Domains of Learning

1. Three Domains of Learning• Bloom’s Taxonomy• Revised Bloom’s Taxonomy

2. Four domains of Learning and Doing• E.g.: K-SAM model

CreatingEvaluatingAnalyzingApplyingUnderstandingRemembering

COGNITIVE

CoachingApplyingRecognizingStandardsModelingObserving

PSYCHOMOTOR

CharacterizingOrganizingValuingRespondingReceiving

AFFECTIVE

Bloom’ Taxonomy

Create inventPlan compose

ConstructDesign

Imagine

Decide rateChoose

RecommendJustify assess

prioritizeExplain

compare ContrastExamineIdentify

Investigatecategorize

ShowComplete use

ClassifyExamineIllustrate

solve

ExplainCompare

Discuss restatePredict

Translateoutline

NameDescribe

Relate findList write

tell

Education and training

The yellow cells represent objectives associated with training while the blue cells represent objectives associated with education. Using this thinking, the goal of education is to develop high complexity behaviors primarily in the cognitive and affective domains while training focuses on developing less complex behaviors primarily in the psychomotor domain

http://cljorgensen.com/tag/psychomotor/

Behavior from Simple to Complex

Cognitive Domain (Mental Activity)

Affective Domain(Character and Conscience)

Psychomotor Domain (Physical Activity)

Creating (compose, originate, design, invent)

Characterizing (revise, require, rate, avoid, resist, manage, resolve)

Originating (arrange, build, construct, initiate)

Evaluating (judge, criticize, evaluate, appraise, recommend)

Organizing (discuss, theorize, formulate, balance, prioritize)

Adapting (alter, rearrange, vary, revise)

Analyzing (compare, classify, rank, infer, extrapolate)

Valuing (measure proficiency, subsidize, support, debate)

Mechanizing (assemble, calibrate, fasten, measure, mend)

Applying (organize, solve, generalize, produce)

Responding (comply, follow, commend, volunteer, acclaim, engage in)

Guided Responding (copy, trace, reproduce, react)

Understanding (explain, infer, interpret, summarize, paraphrase)

Receiving (differentiate, accept, listen for, respond to)

Setting (begin, move, show, state)

Remembering (recite, quote, list, define)

Perceiving (choose, identify, relate, select)

Beha

vior

from

Sim

ple

to C

ompl

ex

http://tips.uark.edu/using-blooms-taxonomy/

Bloom, B. S.; Engelhart, M. D.; Furst, E. J.; Hill, W. H.; Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York: David McKay Company.

Bloom’s Level

Key Verbs (keywords)

Example Learning Objective

Creating

design, formulate, build, invent, create, compose, generate, derive, modify, develop.

By the end of this lesson, the student will be able to determine whether using conservation of energy or conservation of momentum would be more appropriate for solving a dynamics problem.

Evaluating

choose, support, relate, determine, defend, judge, grade, compare, contrast, argue, justify, support, convince, select, evaluate.

By the end of this lesson, the student will be able todesign an original homework problem dealing with the principle of conservation of energy.”

Analyzing

classify, break down, categorize, analyze, diagram, illustrate, criticize, simplify, associate.

By the end of this lesson, the student will be able todifferentiate between potential and kinetic energy.

Applying

calculate, predict, apply, solve, illustrate, use, demonstrate, determine, model, perform, present.

By the end of this lesson, the student will be able to calculate the kinetic energy of a projectile.

Understanding

describe, explain, paraphrase, restate, give original examples of, summarize, contrast, interpret, discuss.

By the end of this lesson, the student will be able to describe Newton’s three laws of motion to in her/his own words

Rememberinglist, recite, outline, define, name, match, quote, recall, identify, label, recognize.

By the end of this lesson, the student will be able to recite Newton’s three laws of motion.

Bloom’ Taxonomy

5

Remember Understand Apply Analyze Evaluate CreateRemember Understand Apply Analyze Evaluate CreateCite Add Acquire Audit Appraise AbstractDefine Approximate Adapt Blueprint Assess AnimateDescribe Articulate Allocate Breadboard Compare ArrangeDraw Associate Alphabetize Break down Conclude AssembleEnumerate Characterize Apply Characterize Contrast BudgetIdentify Clarify Ascertain Classify Counsel CategorizeIndex Classify Assign Compare Criticize CodeIndicate Compare Attain Confirm Critique CombineLabel Compute Avoid Contrast Defend CompileList Contrast Back up Correlate Determine ComposeMatch Convert Calculate Detect Discriminate ConstructMeet Defend Capture Diagnose Estimate CopeName Describe Change Diagram Evaluate CorrespondOutline Detail Classify Differentiate Explain CreatePoint Differentiate Complete Discriminate Grade cultivateQuote Discuss Compute Dissect Hire DebugRead Distinguish Construct Distinguish Interpret DepictRecall Elaborate Customize Document Judge DesignRecite Estimate Demonstrate Ensure Justify DevelopRecognize Example Depreciate Examine Measure DeviseRecord Explain Derive Explain Predict DictateRepeat Express Determine Explore Prescribe EnhanceReproduce Extend Diminish Figure out Rank ExplainReview Extrapolate Discover File Rate FacilitateSelect Factor Draw Group Recommend FormatState Generalize Employ Identify Release FormulateStudy Give Examine Illustrate Select GeneralizeTabulate Infer Exercise Infer Summarize GenerateTrace Interact Explore Interrupt Support HandleWrite Interpolate Expose Inventory Test Import

Interpret Express Investigate Validate ImproveObserve Factor Layout Verify IncorporateParaphrase Figure Manage IntegratePicture

graphically Graph Maximize Interface

Predict Handle Minimize JoinReview Illustrate Optimize LectureRewrite Interconvert Order ModelSubtract Investigate Outline ModifySummarize Manipulate Point out NetworkTranslate Modify Prioritize OrganizeVisualize Operate Proofread Outline

Personalize Query OverhaulPlot Relate Plan

Bloom’ Taxonomy

Remembering: Retrieving,recognizing, and recalling relevant knowledge from long-term memory.Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying,summarizing, inferring, comparing, and explaining.Applying: Carrying out or using a procedure through executing, or implementing.Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.Evaluating: Making judgments based on criteria and standards through checking and critiquing.Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or stru7cture through generating, planning, or producing.

Remember Understand Apply Analyze Evaluate CreatePractice Select PortrayPredict Separate PreparePrepare Subdivide PrescribePrice Train ProduceProcess Transform ProgramProduce RearrangeProject ReconstructProvide RelateRelate ReorganizeRound off ReviseSequence RewriteShow SpecifySimulate SummarizeSketch WriteSolveSubscribeTabulateTranscribeTranslateUse

Bloom’ Taxonomy

Bloom’s Taxonomy Level Description

Affective Domain

Level DescriptionAction Verbs Describing

Learning Outcomes

Characterization (Internalize value system)

All behavior displayed is consistent with one’s value system. Values are integrated into a pervasive philosophy that never allows expressions that are out of character with those values. Evaluation at this level involves the extent to which one has developed a consistent philosophy of life (e.g., exhibits respect for the worth and dignity of human beings in all situations).

AvoidDisplayExhibitInternalizeManageRequireResistResolve

Revise

Organization(Organize personalvalue system)

Commitment to a set of values. This level involves 1) forming a reason why one values certain things and not others, and 2) making appropriate choices between things that are and are not valued. One is expected to organize likes and preferences into a value system and then to decide which ones will be dominant.

Abstract FormulateBalance Select

Compare Systemize

Decide Theorize

Define

Valuing

Display behavior consistent with a single belief or attitude in situations where one is neither forced or asked to comply. One is expected to demonstrate a preference or display a high degree of certainty and conviction.

Act ExpressArgue Help

Convince OrganizeDebate Prefer

Display

Responding

One is required to comply with given expectations by attending or reacting to certain stimuli. One is expected to obey, participate, or respond willingly when asked or directed to do something.

Applaud ParticipateComply Play

Discuss Practice

Follow Volunteer

Obey

Receiving

One is expect to be aware of or to passively attend to certain stimuli or phenomena. Simply listening and being attentive are the expectations.

Attend Listen

Be aware Look

Control Notice

Discern Share

Hear

Psychomotor domain

Level DescriptionAction Verbs Describing

Learning Outcomes

Naturalization (Automate, become experts)

High level of proficiency is necessary. The behavior is performed with the least expenditure of energy, becomes routine, automatic, and spontaneous.

Automatically Spontaneously

Effortlessly With ease

Naturally With perfection

Professionally With poise

Routinely

Articulation (Combine, integrate related skills)

Requires the display of coordination of a series of related acts by establishing the appropriate sequence and performing the acts accurately, with control as well as with speed and timing.

Confidence SmoothnessCoordination Speed

Harmony Stability

Integration Timing

Proportion

Develop Precision

Requires performance of some action independent of either written instructions or a visual model. One is expected to reproduce an action with control and to reduce errors to a minimum.

Accurately Proficiently

Errorlessly With balance

Independently With control

Manipulation (Follow instructions)

Performance of an action with written or verbal directions but without a visual model or direct observation. The action may be performed crudely or without neuromuscular coordination at this stage. Notice that the action verbs are the same as those for the imitation stage. The difference is that these actions are performed with the aid of written and verbal instruction, not visual demonstration.

Align Place

Balance Repeat

Follow Rest (on)

Grasp Step (here)

Hold

Imitation (Copy)

The learner observes and then imitates an action. These behaviors may be crude and imperfect. The expectation that the individual is able to watch and then repeat an action.

Align Place

Balance Repeat

Follow Rest (on)

Grasp Step (here)

Hold

To be used in writing lesson outcomes and lesson objectives

http://assessment.uconn.edu/primer/taxonomies1.html

Action words for Lower Division course ILOs

(unshaded area)

Action words for Upper Division course ILOs

(Unshaded area)

Domains of Learning:K-SAM Model

• Knowledge: what the qualification holders know• Skills: what the qualification holders can do• Attitudes, Values, Professionalism and Vision for

life: how the qualification holders think and behave• Mind-set and Paradigm: how the qualification

holders perceive the world

Students with DA • Function at higher cognitive

level => achieve appropriate LOs

• Shows interest & curious in what he is learning

• Committed & wants to do well • Has clear academic and career

plans • What they learn is important

for them • Expect answers to questions • Comes prepared for a class • Worry on understanding, not

on learning by rote • Self-learn and need little help • Recognize new material as

building on previous work • Do not try to remember a list of

disjointed facts • Interacting actively • Comprehend the big picture,

Make connections between different modules/ courses

• Link course contents to real life • Focus on the central argument

or concepts needed to solve a problem.

• Distinguish between argument and evidence.

• Distinguish principles from examples

DA Encouraged by Teachers • Showing personal interest in

the subject. • Bringing out the structure of

the subject. • Concentrating on and ensuring

plenty of time for key concepts. • Confronting students'

misconceptions. • Engaging students in active

learning. • Using assessments that require

higher cognitive skills • Relating new material to what

students already know • Allowing students to make

mistakes without penalty and rewarding the effort.

• Being consistent and fair in assessing declared intended learning outcomes, and hence establishing trust (constructive alignment).

SA Encouraged by Teachers

• Conveying disinterest or even a negative attitude to the material.

• Presenting material as a series of unrelated facts

• Allowing students to be passive. • Assessing for independent facts

(SAQs). • Rushing to cover too much

material. • Emphasizing coverage at the

expense of depth. • Creating undue anxiety or low

expectations of success by discouraging statements or excessive workload.