Integrative Steps of Learning
and Growth
Integrative Steps of Learning
and Growth (Bukal Life Care and Counseling
Center)(Bukal Life Care and Counseling
Center)
Note:Note:
Special emphasis is placed on “Christian” instruction. But the principles apply to education that should cover broad areas of life development.
Special emphasis is placed on “Christian” instruction. But the principles apply to education that should cover broad areas of life development.
The most well known description
of learning domains was developed by
Benjamin Bloom. It is known as
“Bloom’s Taxonomy”
The most well known description
of learning domains was developed by
Benjamin Bloom. It is known as
“Bloom’s Taxonomy”
This presentation of the taxonomy of learning
domains is heavily dependent on (but not
strictly following) the work of Bloom, as well as
others such as R. H. Dave.
This presentation of the taxonomy of learning
domains is heavily dependent on (but not
strictly following) the work of Bloom, as well as
others such as R. H. Dave.
Three Major DomainsThree Major Domains
CognitiveAffectiveBehavioral
CognitiveAffectiveBehavioral
Domain #1: CognitiveDomain #1: Cognitive
“Cognitive” refers to thinking. As such, it includes such things as knowledge, understanding, and wisdom.
“Cognitive” refers to thinking. As such, it includes such things as knowledge, understanding, and wisdom.
Domain #2: AffectiveDomain #2: Affective
“Affective” refers to feelings. However, it is broader than simply emotions. It includes attitude and values. It also is tied greatly to the social or relational component in the person.
“Affective” refers to feelings. However, it is broader than simply emotions. It includes attitude and values. It also is tied greatly to the social or relational component in the person.
Domain #3: BehavioralDomain #3: Behavioral
Originally, with Bloom and others, this domain was viewed as psychomotor or hand skills. However, a broader understanding of actions seems valuable here.
Originally, with Bloom and others, this domain was viewed as psychomotor or hand skills. However, a broader understanding of actions seems valuable here.
ReviewReviewCognitive Affective Behavioral
Thinking Feeling Doing
Head Heart Hands
Levels of Learning: Cognitive DomainLevels of Learning: Cognitive Domain1. Recall2. Comprehension3. Application4. Analysis5. Synthesis
1. Recall2. Comprehension3. Application4. Analysis5. Synthesis
Levels of Learning: Affective DomainLevels of Learning: Affective Domain1. Receiving2. Responding3. Valuing4. Organizing5. Internalizing
1. Receiving2. Responding3. Valuing4. Organizing5. Internalizing
Levels of Learning: Behavioral DomainLevels of Learning: Behavioral Domain1. Imitation2. Manipulation3. Precision4. Articulation5. Naturalization
1. Imitation2. Manipulation3. Precision4. Articulation5. Naturalization
Two General Thoughts on Levels of Learning
Two General Thoughts on Levels of Learning
FIRST: The levels are progressive. That is, level 1 is the starting point for each domain, but the goal is to work toward level 5.
FIRST: The levels are progressive. That is, level 1 is the starting point for each domain, but the goal is to work toward level 5.
Levels/Steps of LearningLevels/Steps of Learning
QuickTime™ and a decompressor
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QuickTime™ and a decompressor
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Two General Thoughts on Levels of Learning
Two General Thoughts on Levels of LearningSecond: Most
learning ultimately requires the integration of the domains. Education involves changing thoughts, values, and actions.
Second: Most learning ultimately requires the integration of the domains. Education involves changing thoughts, values, and actions.
Integrative Learning is the overlap of the three
domains
Integrative Learning is the overlap of the three
domains
Levels/Steps of LearningLevels/Steps of Learning
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Rather than focusing on the
domains separately,
consider a holistic integration of these
domains. If we do this, what happens
at each step?
Rather than focusing on the
domains separately,
consider a holistic integration of these
domains. If we do this, what happens
at each step?
Step 1: IntakeStep 1: Intake
Cognitive: Recall (I can remember and repeat back what I was told)
Affective: Receive (I am willing to accept, not necessarily agree with, what I am taught)
Behavioral. Imitate (I can copy what the teacher is doing.)
Cognitive: Recall (I can remember and repeat back what I was told)
Affective: Receive (I am willing to accept, not necessarily agree with, what I am taught)
Behavioral. Imitate (I can copy what the teacher is doing.)
Step 2: GraspStep 2: Grasp
Cognitive: Comprehend (I understand what I am being taught.)
Affective: Respond (I value what I am being taught enough to react to it… positively or negatively)
Behavioral. Manipulate (I can do as long as someone gives me instructions).
Cognitive: Comprehend (I understand what I am being taught.)
Affective: Respond (I value what I am being taught enough to react to it… positively or negatively)
Behavioral. Manipulate (I can do as long as someone gives me instructions).
Step 3: UseStep 3: Use
Cognitive: Application (I can apply my knowledge in new situations)
Affective: Value (I find what I learned important to me)
Behavioral. Precision (I can create/do without specific instructions)
Cognitive: Application (I can apply my knowledge in new situations)
Affective: Value (I find what I learned important to me)
Behavioral. Precision (I can create/do without specific instructions)
Step 4: CreateStep 4: Create
Cognitive: Analysis (I can competently research, analyze, and utilize new learning.)
Affective: Organize (I can restructure my life around what I have found to be valuable.)
Behavioral: Articulate (I can design and make what is new based on learning and personal experience)
Cognitive: Analysis (I can competently research, analyze, and utilize new learning.)
Affective: Organize (I can restructure my life around what I have found to be valuable.)
Behavioral: Articulate (I can design and make what is new based on learning and personal experience)
Step 5: MasterStep 5: Master
Cognitive: Synthesize (I can take learning from many sources and integrate it into new levels of understanding)
Affective: Internalize (My learning is now part of me and how I, in part, define myself)
Behavioral. Naturalize (I now design/develop/create as a master craftsman… as an extension of myself)
Cognitive: Synthesize (I can take learning from many sources and integrate it into new levels of understanding)
Affective: Internalize (My learning is now part of me and how I, in part, define myself)
Behavioral. Naturalize (I now design/develop/create as a master craftsman… as an extension of myself)
Review of the Holistic Steps of Learning
Review of the Holistic Steps of Learning
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Think About ItThink About It
These may be steps to holistic learning, but perhaps they can be applied to overall well-being.
These may be steps to holistic learning, but perhaps they can be applied to overall well-being.
Consider Luke 2:52Consider Luke 2:52
Referring to Jesus… “And Jesus increased in wisdom and stature, and in favor with God and with man.”
Referring to Jesus… “And Jesus increased in wisdom and stature, and in favor with God and with man.”
Consider the four areas mentioned.
Consider the four areas mentioned.
Wisdom (mental/volitional)
Stature (physical) God (spiritual) Man (social)
Wisdom (mental/volitional)
Stature (physical) God (spiritual) Man (social)
All four of these areas have
cognitive, affective, and
behavioral components.
All four of these areas have
cognitive, affective, and
behavioral components.
Wholistic Growth involves growing physically,
mentally, socially, and spiritually. This
growth, in all four areas, involves
learning in thinking, feeling,
and doing.
Wholistic Growth involves growing physically,
mentally, socially, and spiritually. This
growth, in all four areas, involves
learning in thinking, feeling,
and doing.
Consider Spiritual GrowthConsider Spiritual Growth
Many Christians and Christian groups deal with spiritual training without concern on a broader level.
Many Christians and Christian groups deal with spiritual training without concern on a broader level.
Problem #1 with spiritual training in Christian
groups
Problem #1 with spiritual training in Christian
groupsThere is a tendency to limit
training in Christian groups to that which is considered “spiritual”. Yet, a Christian should grow in all four areas. Why should churches and other faith groups leave it to other training institutions to promote growth in other areas.
There is a tendency to limit training in Christian groups to that which is considered “spiritual”. Yet, a Christian should grow in all four areas. Why should churches and other faith groups leave it to other training institutions to promote growth in other areas.
Problem #2 with spiritual training in Christian
groups
Problem #2 with spiritual training in Christian
groupsRelated to Problem #1,
many Christian groups put such a high priority on “spiritual” matters, that a young believer may come to the conclusion that growing in other areas has no real value.
Related to Problem #1, many Christian groups put such a high priority on “spiritual” matters, that a young believer may come to the conclusion that growing in other areas has no real value.
Problem #3 with spiritual training in Christian
groups
Problem #3 with spiritual training in Christian
groupsMany groups focus their
training in the cognitive area. The focus is on information. This is strange since faith is foundational to Christian living and faith is primarily in the affective area, and demonstrated in the behavioral area.
Many groups focus their training in the cognitive area. The focus is on information. This is strange since faith is foundational to Christian living and faith is primarily in the affective area, and demonstrated in the behavioral area.
Problem #4 with spiritual training in Christian
groups
Problem #4 with spiritual training in Christian
groupsMany groups emphasize
cognitive training at the start and only seek behavioral training (ministry/missions) after a fair amount of (cognitive) maturity. This is not justifiable.
Many groups emphasize cognitive training at the start and only seek behavioral training (ministry/missions) after a fair amount of (cognitive) maturity. This is not justifiable.
Recall the Integrated Steps
Recall the Integrated Steps
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Spiritual Step #1. IntakeSpiritual Step #1. Intake
A very young believer (or perhaps simply a seeker) is given instruction in the faith and can imitate the behavior of the discipler. Affectively, the individual should be open, but perhaps undecided.
A very young believer (or perhaps simply a seeker) is given instruction in the faith and can imitate the behavior of the discipler. Affectively, the individual should be open, but perhaps undecided.
Spiritual Step #2. GraspSpiritual Step #2. Grasp
Training moves beyond data input and imitation. At this point there should be the “Aha!!” as the person understands and responds to the message. Behaviorally, the learner can serve following clear instructions.
Training moves beyond data input and imitation. At this point there should be the “Aha!!” as the person understands and responds to the message. Behaviorally, the learner can serve following clear instructions.
Spiritual Step #3. UseSpiritual Step #3. Use
This is where the disciples are generally effective. They value their faith, they understand how their Bible and faith study relates to their lives. They are able to serve and minister without close supervision and guidance.
This is where the disciples are generally effective. They value their faith, they understand how their Bible and faith study relates to their lives. They are able to serve and minister without close supervision and guidance.
Spiritual Step #4. CreateSpiritual Step #4. Create
The disciple has moved beyond the “milk” of the word. He is now integrating his life around his faith, analyzing and dealing with confusing parts of his learning. He is able to move beyond simply doing. He is able to develop and create.
The disciple has moved beyond the “milk” of the word. He is now integrating his life around his faith, analyzing and dealing with confusing parts of his learning. He is able to move beyond simply doing. He is able to develop and create.
Spiritual Step #5. MasterSpiritual Step #5. Master
Spiritually speaking, this is the pinnacle. The disciple identifies himself by his relationship to God and faith community. He has great depth in his understanding, and is competent to lead, teach, and do as a fully faithful servant of God.
Spiritually speaking, this is the pinnacle. The disciple identifies himself by his relationship to God and faith community. He has great depth in his understanding, and is competent to lead, teach, and do as a fully faithful servant of God.
This is the pinnacle spiritually…
This is the pinnacle spiritually…
… but God did not simply create us as spiritual beings. He created us as physical, thinking, social beings. As such, achieving a Master level spiritually while being stunted in other areas may not be possible… and certainly is not healthy.
… but God did not simply create us as spiritual beings. He created us as physical, thinking, social beings. As such, achieving a Master level spiritually while being stunted in other areas may not be possible… and certainly is not healthy.
Key point…Key point…
Mastery involves our God-given potential and situation. For example, Physical mastery involves the body God has given us at the stage of life we are in. Mastery does not mean doing more push-ups than anyone else.
Mastery involves our God-given potential and situation. For example, Physical mastery involves the body God has given us at the stage of life we are in. Mastery does not mean doing more push-ups than anyone else.
Steps Toward IntegrationSteps Toward Integration
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What would level 6 be?What would level 6 be?
This should involve integration of physical, social, spiritual, and mental areas of life (they are integrated anyway… it is we who divide them up).
This should involve integration of physical, social, spiritual, and mental areas of life (they are integrated anyway… it is we who divide them up).
What should level 6 be like.
What should level 6 be like.
Some characteristics could be:
-Evaluation. (Ability to judge competently)
-Replication. (Desire to pass on and develop his learning to others)
-Innovation. (Develop new creations that integrate different areas of life)
Some characteristics could be:
-Evaluation. (Ability to judge competently)
-Replication. (Desire to pass on and develop his learning to others)
-Innovation. (Develop new creations that integrate different areas of life)
What else?What else?
Within a Christian context, level 6 could be described as “Christlikeness”.
Within other contexts, level
6 would be living up to one’s potential or design.
Within a Christian context, level 6 could be described as “Christlikeness”.
Within other contexts, level
6 would be living up to one’s potential or design.
Suggestion…Suggestion…
It may not be necessary to integrate areas of life in teaching computer programming. But one should consider integrating components of learning and areas of life in broader areas of learning. Education should be as broad as we are.
It may not be necessary to integrate areas of life in teaching computer programming. But one should consider integrating components of learning and areas of life in broader areas of learning. Education should be as broad as we are.
We must see the whole man and his total need. If you only see his mental need you will become an educator. If you only see his political oppression, you will become a revolutionary or a politician. And if you see only his spiritual need, you will become a religionist. It is in seeing the whole man, with the strongest emphasis on the spiritual that you become a Christian witness, a missionary, an evangelist, a communicator of God’s Word.
-Franklin Graham (CHE Overview {Modesto, CA: Medical Ambassadors International, 2005))
We must see the whole man and his total need. If you only see his mental need you will become an educator. If you only see his political oppression, you will become a revolutionary or a politician. And if you see only his spiritual need, you will become a religionist. It is in seeing the whole man, with the strongest emphasis on the spiritual that you become a Christian witness, a missionary, an evangelist, a communicator of God’s Word.
-Franklin Graham (CHE Overview {Modesto, CA: Medical Ambassadors International, 2005))
Some ReferencesSome References
“Bloom’s Taxonomy- Learning Domains” http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm
Ford, LeRoy. Design for Teaching and Training: A Self-Study Guide to Lesson Planning. Eugene,
OR: Wipf and Stock Publishers, 2002.
Knight, Lizette. Maximum Learning and Teaching: Asian Perspectivee. Baguio City, Philippines, MLK Equip Publishing, 2009.
LeFever, Marlene. “Learning Styles” in Introducing Christian Education: Foundations for the
21st Century, Michael Anthony, ed. Grand Rapids, MI: Baker Books, 2001.
Munson, Celia. “Learning Styles and Modes of Learning.” http://www.bukallife.org/training_aids/Learning%20Styles%20and%20Modes%20of%20Learning.ppt
Munson, Robert. Wholistic Education in the Church. http://www.bukallife.org/articles/wholistic-education-in-the-church.pdf
LeFrancois, Guy R. Psychology for Teaching. Belmont, CA: Wadsworth Publishing, 1988. Yount, William R. “Learning Theory for Christian Teachers” in Introducing Christian Education:
Foundations for the 21st Century, Michael Anthony, ed. Grand Rapids, MI: Baker Books, 2001.
Yount, William R. Called to Teach: An Introduction to the Ministry of Teaching. Nashville, TN:
Broadman and Holman, 1999.
“Bloom’s Taxonomy- Learning Domains” http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm
Ford, LeRoy. Design for Teaching and Training: A Self-Study Guide to Lesson Planning. Eugene,
OR: Wipf and Stock Publishers, 2002.
Knight, Lizette. Maximum Learning and Teaching: Asian Perspectivee. Baguio City, Philippines, MLK Equip Publishing, 2009.
LeFever, Marlene. “Learning Styles” in Introducing Christian Education: Foundations for the
21st Century, Michael Anthony, ed. Grand Rapids, MI: Baker Books, 2001.
Munson, Celia. “Learning Styles and Modes of Learning.” http://www.bukallife.org/training_aids/Learning%20Styles%20and%20Modes%20of%20Learning.ppt
Munson, Robert. Wholistic Education in the Church. http://www.bukallife.org/articles/wholistic-education-in-the-church.pdf
LeFrancois, Guy R. Psychology for Teaching. Belmont, CA: Wadsworth Publishing, 1988. Yount, William R. “Learning Theory for Christian Teachers” in Introducing Christian Education:
Foundations for the 21st Century, Michael Anthony, ed. Grand Rapids, MI: Baker Books, 2001.
Yount, William R. Called to Teach: An Introduction to the Ministry of Teaching. Nashville, TN:
Broadman and Holman, 1999.
Integrative Steps of Learning and
Growth
(Compiled by Bob and Celia
Munson for Bukal Life Care and Counseling Center)
www.bukallife.org
Integrative Steps of Learning and
Growth
(Compiled by Bob and Celia
Munson for Bukal Life Care and Counseling Center)
www.bukallife.org