DOMAINS OF LEARNING Flashcards
Structure of learning method and
evaluation
BLOOM’S TAXONOMY
BLOOM’S TAXONOMY Underpins the classical: CAP
KNOWLEDGE (Cognitive)
ATTITUDE (Affective)
SKILLS (Psychomotor)
attained degrees at Pennsylvania State
University in 1935.
Benjamin S. Bloom
Benjamin S. Bloom joined the Department of
Education at the University of
Chicago in what year
1940
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
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
Benjamin S. Bloom was appointed Charles H Swift
Distinguished Service ______________at
Chicago in 1970.
Professor
(thinking, knowledge, mental)
Cognitive
(feeling, attitude, emotions)
Affective
(doing, skills, physical)
Psychomotor
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
- manner in which we
deal with things emotionally, such as feelings,
values, appreciation, enthusiasms,
motivations, and attitudes.
AFFECTIVE DOMAIN
- manner in which we
deal with things emotionally, such as feelings,
values, appreciation, enthusiasms,
motivations, and attitudes.
AFFECTIVE DOMAIN
- physical
movement, coordination, and use of the
motor-skill areas.
PSYCHOMOTOR DOMAIN
Domains of learning were first developed
and described in the year
1956 - 1972
○ Both involved in describing cognitive
and affective domains.
○ First appeared as 1st author on the
Cognitive Domain
Benjamin Bloom (Cognitive Domain)
Colleague of Bloom for Affective Domain
David Krathwohl
(Psychomotor Domain) who created this taxonomy
Anita Harrow
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
They revised the Cognitive taxonomy in 2000-2001
Lorin Anderson & David Krathwohl
● Former student of Bloom
Lorin Anderson
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.
● Remembering or retrieving previously learned
material
● VERBS: Know, identify, relate, list, define,
recall, memorize, repeat, record, name,
recognize, acquire
Knowledge cognitive domain (BLOOM 1956)
● 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)
● 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)
