the administration to shape their children\u2019s educations.<\/p>\n

Special Interest Groups<\/h3>\n

Special interest\u00a0groups advocate for\u00a0particular policies\u00a0and focus in education. These groups can be comprised of people from a\u00a0specific\u00a0culture, ethnicity, or religious group and may lobby for changes in education through a political lens based on their political party affiliation.<\/p>\n

State Legislatures<\/h3>\n

Public schools are funded by taxpayer dollars and governed by\u00a0their\u00a0respective states and departments of education. State legislators tend to focus on what best meets the needs of all students. State legislatures play a vital role in education because they set the state budget for education and pass laws pertaining to the educational system statewide. Some policies are influenced by state legislators and the state\u2019s department of education.<\/p>\n

Schools<\/h3>\n

The school\u2019s influence revolves around both the philosophical picture of what schools should accomplish and the practical picture of what to do with the students today. Colleges\u00a0often share their expectations for incoming students so that K-12 teachers can make the students college or career ready.<\/p>\n

Textbooks and Testing Companies<\/h3>\n

The states that represent the greatest possible business for the publishers can have tremendous influence over the content of the books. California and Texas, for example, account\u00a0for approximately\u00a020 percent of the textbook market.<\/p>\n

Standards: The Next Generation<\/h2>\n

The New York State Board of Regents revised the ELA and Mathematics Learning Standards in 2017. The ELA and Mathematics standards were revised to ensure that New York State has well-crafted standards for our students (NYSED, 2017). This is the most recent iteration of the information that\u00a0any teacher and student in New York State will be held accountable for. Creation of good objectives that allow for achievement of both cognitive and affective goals will assist us in meeting these standards.<\/p>\n

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