In fact, the unacknowledged feelings were likely getting in the way of having a discussion in the first place. One thing that I realized during that discussion was that the feelings were in the room whether or not I acknowledged them. Finally, exasperated, I asked, “How do you feel about these two different cases?” A woman in my class who had never spoken up said, “I feel bad!” A few other students agreed, and as I probed why they felt that way, they began to talk about inequitable access to mental healthcare and the limits of the medical model, exactly the issues I wanted them to consider. I wanted students to understand the limits of treating psychological disorders just like any other kind of medical issue, however they were not engaging at all. I was trying to lead a discussion about the treatment of psychological disorders by comparing and contrasting two case studies. I’ll admit that I stumbled into the affective domain by accident during a somewhat frustrating discussion in an introductory psychology course. Internalization is the process whereby your affect toward something goes from a general awareness level to a point where the affect is internalized and consistently guides or controls your behavior. The guiding principle for movement through the hierarchy is internalization. Like Bloom’s cognitive domain, the affective domain is arranged in a hierarchy whereby learners move from simpler feelings to more complex feelings. The affective domain involves our feelings, emotions, and attitudes, and includes the manner in which we deal with things emotionally (feelings, values, appreciation, enthusiasm, motivations, and attitudes). However, Bloom also developed two other hierarchies, the psychomotor and the affective. Most of us are familiar with Bloom’s cognitive hierarchy, as any instructional design course relies heavily on those concepts. One strategy I have for writing good discussion questions is teaching in Bloom’s Affective domain (Krathwohl, Bloom, Masia, 1973). For a comprehensive list of techniques, here are a few ideas.īut perhaps the most important part of leading an engaging discussion is developing good discussion questions. There are a number of strategies for improving the quality of classroom discussion, such as breaking students into smaller groups or having stations set up around the classroom. Students are reluctant to talk out loud or they offer simple responses to the questions posed. However, as I’m sure most instructors can relate, far too often I’ve found myself in the opposite situation. One of the most satisfying moments in teaching is leading a lively discussion in which students are deeply engaged in the material and contributing thoughtfully.
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