VYRON REY PARCON

The cognitive domain involves knowledge

and the development of intellectual skills

(Bloom, 1956). This includes the recall or

recognition of specific facts, procedural

patterns, and concepts that serve in the

development of intellectual abilities and

skills. There are six major categories of

cognitive an processes, starting from the

simplest to the most complex

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

The categories can be thought of as

degrees of difficulties. That is, the first ones

must normally be mastered before the next

one can take place.

The Original Cognitive or Thinking Domain -

Based on the 1956 work, The Handbook I-Cognitive

Domain, behavioral objectives are divided into

subsets. These subsets were arranged into a

taxonomy and listed according to the cognitive

difficulty, simpler to more complex forms. As stated

earlier it has been commonly known as Bloom’s

Taxonomy since 1956. In 2000-01 revisions to this

taxonomy were spearheaded by one of Bloom’s

former students, Lorin Anderson, and one of his

original partners in defining the cognitive domain,

David Krathwohl. Please see my page

entitled Anderson and Krathwohl – Bloom’s

Taxonomy Revised for further details.

Appraise Design

Contrast Judge

Validate Compare

Defend Support

Justify Criticize

Categorize Devise

Devise Formulate

Compose Predict

Create Produce

The affective domain is critical for learning but is often not specifically addressed. This is the domain that deals with attitudes, motivation, willingness to participate, valuing what is being learned, and ultimately incorporating the values of a discipline into a way of life. Stages in that domain are not as sequential as the cognitive domain, but have been described as the following:

Receiving (willing to listen)

Responding (willing to participate)

Valuing (willing to be involved)

Organization (willing to be an advocate)

Characterization (willing to change one’s behaviour, lifestyle, or way of life)

Based on:

Krathwohl, D.R., Bloom,B.S. and Masia, B. B. (1964).Taxonomy of educational objectives, Book II. Affective domain. New York, NY. David McKay Company, Inc.

This refers to the learner’s sensitivity to the

existence of stimuli – awareness, willingness

to receive, or selected attention. And is

being aware of or sensitive to the

existence of certain ideas, material, or

phenomena and being willing to tolerate

them. Examples include: to differentiate, to

accept, to listen (for), to respond to.

This refers to the learners’ active attention to

stimuli and his/her motivation to learn –

acquiescence, willing responses, or feelings of

satisfaction. It is also committed in some small

measure to the ideas, materials, or

phenomena involved by actively responding

to them. Examples are: to comply with, to

follow, to commend, to volunteer, to spend

leisure time in, to acclaim.

This refers to the learner’s beliefs and attitudes

of worth – acceptance, preference, or

commitment. An acceptance, preference, or

commitment to a value. Valuing is willing to

be perceived by others as valuing certain

ideas, materials, or phenomena. Examples

include: to increase measured proficiency in,

to relinquish, to subsidize, to support, to

debate.

This refers to the learner’s internalization of

values and beliefs involving (1) the

conceptualization of values; and (2) the

organization of a value system. As values

or beliefs become internalized, the leaner

organizes them according to priority. It also

means is to relate the value to those

already held and bring it into a harmonious

and internally consistent philosophy.

This refers to the learner’s highest of internalization and relates to behaviour that reflects (1) a generalized set of values; and (2) a characterization or a philosophy about life. At this level the learner is capable of practicing and acting on their values or beliefs. Characterization by value or value set is to act consistently in accordance with the values he or she has internalized. Examples include: to revise, to require, to be rated high in the value, to avoid, to resist, to manage, to resolve.

If we are striving to apply the continuum of

Krathwohl et al. to our teaching, then we

are encouraging students to not just

receive information at the bottom of the

affective hierarchy. We'd like for them to

respond to what they learn, to value it, to

organize it and maybe even to

characterize themselves as science

students, science majors or scientists.

We are also interested in students' attitudes

toward science, scientists, learning science

and specific science topics. We want to find

teaching methods that encourage students

and draw them in. Affective topics in

educational literature include attitudes,

motivation, communication styles, classroom

management styles, learning styles, use of

technology in the classroom and nonverbal

communication. It is also important not to turn

students off by subtle actions or

communications that go straight to the

affective domain and prevent students from

becoming engaged.

In the educational literature, nearly every author introduces their paper by stating that the affective domain is essential for learning, but it is the least studied, most often overlooked, the most nebulous and the hardest to evaluate of Bloom's three domains. In formal classroom teaching, the majority of the teacher's efforts typically go into the cognitive aspects of the teaching and learning and most of the classroom time is designed for cognitive outcomes. Similarly, evaluating cognitive learning is straightforward but assessing affective outcomes is difficult. Thus, there is significant value in realizing the potential to increase student learning by tapping into the affective domain.

Internalize Resist

Abstract Formulate

Balance Select

Decide Compare

Manage Theorize

Avoid Systemize

Exhibit Define

Require Display

Psychomotor objectives are those specific to

discreet physical functions, reflex actions and

interpretive movements. Traditionally, these

types of objectives are concerned with the

physically encoding of information, with

movement and/or with activities where the

gross and fine muscles are used for expressing

or interpreting information or concepts. This

area also refers to natural, autonomic

response. s or reflexes.

As stated earlier, to avoid confusion, if the activity is simply something that is physical which supports another area —affective or cognitive — term the objective physical rather than psychomotor. Again, this goes to instructional intent. A primary example of something physical which supports specific cognitive development and skills might be looking through a microscope and identifying and drawing cells. Here the instructional intent of this common scientific activity is not to develop specific skilled proficiency in microscope viewing or in reproducing cells through drawing.

Reflex movements

Objectives at this level include reflexes

that involve one segmental or reflexes of the

spine and movements that may involve more

than one segmented portion of the spine as

intersegmental reflexes (e.g., involuntary

muscle contraction). These movements are

involuntary being either present at birth or

emerging through maturation.

Fundamental movements

Objectives in this area refer to skills or movements or behaviors related to walking, running, jumping, pushing, pulling and manipulating. They are often components for more complex actions.

Perceptual abilities

Objectives in this area should address skills related to kinesthetic (bodily movements), visual, auditory, tactile (touch), or coordination abilities as they are related to the ability to take in information from the environment and react.

Physical abilities

Objectives in this area should be related to endurance, flexibility, agility, strength, reaction-response time or dexterity.

Skilled movements

Objectives in this area refer to skills and movements that must be learned for games, sports, dances, performances, or for the arts.

Automatically Proportion

Spontaneously Coordination

Effortlessly Speed

With ease Smoothness

With perfection Stability

With poise Harmony

Professionally Integration

Naturally Timing

I HOPE YOU ENJOY

MY PRESENTATION.