d. Since the objective of this paper is to identify effective ways for teachers to enhance their instruction of students, it is important as a precursor, to learn about the different types of learningùcognitive, affective and psychomotor. Moreover, the breakdown of each learning domains into different categories ranging from the most simple to the complex will identify the specific skills that should be acquired in the development of each domain (Bloom, Mesia, & Krathwohl, 1964, in Clark, 2000). Due to the focus of this paper on academic learning, only the cognitive and affective learning domains will be discussed.
In the second half of the paper, the research-based instructional approaches of cognitive coaching and brain-based learning will be presented individually. Due to the vastness of the topics, only specific aspects of these approaches that are related to the educational setting will be discussed. Based on the discussion of the effectiveness of these approaches, concrete suggestions for how they can be applied in the school setting will also be provided.
Theoretical Constructs and Previous Studies
The cognitive domain deals with the acquisition and development of intellectual abilities and skills. In Bloom's model, six categories of intellectual skills starting from the most simple to the most complex have been identified as follows: "knowledge, comprehension, application, analysis, synthesis and evaluation" (Bloom et al., 1964, in Clark, 2000). Each of these categories that address a specific intellectual skill will be described individually.
Knowledge. The skill of knowledge refers to an individual's ability to recall data. With this learning, students will be able to describe, identify and match objects based on the recollection of relevant data.
Comprehension. The skill of comprehension addresses an individual's understanding of the instructions and the task at hand. The most basic indicator...