Three Learning Domains

Bloom et al. are well known for dividing categories of

learning into the cognitive, affective, and psychomotor
domains.
• The cognitive domain involves the learning and
application of knowledge.
• The affective domain addresses the acquisition of
attitudes and values, and
• The psychomotor domain involves development of the
body and skills it performs.
 Domain Taxonomies
A taxonomy classifies information into a hierarchy
of levels. Domain taxonomies reveal that what
educators want students to accomplish (expressed
by educational objectives) can be arranged into
levels of complexity, and that those levels are best
fulfilled sequentially.

Example: The food guide pyramid

is a taxonomy of levels based on
number of servings, or relative
contribution of a particular food
group to total food intake.

www.ncagr.com/agscool/
nutrition/pyramid.htm
 Cognitive Domain
The cognitive domain involves the learning and
application of knowledge. The taxonomy contains
six levels that can be remembered by the following
mnemonic device:
Knowledge Kickball
www.chorley.gov.uk/.../ 1/Bin-
Comprehension Can
Thinking-logo.jpg Application Almost
Analysis Always
Synthesis Seem
Evaluation Enjoyable
Focuses on the KNOWING or the HEAD

B. Bloom, ed., Taxonomy of educational objectives, handbook I:

Cognitive domain. New York: McKay, 1956.
 Cognitive Domain Levels
Level Description Verbs Objective
Knowledge To recall or recognize information Define Define levels of
in some pre-arranged form. List cognitive domain.
Comprehen- To understand meaning of Describe Explain purpose of
sion information based on prior Explain cognitive domain.
learning. Interpret
Application To utilize information to complete Compute Write objective for
a task with limited direction. Solve levels of cognitive
Use domain.
Analysis To classify and relate assumptions Contrast Compare cognitive &
or evidence. Examine affective domains.
Synthesis To integrate or combine ideas into Design Design way to write
a new product or plan. Develop objectives that
Organize combines 3 domains.
Evaluation Critique idea based on specific Appraise Judge effectiveness of
standards and criteria. Judge writing objectives
Justify using taxonomy.
 Cognitive Domain Levels
Research over the last 40 years has confirmed the taxonomy as a
hierarchy, with the exception of the last two levels. It is uncertain
whether synthesis and evaluation should be reversed, or whether
synthesis and evaluation are at the same level of difficulty, but use
different cognitive processes.

Creative Thinking Critical Thinking

Synthesis Evaluation

Analysis
Application
Comprehension
Knowledge
 Affective Domain
The affective domain addresses the acquisition of
attitudes and values. The taxonomy contains five
levels that can be remembered by the following
mnemonic device:
Receiving Regular
www.rhinocerospie.com/.../ Responding Rude
archive-072004.html
Valuing Vices
Organization Offend
Characterization Christ

Focuses on the FEELING or the HEART

Krathwohl, D., et al. (1956). Taxonomy of educational objectives, handbook II:

Affective domain. New York: McKay.
 Affective Domain Levels
Level Description Verbs Objective
Receiving Being aware of, or attending to Listen Listen attentively to
something in the environment. Notice badminton
Tolerate introduction.
Responding Showing some new behavior as Comply Voluntarily help set
a result of experience. Enjoy up badminton nets.
Follow
Valuing Showing some definite Carry out Attend optional
involvement or commitment. Express badminton match.
Organization Integrating a new value into Choose Purchase own
one's general set of values Consider badminton racket.
relative to other priorities. Prefer
Characterization Acting consistently with the Act on Join intramurals to
new value; person is known by Depict play badminton twice
the value. Exemplify per week.
 Psychomotor Domain
The psychomotor domain involves development of
the body and skills it performs. The taxonomy
contains seven levels that can be remembered by
the following mnemonic device: Perceiving Premium
Patterning Pandas
www.campdiscovery.com/ Accommodating Acquire
Specialist-04/Tennis-01.jpg
Refining Varying Rare
Improvising Value
Composing In
China
Focuses on the DOING or the HANDS

Bressan’s adaptations of Jewett et al., “Educational change through a taxonomy

for writing physical education objectives,” Quest 15, 35-36, 1971.
 Psychomotor Domain Levels
Level Description Verbs Objective
Perceiving Recognizing movement Listen Discover headstand
position or pattern. Observe movement principles.
Patterning Reproducing movement Imitate Perform headstand
position or pattern. Practice following modeling.
Accommodating Using or modifying Adjust Use headstand in
movement position or pattern. Modify routine.
Refining Demonstrating efficient Improve Perform headstand
control in performing pattern. Master with pointed toes.
Varying Performing movement pattern Design Perform headstand in
in different ways. Develop three positions.
Improvising Originating novel movement Construct Combine headstand
or movement combinations. Invent with new skill.
Composing Creating unique movement Create Create floor exercise
pattern. Invent routine.
DEFINITION
It is a term used to refer to all
different things that we can do with
our minds.
It includes functions such as
perception, memory, creativity,
conception, reasoning and
emotions.
It also involves negative processes
such as forgetfulness and amnesia.
DEFINITION OF MEMORY
• Ability to retain and recall the past
events to present consciousness
• Power of reproduction
• Special ability of our mind to store
when we learn something to
recollect and reproduce it after
some time
• Complex process involving learning,
retention, recall and recognition
 TYPES OF MEMORY
1. IMMEDIATE MEMORY:
• Also known as short term memory
• It is when an individual has to
reproduce immediately after he
has learned something
• Retention time is very brief and
learned matter is forgotten rapidly
 TYPES OF MEMORY
2. SHORT TERM MEMORY:
• Also known as temporary memory
• Information may last as long as thirty
seconds even if the material is not
rehearsed
• Through chunking, some people are
able to retain much more information in
the short term memories.
 TYPES OF MEMORY
3. LONG TERM MEMORY:
• Also known as permanent memory
• Individual learns and retains the
information for a very long period of
time.
• There is an interval of time between
learning and recall or reproduction.
 THE FOUR (4) R’S OF MEMORY
• REGISTRATION: before remembering, it
must be registered or learned
• RETENTION: inactive state of what was
learned
• RECALL: mental revival of past
experiences
• RECOGNITION: perception and
identification of what was learned.
DEFINITION OF FORGETTING
• Loss (temporary or permanent) of
the ability to recall or recognize
something learned earlier
• Being unable to find the correct
information from the mind at the
given situation
• Failure of an individual to review in
consciousness an idea or a group
of ideas
FACTORS INFLUENCING FORGETTING
 Theory of Decay: when vivid
impressions created in the
cerebral cortex fade away as
time passes
 Theory of Interference: when
forgetting is caused by influence
of the intervening activities such
as a new learning
FACTORS INFLUENCING FORGETTING
 Theory of Repression: A
psychological process where by will,
the unpleasant or conflicting
experiences are repressed and
pushed into the unconscious and
forgotten.
 Emotions, change of stimulus
conditions, poor health and defective
mental health
HOW CAN WE IMPROVE THE WAY WE LEARN?
1. A WILL TO LEARN
2. USE MULTIPLE SENSORY LEARNING
3. REHEARSE AND RECITE
4. SPACE YOUR LEARNING
5. FOLLOW THE PRINCIPLE OF ASSOCIATION
6. USE CORRELATION
7. GROUPING AND RHYTHM
8. WHOLE TO PART TO WHOLE
9. TAKE BREAKS
10. OVER LEARN
11. AVOID INTERFERENCE OF SUBJECT SIMILARITY
12. GOOD ENVIRONMEN