Reflection: The
Three Domains of Teaching
Author: Santosh Kumar
Biswa, Sr. Teacher, Damphu CS, Tsirang, Bhutan
The three most important domains
of teaching really needed to consider many of the areas suggested by Schunk. The steps suggested by Schunk (2012) from Gagne’s
nine events of instruction that constitute some important aspects of an
effective teaching and learning process opened my eyes and made me realize what
I have not been doing in my classroom as of now.
The mind map given below reveals how in my classroom model I
incorporate the three domains of teaching: classroom management, lesson plan
construction, and instructional delivery style using behaviorist or cognitive
principles across the three domains.
In my classroom, I have
incorporated both behaviorist and cognitive principles into all the domains of
teaching, although I vary at different levels. For instance, I tend to be
behaviorist-heavy in the case of classroom management and cognitive-heavy in
the case of lesson planning, although I remain equal to both in the case of
instructional delivery style. The ups and downs in each case are due to some
external factors that influence the implementation process. The reasons why my
behaviorist principle goes heavy while managing the class are: the diverse
culture that the students belong to in the class; the individual
differences of the students; the student's readiness to participate during
the activities (as some are shy and silent); the parents’ expectations are high
but they cannot help their children due to their own educational background;
and finally, the availability of the resources that we need to manage
everything by ourselves. In the case of lesson planning, I tend to be more into
cognitive principles because of the time constraints due to the heavy workload
and the vastness of the curriculum standards. Although I am equal in principles in both cases,
something that hampers my instructional delivery style are time constraints,
crowded classrooms, students’ prior knowledge, students’ participation in the
classroom, internet connectivity, lack of facilities, and too many
co-curricular activities in the classroom.
Having understood these theories,
the modification that I would bring to my teaching style would be the
streamlining of both the principles in all three domains mentioned above for a
stable teaching environment in the classroom. The things suggested by Schunk
(2012) about reinforcement of behavior and learning process, using
self-regulated learning, helping students develop metacognitive skills, Gagne’s
Nine Events of Instruction, Positive Classroom Management, Guthrie's theory of
starting in chunks and increasing the time, using Premack’s Principle of
student engagement, and planning the lesson with the inclusion of methods are
some of the philosophies that drive my teaching on par with the three domains
of teaching.
I now realize that I, as a teacher,
should know my students well from all aspects and should make the learning in
the classroom engaging and valued by incorporating the stages involved in
effective teaching (Aitsl, 2017). Now I
realize the key differences between behaviorist and cognitive principles, and
they can be used as tools to determine our teaching and learning processes,
whether they are working or not (Hoey, 2017), and based on that, provide steps
on how to streamline the teaching and learning process to achieve specified learning
outcomes.
Finally, I knew that we were to distinguish
our teaching model based on the principles of behaviorism and cognitive
psychology, as I did through this assignment. It indeed gives a clear picture
of our teaching so that we can remodel it.
References
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