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PSTMLS > DOMAINS OF LEARNING > Flashcards

DOMAINS OF LEARNING Flashcards

1
Q

Structure of learning method and
evaluation

A

BLOOM’S TAXONOMY

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2
Q

BLOOM’S TAXONOMY Underpins the classical: CAP

A

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

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3
Q

attained degrees at Pennsylvania State
University in 1935.

A

Benjamin S. Bloom

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4
Q

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

A

1940

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5
Q

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

A

Ralph Tyler

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6
Q

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)

A

learning behavior

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7
Q

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

A

Professor

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8
Q

(thinking, knowledge, mental)

A

Cognitive

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9
Q

(feeling, attitude, emotions)

A

Affective

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10
Q

(doing, skills, physical)

A

Psychomotor

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11
Q

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

A

COGNITIVE DOMAIN

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12
Q
  • manner in which we
    deal with things emotionally, such as feelings,
    values, appreciation, enthusiasms,
    motivations, and attitudes.
A

AFFECTIVE DOMAIN

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12
Q
  • manner in which we
    deal with things emotionally, such as feelings,
    values, appreciation, enthusiasms,
    motivations, and attitudes.
A

AFFECTIVE DOMAIN

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13
Q
  • physical
    movement, coordination, and use of the
    motor-skill areas.
A

PSYCHOMOTOR DOMAIN

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14
Q

Domains of learning were first developed
and described in the year

A

1956 - 1972

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15
Q

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

A

Benjamin Bloom (Cognitive Domain)

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16
Q

Colleague of Bloom for Affective Domain

A

David Krathwohl

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17
Q

(Psychomotor Domain) who created this taxonomy

A

Anita Harrow

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18
Q

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.

A

NEW VERSION OF BLOOM’S TAXONOMY

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19
Q

They revised the Cognitive taxonomy in 2000-2001

A

Lorin Anderson & David Krathwohl

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20
Q

● Former student of Bloom

A

Lorin Anderson

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21
Q

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

A

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

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22
Q

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

A

Knowledge cognitive domain (BLOOM 1956)

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23
Q

● 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

A

Comprehension cognitive domain (BLOOM 1956)

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24
Q

● 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

A

APPLICATION cognitive domain (BLOOM 1956)

25
Q

● 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

A

Analysis cognitive domain (BLOOM 1956)

26
Q

● 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

A

Synthesis OF cognitive domain (BLOOM 1956)

27
Q

● 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

A

Evaluation of cognitive domain (BLOOM 1956)

28
Q

● 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

A

Remembering OF COGNITIVE DOMAIN (ANDERSON & KRATHWOHL 2001)

29
Q

● 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

A

Understanding OF COGNITIVE DOMAIN (ANDERSON & KRATHWOHL 2001)

30
Q

● 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

A

Applying OF COGNITIVE DOMAIN (ANDERSON & KRATHWOHL 2001)

31
Q

● 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

A

Analyzing OF COGNITIVE DOMAIN (ANDERSON & KRATHWOHL 2001)

32
Q

● 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

A

Evaluating OF COGNITIVE DOMAIN (ANDERSON & KRATHWOHL 2001)

33
Q

● 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

A

Creating OF COGNITIVE DOMAIN (ANDERSON & KRATHWOHL 2001)

34
Q

Feeling and attitude

A

AFFECTIVE DOMAIN

35
Q

● learner’s sensitivity to the existence of stimuli
○ awareness, willingness to receive, or
selected attention

● VERBS: Feel, sense, capture, experience,
pursue, attend, perceive

A

Receiving OF THE AFFECTIVE DOMAIN

36
Q

● 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

A

Responding OF THE AFFECTIVE DOMAIN

37
Q

● learner’s beliefs and attitudes of worth
○ acceptance, preference, or
commitment to a value.

● VERBS: Believe, seek, justify, respect, search,
persuade

A

Valuing OF THE AFFECTIVE DOMAIN

38
Q

● 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

A

Organization OF THE AFFECTIVE DOMAIN

39
Q

● 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

A

Characterization OF THE AFFECTIVE DOMAIN

40
Q

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

A

PSYCHOMOTOR / KINESTHETIC DOMAIN

41
Q

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

A

1970

42
Q

3 PSYCHOMOTOR TAXONOMIES:

A

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

43
Q

Useful if you are developing skills

A

PSYCHOMOTOR TAXONOMIES:
● 1972 - Anita Harrow

44
Q

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

A

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

45
Q

Appropriate for most adult training in
the workplace

A

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

46
Q

● 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.

A

Reflex movements (HARROW 1972)

47
Q

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

A

Fundamental movements (HARROW 1972)

48
Q

● 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.

A

Perceptual abilities (HARROW 1972)

49
Q

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

A

Skilled movements (HARROW 1972)

50
Q

● 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.

A

Non-discursive communication (HARROW 1972)

51
Q

Senses cues that guide motor activity

A

Perception (ELIZABETH SIMPSON 1972)

52
Q

Mentally, emotionally, and physically ready to
act

A

Set (ELIZABETH SIMPSON 1972)

53
Q

Imitates and practices skills, often in discrete
steps

A

Guided Response (ELIZABETH SIMPSON 1972)

54
Q

Performs acts with increasing efficiency,
confidence, and proficiency

A

Mechanism (ELIZABETH SIMPSON 1972)

55
Q

Performs automatically

A

Complete Overt Response (ELIZABETH SIMPSON 1972)

56
Q

Adapts skill sets to meet a problem situation

A

Adaptation (ELIZABETH SIMPSON 1972)

57
Q

Creates new patterns for specific situations

A

Organization (ELIZABETH SIMPSON 1972)

58
Q

Learns by watching and imitating actions

A

Imitation (R.H. DAVE 1970)

59
Q

Actions performed through memorization or
following directions

A

Manipulation (R.H. DAVE 1970)

60
Q

Performance becomes more exact and action
are more precise

A

Precision (R.H. DAVE 1970)

61
Q

Several skills can performed together in a
harmonious way

A

Articulation (R.H. DAVE 1970)

PSTMLS (11 decks)

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