DOMAINS OF LEARNING Flashcards by Kyra Catedral

Structure of learning method and
evaluation

BLOOM’S TAXONOMY

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BLOOM’S TAXONOMY Underpins the classical: CAP

KNOWLEDGE (Cognitive)
ATTITUDE (Affective)
SKILLS (Psychomotor)

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attained degrees at Pennsylvania State
University in 1935.

Benjamin S. Bloom

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Benjamin S. Bloom joined the Department of
Education at the University of
Chicago in what year

1940

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Benjamin S. Bloom met his mentor ______________ with
whom he first began to develop his
ideas for developing a system (or
‘taxonomy’) of specifications to enable
educational training and learning
objectives to be planned and
measured properly

Ralph Tyler

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Benjamin S. Bloom headed a group of educational
psychologists whose goal was to
develop a system of categories of
______________________ (The group
identified 3 domains of learning)

learning behavior

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Benjamin S. Bloom was appointed Charles H Swift
Distinguished Service ______________at
Chicago in 1970.

Professor

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(thinking, knowledge, mental)

Cognitive

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(feeling, attitude, emotions)

Affective

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(doing, skills, physical)

Psychomotor

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This includes
the recall or recognition of specific facts,
procedural patterns, and concepts that serve
in the development of intellectual abilities and
skills.

COGNITIVE DOMAIN

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manner in which we
deal with things emotionally, such as feelings,
values, appreciation, enthusiasms,
motivations, and attitudes.

AFFECTIVE DOMAIN

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manner in which we
deal with things emotionally, such as feelings,
values, appreciation, enthusiasms,
motivations, and attitudes.

AFFECTIVE DOMAIN

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physical
movement, coordination, and use of the
motor-skill areas.

PSYCHOMOTOR DOMAIN

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Domains of learning were first developed
and described in the year

1956 - 1972

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○ Both involved in describing cognitive
and affective domains.
○ First appeared as 1st author on the
Cognitive Domain

Benjamin Bloom (Cognitive Domain)

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Colleague of Bloom for Affective Domain

David Krathwohl

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(Psychomotor Domain) who created this taxonomy

Anita Harrow

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Mixing domains of learning and using more
diversity in delivery lessons also helps
students create more neural networks and
pathways thus aiding their retention and recall.

NEW VERSION OF BLOOM’S TAXONOMY

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They revised the Cognitive taxonomy in 2000-2001

Lorin Anderson & David Krathwohl

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● Former student of Bloom

Lorin Anderson

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Lorin Anderson revisited the cognitive domain in the learning taxonomy in the mid-nineties and made some
changes:

1) changing the names in the six
categories from noun to verb forms,
2) slightly rearranging them.

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● Remembering or retrieving previously learned
material
● VERBS: Know, identify, relate, list, define,
recall, memorize, repeat, record, name,
recognize, acquire

Knowledge cognitive domain (BLOOM 1956)

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● ability to grasp or construct meaning from
material.
● VERBS: Restate, locate, report, recognize,
explain, express, identify, discuss, describe,
review, infer, illustrate, interpret, draw,
represent, differentiate, conclude

Comprehension cognitive domain (BLOOM 1956)

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● ability to use learned material, or to implement material in new and concrete situations. ● VERBS: Apply, relate, develop, translate, use, operate, organize, employ, restructure, interpret, demonstrate, illustrate, practice, calculate, show, exhibit, dramatize

APPLICATION cognitive domain (BLOOM 1956)

● ability to break down or distinguish the parts of material into its components so that its organizational structure may be better understood. ● VERBS: Analyze, compare, probe, inquire, examine, contrast, categorize, differentiate, investigate, detect, survey, classify, deduce, experiment, scrutinize, discover, inspect, dissect, discriminate, separate

Analysis cognitive domain (BLOOM 1956)

● ability to put parts together to form a coherent or unique new whole. ● Bloom’s synthesis becomes creating and the last and most complex cognitive function. ● VERBS: Compose, produce, design, assemble, create, prepare, predict, modify, tell, plan, invent, formulate, collect, set up, generalize, document, combine, relate, propose, develop, arrange, construct, organize, originate, derive, write, propose

Synthesis OF cognitive domain (BLOOM 1956)

● ability to judge, check, and even critique the value of material for a given purpose. ● VERBS: Judge, assess, compare, evaluate, conclude, measure, deduce, argue, decide, choose, rate, select, estimate, validate, consider, appraise, value, criticize, infer

Evaluation of cognitive domain (BLOOM 1956)

● Recognizing or recalling knowledge from memory. ● Memory - used to produce ore retrieve definitions, facts, or lists, or to recite previously learned information. ● VERBS: Know, identify, relate, list, define, recall, memorize, repeat, record, name, recognize, acquire

Remembering OF COGNITIVE DOMAIN (ANDERSON & KRATHWOHL 2001)

● Constructing meaning from different types of functions be they written or graphic messages, or activities like interpreting, exemplifying, classifying, summarizing, inferring, comparing, or explaining. ● VERBS: Restate, locate, report, recognize, explain, express, identify, discuss, describe, review, infer, illustrate, interpret, draw, represent, differentiate, conclude

Understanding OF COGNITIVE DOMAIN (ANDERSON & KRATHWOHL 2001)

● Carrying out or using a procedure through executing, or implementing. ● situations where learned material is used through products like models, presentations, interviews, or simulations. ● VERBS: Apply, relate, develop, translate, use, operate, organize, employ, restructure, interpret, demonstrate, illustrate, practice, calculate, show, exhibit, dramatize

Applying OF COGNITIVE DOMAIN (ANDERSON & KRATHWOHL 2001)

● Breaking materials or concepts into parts, determining how the parts relate to one another or how they interrelate, or how the parts relate to an overall structure or purpose. ● VERBS: Analyze, compare, probe, inquire, examine, contrast, categorize, differentiate, investigate, detect, survey, classify, deduce, experiment, scrutinize, discover, inspect, dissect, discriminate, separate

Analyzing OF COGNITIVE DOMAIN (ANDERSON & KRATHWOHL 2001)

● Making judgments based on criteria and standards through checking and critiquing. ● Critiques, recommendations, and reports ○ can be created to demonstrate the processes of evaluation. ● VERBS: Compose, produce, design, assemble, create, prepare, predict, modify, tell, plan, invent, formulate, collect, set up, generalize, document, combine, relate, propose, develop, arrange, construct, organize, originate, derive, write, propose

Evaluating OF COGNITIVE DOMAIN (ANDERSON & KRATHWOHL 2001)

● Putting elements together to form a coherent or functional whole; ● reorganizing elements into a new pattern or structure through generating, planning, or producing. ● VERBS: Judge, assess, compare, evaluate, conclude, measure, deduce, argue, decide, choose, rate, select, estimate, validate, consider, appraise, value, criticize, infer

Creating OF COGNITIVE DOMAIN (ANDERSON & KRATHWOHL 2001)

Feeling and attitude

AFFECTIVE DOMAIN

● learner’s sensitivity to the existence of stimuli ○ awareness, willingness to receive, or selected attention ● VERBS: Feel, sense, capture, experience, pursue, attend, perceive

Receiving OF THE AFFECTIVE DOMAIN

● learner’s active attention to stimuli and his/her motivation to learn ○ acquiescence, willing responses, or feelings of satisfaction ● VERBS: Conform, allow, cooperate, contribute, enjoy, satisfy

Responding OF THE AFFECTIVE DOMAIN

● learner’s beliefs and attitudes of worth ○ acceptance, preference, or commitment to a value. ● VERBS: Believe, seek, justify, respect, search, persuade

Valuing OF THE AFFECTIVE DOMAIN

● learner’s internalization of values and beliefs involving: (1) the conceptualization of values (2) the organization of a value system. ● As values or beliefs become internalized, the learner organizes them according to priority. ● VERBS: Examine, clarify, systematize, create, integrate

Organization OF THE AFFECTIVE DOMAIN

● learner’s highest of internalization and relates to behavior that reflects: (1) a generalized set of values (2) a characterization or a philosophy about life. ● At this level the learner is capable of practicing and acting on their values or beliefs. ● VERBS: Internalize, review, conclude, resolve, judge

Characterization OF THE AFFECTIVE DOMAIN

● Specific to discrete physical functions/ reflex actions ● Physically encoding of information with movement/activities for expressing or interpreting information/concepts ● Natural autonomic responses/reflexes

PSYCHOMOTOR / KINESTHETIC DOMAIN

1956 - Cognitive domain 1964 - Affective domain _____ - Psychomotor domain (late naconsider)

1970

3 PSYCHOMOTOR TAXONOMIES:

1972 - Anita Harrow 1972 - E.J. Simpson 1970 - R.H. Dave

Useful if you are developing skills

PSYCHOMOTOR TAXONOMIES: ● 1972 - Anita Harrow

○ most referred to in materials ○ Useful if you are taking adults out of their comfort zones

3 PSYCHOMOTOR TAXONOMIES: ● 1972 - E.J. Simpson

Appropriate for most adult training in the workplace

3 PSYCHOMOTOR TAXONOMIES: ● 1970 - R.H. Dave

● Reactions that are not learned, ● involve one segmental or reflexes of the spine and movements that may involve more than one segmented portion of the spine as intersegmental reflexes. ● involuntary being either present at birth or emerging through maturation.

Reflex movements (HARROW 1972)

● Basic movements ● skills/movements/ behaviors related to walking, running, jumping, pushing, pulling, and manipulating. ● Often components for more complex actions.

Fundamental movements (HARROW 1972)

● Response to stimuli ● Should address skills related to kinesthetic (bodily movements), visual, auditory, tactile (touch), or coordination abilities ○ Reason: they are related to the ability to take in information from the environment and react.

Perceptual abilities (HARROW 1972)

● Advanced learned movements ● skills and movements that must be learned for games, sports, dances, performances, or for the arts.

Skilled movements (HARROW 1972)

● Use effective body language ● to expressive movements through posture, gestures, facial expressions, and/or creative movements like those in mime or ballet. ● These movements refer to interpretative movements that communicate meaning without the aid of verbal commands or help.

Non-discursive communication (HARROW 1972)

Senses cues that guide motor activity

Perception (ELIZABETH SIMPSON 1972)

Mentally, emotionally, and physically ready to act

Set (ELIZABETH SIMPSON 1972)

Imitates and practices skills, often in discrete steps

Guided Response (ELIZABETH SIMPSON 1972)

Performs acts with increasing efficiency, confidence, and proficiency

Mechanism (ELIZABETH SIMPSON 1972)

Performs automatically

Complete Overt Response (ELIZABETH SIMPSON 1972)

Adapts skill sets to meet a problem situation

Adaptation (ELIZABETH SIMPSON 1972)

Creates new patterns for specific situations

Organization (ELIZABETH SIMPSON 1972)

Learns by watching and imitating actions

Imitation (R.H. DAVE 1970)

Actions performed through memorization or following directions

Manipulation (R.H. DAVE 1970)

Performance becomes more exact and action are more precise

Precision (R.H. DAVE 1970)

Several skills can performed together in a harmonious way

Articulation (R.H. DAVE 1970)