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Psychomotor Domain Objectives
Group 3 (8:30-9:30)
What is a Psychomotor Domain Objectives?
It discreet physical functions, reflex actions and interpretative movements.
 T...
Psychomotor Learning domain Objectives
 Are concerned with how a student controls or moves his body.
 Emphasize some mus...
Levels of Psychomotor Domain
Origination
Origination
Levels of Psychomotor Domain
Perception
 The ability to use sensory cues to guide motor activity. This ranges from
senso...
Set
Readiness to act. It includes mental, physical, and
emotional sets. These three sets are dispositions that
predeterm...
Guided Response
 The early stages in learning a complex skill that includes imitation and
trial and error. Adequacy of p...
 Mechanism
This is the intermediate stage in learning a complex skill. Learned
responses have become habitual and the mo...
Complex Overt Response
 The skillful performance of motor acts that involve complex movement
patterns. Proficiency is in...
Adaptation
 Skills are well developed and the individual can modify
movement patterns to fit special requirement.
Exampl...
Origination
Creating new movement patterns to fit a particular situation
or specific problem. Learning outcomes emphasiz...
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Psychomotor Domain of Learning

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Psychomotor Domain of Learning

  1. 1. Psychomotor Domain Objectives Group 3 (8:30-9:30)
  2. 2. What is a Psychomotor Domain Objectives? It discreet physical functions, reflex actions and interpretative movements.  These types of objectives are concerned with the physically encoding of information, with movement and/or with activities where the gross and fine muscles are used for expressing or interpreting informatin or concepts.  Refers to natural, autonomic responses or reflexes.
  3. 3. Psychomotor Learning domain Objectives  Are concerned with how a student controls or moves his body.  Emphasize some muscular or motor skill such as use of precision instruments or tools or athletic performance. Include examples of like typing 25 words per minute, printing letters correctly, painting a picture, or dribbling a basketball.
  4. 4. Levels of Psychomotor Domain
  5. 5. Origination Origination
  6. 6. Levels of Psychomotor Domain Perception  The ability to use sensory cues to guide motor activity. This ranges from sensory stimulation, through cue selection, to translation. Examples: Color Listen Note Describe Look Observe Find Measure Record
  7. 7. Set Readiness to act. It includes mental, physical, and emotional sets. These three sets are dispositions that predetermine a person's response to different situations (sometimes called mindsets) Examples: Assemble Demonstrate Imitate Construct Execute Manipulate Copy Handle Perform
  8. 8. Guided Response  The early stages in learning a complex skill that includes imitation and trial and error. Adequacy of performance is achieved by practicing. Examples: Assemble Experiment Measure Connect Handle Relate Convert Manipulate Use
  9. 9.  Mechanism This is the intermediate stage in learning a complex skill. Learned responses have become habitual and the movements can be performed with some confidence and proficiency. Examples: Devise Manipulate Spell out Execute Operate Use Install Perform
  10. 10. Complex Overt Response  The skillful performance of motor acts that involve complex movement patterns. Proficiency is indicated by a quick, accurate, and highly coordinated performance, requiring a minimum of energy.  This category includes performing without hesitation, and automatic performance. For example, players are often utter sounds of satisfaction or expletives as soon as they hit a tennis ball or throw a football, because they can tell by the feel of the act what the result will produce. Examples: Assemble Convert Measure Conduct Label Use Connect Match
  11. 11. Adaptation  Skills are well developed and the individual can modify movement patterns to fit special requirement. Examples: Alter Move Shift Change Refine Shove Modify Revise Sift
  12. 12. Origination Creating new movement patterns to fit a particular situation or specific problem. Learning outcomes emphasize creativity based upon highly developed skills. Examples: Create Recite and count Remember and apply Discard and substitute Recall and use Repair and use Recycle and use Select and discard Recapitulate

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