Page 132 - International Journal of Process Educaiton (Special Issue)

Classification of Learning Skills, we find the following
(see also Figure 3):
 Cognitive domain:
5 process areas, 21 cluster areas, 94 learning skills
 Social domain:
5 process areas, 18 cluster areas, 86 learning skills
 Affective domain:
5 process areas, 16 cluster areas, 76 learning skills
Figure 2 Levels of Learner Development in Any
Learning Skill
Level 5 The skill is expanded and integrated
Transformative with other skills so that it can be
applied in new contexts that inspire
Use the emulation of others.
Level 4 The skill can be self-improved and
Self-Reflective adapted to unfamiliar contexts with
occasional advice from a mentor.
Use
The skill is routinely called
Level 3 upon and effectively applied in
Consistent multiple contexts by the user, who
Performance consciously directs the effort.
Level 2 The skill can be used proactively
Conscious Use by a learner, but its use needs to
be constantly encouraged and
Level 1 supported by a mentor.
Non-
The skill appears on a reactive
Conscious Use basis in response to an immediate
need, but without awareness of self
or others.
Learning Skills in Student Curricula
Foundations of Learning (4th ed.) (Redfield & Hurley
Lawrence, 2009) integrates learning skills as part of every
activity in the book as a way of improving students' learning
performances. In addition, the learning skills are presented
Figure 3 The Current Classification of Learning Skills
130 International Journal of Process Education (February 2016, Volume 8 Issue 1)
in the context of the Theory of Performance (Elger, 2007)
and students are challenged to identify five learning
skills they want to develop and which they are willing
to work on during the course to improve their learning
performance. The Classification of Learning Skills itself is
included as Appendix B in the book. Learning to Learn -
Becoming a Self-Grower (Apple, Morgan, & Hintze, 2013)
similarly integrates the Classification of Learning Skills
into each learning experience, also prompting students to
periodically assess their work in improving their selected
learning skills.
Life Enrichment Skills
Leise (2011) arrived at a related set of skills called
the Classification of Life Enrichment Skills which
complement the Classification of Learning Skills in
that they “are valuable for educators in their work to
facilitate growth for learners with varied ways of being,
developmental challenges, and life problems.” While
the life enrichment skills are eminently useful, they are
broader than learning skills in that they tend to integrate
across multiple domains of learning skills and they do not
exist within any hierarchical structure. An excerpt of life
enrichment skills from the theme, “Developing Identity”
is available in Figure 4.
Looking Forward
For all the work done with learning skills, there is still
much to do: the psychomotor domain needs to be
completed so that it offers as much richness and potential
as the other domains; the roles that language development
and assessment play as foundational and culminating skills
need to be considered and developed further; and finally,
we hope to one day offer a performance measure for each
learning skill to help in its development and in measuring
its growth.