Hombre, Jeremy Senver A.

October 15, 2019

2015-46074 Prof. Ronualdo Dizer
PEd 100 THU

The Three Domains of Objectives of Learning

Cognitive/Intellectual – involves knowledge and the development of intellectual skills. This includes the
recall or recognition of specific facts, procedural patterns, and concepts that serves in the development of
intellectual abilities and skills.

Creating
Evaluating
Analyzing
Applying
Understanding
Remembering

1. Remembering – Recall or retrieve previous learned information

2. Understanding – To be able to comprehend the meaning, translation, interpolation, and
interpretation of instructions and problems. To state a problem in one’s own words.
3. Applying – Use a concept in a new situation or unprompted use of an abstraction. Applies what
was learned.
4. Analyzing – Separates material or concepts into component parts so that its organizational structure
may be understood. Distinguishes between facts and inferences.
5. Evaluating – To make judgements about value ideas or materials.
Aesthetic/Affective – includes the manner on how people deal with things emotionally, such as feelings,
values, appreciation, enthusiasm, motivations, and attitudes.

Internalizes
Values

Organization

Valuing

Responds to phenomena

Receiving phenomena

1. Receiving phenomena – Awareness, willingness to hear, selected attention

2. Responds to phenomena – Active participation on the learner’s part. Able to attend and react to a
particular phenomenon. Learning outcomes may emphasize compliance in responding, willingness
to respond, or satisfaction in responding (motivation).
3. Valuing – The worth or value a person attaches to a particular object, phenomenon, or behavior.
This ranges from simple acceptance to the more complex state of commitment. Valuing is based
on the internalization of a set of specified values, while clues to these values are expressed in the
learner’s overt behavior and are often identifiable.
4. Organization – Organizes values into priorities by contrasting different values, resolving conflicts
between them, and creating unique value systems. The emphasis on comparing, relating, and
synthesizing values.
5. Internalizes values – Has a value system that controls their behavior. The behavior is pervasive,
consistent, predictable, and most important characteristic of the learner. Instructional objectives are
concerned with the student’s general patterns of adjustment (personal, social, emotional).
Psychomotor/Learning the skill – includes physical body movements, coordination, and use of the motor-
skill areas. Development of these skills requires practice and is measured in terms of speed, precision,
distance, procedures, or techniques in execution.

Origination

Adaptation

Complex Overt
Response

Mechanism

Guided Response

Set

Perception

1. Perception – The ability to use sensory cues to guide motor activity.

2. Set – Readiness to act. Includes mental, physical, and emotional sets. These three sets are
dispositions that predetermine a person’s response to different situations.
3. Guided Response – The early stages in learning a complex skill that includes imitation and trial
and error. Adequacy of performance is achieved through practice.
4. Mechanism – The intermediate stage in learning a complex skill. Learned responses become
habitual in which movements can now be performed with confidence and proficiency.
5. Complex Overt Response – The skillful performance of motor acts that involve complex
movement patterns. Proficiency is indicated by a quick, accurate, and highly coordinated
performance.
6. Adaptation – Skills are well developed and the individual can modify movement patterns to fit
special requirements.
7. Origination – Creating new movement patterns to fit a particular situation or specific problem.
Learning outcomes emphasize creativity based upon highly developed skills.