The Promise of the Model of Domain Learning for Teaching and Learning in K–12 Classrooms

• In Event: The Model of Domain Learning: Understanding the Development of Expertise

Abstract

The Model of Domain Learning (MDL) regards learning as a process of academic development involving three interrelated components: knowledge, interest, and strategic processing (Alexander, 1997, 2003). This applies whether those who are learning are high school students in an AP Biology course, pre-service teachers completing a semester of student teaching, or third-graders asking their parents for help with a language arts homework assignment. In this paper, we approach the MDL as a framework that can be used to support learning in K-12 classrooms. In particular, we consider how approaching learning as academic development as conceptualized by the MDL benefits three major stakeholders in education: students, teachers, and parents. For each of these groups of important individuals, we begin by unpacking research on the MDL and position them as learners within the MDL framework. Knowledge, interest, and strategic processing are addressed individually, as well as how they unfold in relation to one another. Then, we examine how the cognitive and motivational components of the MDL can be supported at each phase of academic development, with a particular emphasis of how these supports can play out in K-12 classrooms. In doing so we examine instructional practices, K-12 and teacher education curricula, student assessment, and teacher accountability. This paper concludes with recommendations for research and practice.

Authors

• Heather Rogers Haverback, Towson University

• Emily Grossnickle Peterson, American University