Transcript Eng - Domains of Learning

Domains of
Learning
Cognitive Learning
 The mental or intellectual thinking
behaviors demonstrated by an
individual
Cognitive Behaviors include . . .
 Knowing and recalling
 Comprehending information
 Applying knowledge
 Organizing ideas
 Analyzing and synthesizing
data
 Choosing among alternatives
 Solving problems
 Evaluating ideas or actions
Affective Learning
 An individual’s emotions, attitudes,
appreciations, interests, and/or
values about “something” or
someone
Affective Behaviors are indicated
by attitudes of . . .
 Awareness
 Caring
 Interest
 Attention
 Concern
 Responsibility
Psychomotor Learning
 Physical activities involving gross
and/or fine motor skills, such as
coordination, dexterity, strength,
manipulation, and speed
Psychomotor Behaviors are
demonstrated by students
when they . . .
 Use
 Handle/Manipulate
 Operate
 Build/Construct
 Differentiate (by touch)
 Perform skills & tasks
Psychomotor Learning
 Behaviors displayed when using
machinery and equipment or
precision tools indicate
psychomotor learning.
Three Domains of Learning
 Cognitive Domain
 “Thinking”
 Affective Domain
 “Feeling”
 Psychomotor Domain
 “Doing”
Bloom’s Taxonomy
 A hierarchical
classification of
six levels of
cognition or
thinking behaviors
Levels of Cognition = Thinking
Behaviors or Skills


Higher-Order Thinking Skills
(HOTS) 4
Lower-Order Thinking Skills
(LOTS) 2
Lower-Order Thinking Skills
 The simplest or most “basic” forms of
cognition . . .

Comprehension (understanding)

Knowledge (knowing or remembering)
Knowing or Knowledge
 The “lowest” or most fundamental level of
cognition (thinking)
 Remembering or recalling information,
facts, data, etc.
 However, the individual may not
understand, or be able to use the
knowledge correctly
Comprehension
 The second level of cognition
 “Understanding” what is known or
remembered
 But the individual may not be able to
apply or use his (her) understanding
properly or consistently
Higher-Order Thinking Skills
 Involve
increasingly
more complex
levels of
cognition
Higher-Order Thinking Skills
include four thinking behaviors . . .

Evaluation

Synthesis

Analysis

Application
Application
 “Applying” one’s learning to a given
circumstance or situation
 “Doing” something with what is known
and understood
Analysis
 Analyzing and interpreting data,
information, and facts to identify
relationships, trends, and
“connections”
 This level of cognition is the “gateway” or
beginning of problem solving
Synthesis
 “Connecting” related, and sometimes
unrelated, ideas, principles, and
concepts to form a coherent whole
 Understanding that often the significance
of the “whole” may be greater than
the sum of its parts
 Frequently, the ability to synthesize is
essential for arriving at solutions
correctly
Evaluation
 Determining the “value” or “worth” of an
idea, concept, or practice with
consistency and accuracy
 “Weighing” the merit of multiple solutions
and selecting one to implement
Bloom’s Taxonomy
 Evaluation
 Synthesis
 Analysis
 Application
 Comprehension
 Knowledge
BLOOM’S TAXONOMY: A
VOCABULARY FOR WRITING
OBJECTIVES
 Cognitive Domain
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Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
ACTION VERBS
 Use words that describe the
student behavior that is to be
demonstrated (observed).
 The
Action Verb should
represent one of the six levels of
the Cognitive Domain.
EXAMPLES OF ACTION
VERB USE
 VAGUE
 BETTER
The student will be
able to . . .
do
know
understand . . .
The student will be
able to . . .
list
compare
demonstrate
summarize
prepare
critique . . .