Presents teaching strategies for introducing high school students to contract law. Offers as a case study a contract agreement between pro football players and team owners. Stresses basic elements of contracts (offer, acceptance, consideration, and understanding the bargaining process). Journal available from the American Bar Association, 1155…

Eighteen ways to informally evaluate cognitive objectives are discussed: grafitti walls; newspapers; card sorts; crossword puzzles; visualizing; debates; audio-visual narratives; ABC lists; concept trees; mini textbooks; incomplete charts; brainstorming; checking guides; logs and journals; drama; manipulative events; student-made tests; student…

A model basic speech communication course is described in this paper, along with guidelines for developing and maintaining a cognitive-basic skills approach to such a course. The course outline describes the university environment where the course is taught; the structure of the department offering the course; the philosophy and course objectives;…

Both cognitive and affective goals may be achieved through choice of instructional strategies in any particular subject area. Appropriate instructional strategies include socratic peer discussion of dilemmas, values clarification techniques, role playing, simulation and games, creative dramatics, and various classroom investigation techniques (the…

Points out that instructors lack a scheme for making connections between teaching techniques and particular learning objectives. Samples the literature concerning teaching techniques for sociology in the context of Bloom's "Taxonomy of Educational Objectives." Proposes a model that will aid in matching teaching techniques with…

Describes how expanding the geography curriculum so that it deals with cognitive and affective outcomes in a confluent manner can make geography lessons more interesting to teachers and students. An inquiry lesson on petroleum is presented as an example. (Author/DB)

An achievement training program based on observation of personal characteristics of high achievers is described; responsibility for performance is borne by the participant/student. (JMF)

Suggestions to help create and maintain effective classroom discussion are offered, and strengths and weaknesses of this approach are identified. Discussion is defined as a variety of teaching approaches that focus on two-way, spoken communication between the teacher and the students, and more importantly among the students themselves (e.g.,…

Emotions, feelings, and values are important in an individual's well being. If pupils possess quality attitudes, the chances are that cognitive objectives will be achieved well, as much as the individual can be capable of doing. The teacher needs to emphasize affective objectives in reading instruction. Learning opportunities to achieve objectives…

This ten classroom-hour instructional model for alcohol education focuses on cognitive information, affective instruction, and selected field activities to assist students in establishing physiological and psychological relationships in alcohol areas. This integration is organized to clarify values and instill responsible alcohol-related behaviors…

Argues for including both the affective and cognitive dimension in teaching literature to college freshmen and sophomores. (MKM)

Explains how students in high school social studies should benefit from participation in an economic education program. Presents objectives relating to the consumer in society, consumer rights and responsibilities, and consumer law. A directory of materials and resources concludes the article. (Author/DB)

This monograph offers concise suggestions for drawing up instructional objectives. The essential elements of a well written instructional objective are outlined and a discussion is presented on writing instructional objectives in three major domains of learning: cognitive, affective, and psychomotor. It is emphasized that an instructional…

The "P.A.C. Game" provides a creative way for preservice teachers to develop their understanding of taxonomies of objectives in the psychomotor, affective, and cognitive domains. The game also helps give teachers feedback about students' progress. (PP)

Presents a library and information skills curriculum based on an information problem solving approach and Bloom's taxonomy of educational objectives in the cognitive domain. The taxonomy is described, and six information skills that match Bloom's six levels of cognition are identified. (12 references) (CLB)