Cognitive 1

Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY

Candoni, Negros Occidental 6110
Website: www.cpsu.edu.ph
JOYLYN FAITH G. GAYOMALE BSED III MATHEMATICS
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Bloom's Taxonomy was created in 1956 under the leadership of

educational psychologist Dr Benjamin Bloom in order to promote higher
forms of thinking in education, such as analyzing and
evaluating concepts, processes, procedures, and principles, rather than
just remembering facts (rote learning). It is most often used when
designing educational, training, and learning processes.
The Three Domains of Learning

The committee identified three domains of educational activities
or learning (Bloom, et al. 1956):
o Cognitive: mental skills (knowledge)

o Affective: growth in feelings or emotional areas (attitude or self)
o Psychomotor: manual or physical skills (skills)
Since the work was produced by higher education, the words tend to be
a little bigger than we normally use. Domains may be thought of as
categories. Instructional designers, trainers, and educators often refer
to these three categories as KSA
(Knowledge [cognitive], Skills [psychomotor], and Attitudes [affective]).
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CPSU as a center of Provide quality research, instruction, production CPSU as a functional higher learning institution leading in
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This taxonomy of learning behaviors may be thought of as “the goals of

the learning process.” That is, after a learning episode, the learner
should have acquired a new skill, knowledge, and/or attitude.
While the committee produced an elaborate compilation for the

cognitive and affective domains, they omitted the psychomotor domain.
Their explanation for this oversight was that they have little experience
in teaching manual skills within the college level. However, there have
been at least three psychomotor models created by other researchers.
Their compilation divides the three domains into subdivisions, starting

from the simplest cognitive process or behavior to the most complex.
The divisions outlined are not absolutes and there are other systems or
hierarchies that have been devised, such as the Structure of Observed
Learning Outcome (SOLO). However, Bloom's taxonomy is easily
understood and is probably the most widely applied one in use today.
Cognitive
Domain
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
(see the table below for an in-depth coverage of each category):
o Knowledge
o Comprehension
o Application
o Analysis
o Synthesis
o Evaluation

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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.
Bloom's Revised Taxonomy

Lorin Anderson, a former student of Bloom, and David Krathwohl
revisited the cognitive domain in the mid-nineties and made some
changes, with perhaps the three most prominent ones being (Anderson,
Krathwohl, Airasian, Cruikshank, Mayer, Pintrich, Raths, Wittrock,
2000):
o changing the names in the six categories from noun to verb forms
o rearranging them as shown in the chart below
o creating a processes and levels of knowledge matrix
The chart shown below compares the original taxonomy with the revised one:

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This new taxonomy

reflects a more active
form of thinking and is
perhaps more accurate.
The new version of
Bloom's Taxonomy, with
examples and keywords
is shown below, while
the old version may be
found here
Table of the
Revised
Cognitive
Domain
Examples, key words (verbs), and technologies for
Category
learning (activities)
Examples: Recite a policy. Quote prices from

memory to a customer. Recite the safety
rules.
Remembering: Recall or Key Words: defines, describes, identifies,

retrieve previous learned knows, labels, lists, matches, names,
information. outlines, recalls, recognizes, reproduces,
selects, states
Technologies: book marking, flash cards,

rote learning based on repetition, reading
Examples: Rewrite the principles of test

writing. Explain in one's own words the steps
for performing a complex task. Translate an
Understanding:
equation into a computer spreadsheet.
Comprehending the meaning,
translation, interpolation, and
Key Words: comprehends, converts,
interpretation of instructions
defends, distinguishes, estimates, explains,
and problems. State a
extends, generalizes, gives an example,
problem in one's own words.
infers, interprets, paraphrases, predicts,
rewrites, summarizes, translates

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Technologies: create an analogy,

participating in cooperative learning, taking
notes, storytelling, Internet search
Examples: Use a manual to calculate an

employee's vacation time. Apply laws of
statistics to evaluate the reliability of a
written test.
Applying: Use a concept in a
new situation or unprompted
Key Words: applies, changes, computes,
use of an abstraction.
constructs, demonstrates, discovers,
Applies what was learned in
manipulates, modifies, operates, predicts,
the classroom into novel
prepares, produces, relates, shows, solves,
situations in the work place.
uses
Technologies: collaborative learning, create

a process, blog, practice
Examples: Troubleshoot a piece of

equipment by using logical deduction.
Recognize logical fallacies in
reasoning. Gathers information from a
Analyzing: Separates department and selects the required tasks for
material or concepts into training.
component parts so that its
organizational structure may Key Words: analyzes, breaks down,
be understood. Distinguishes compares, contrasts, diagrams, deconstructs,
between facts and differentiates, discriminates, distinguishes,
inferences. identifies, illustrates, infers, outlines, relates,
selects, separates
Technologies: Fishbowls, debating,

questioning what happened, run a test
Examples: Select the most effective solution.

Hire the most qualified candidate. Explain
and justify a new budget.
Evaluating: Make judgments
Key Words: appraises, compares, concludes,
about the value of ideas or
contrasts, criticizes, critiques, defends,
materials.
describes, discriminates, evaluates, explains,
interprets, justifies, relates, summarizes,
supports

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Technologies: survey, blogging
Examples: Write a company operations or

process manual. Design a machine to
perform a specific task. Integrates training
from several sources to solve a problem.
Revises and process to improve the outcome.
Creating: Builds a structure
or pattern from diverse
Key Words: categorizes, combines,
elements. Put parts together
compiles, composes, creates, devises,
to form a whole, with
designs, explains, generates, modifies,
emphasis on creating a new
organizes, plans, rearranges, reconstructs,
meaning or structure.
relates, reorganizes, revises, rewrites,
summarizes, tells, writes
Technologies: Create a new model, write an

essay, network with others
Cognitive Processes and Levels of Knowledge

Matrix
Bloom's Revised Taxonomy not only improved the usability of it by
using action words, but added a cognitive and knowledge matrix.
While Bloom's original cognitive taxonomy did mention three levels of

knowledge or products that could be processed, they were not
discussed very much and remained one-dimensional:
o Factual - The basic elements students must know to be acquainted with a

discipline or solve problems.
o Conceptual – The interrelationships among the basic elements within a larger
structure that enable them to function together.
o Procedural - How to do something, methods of inquiry, and criteria for using
skills, algorithms, techniques, and methods.
In Krathwohl and Anderson's revised version, the authors combine the

cognitive processes with the above three levels of knowledge to form a
matrix. In addition, they added another level of knowledge -
metacognition:

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o Metacognitive – Knowledge of cognition in general, as well as awareness and

knowledge of one’s own cognition.
When the cognitive and knowledge dimensions are arranged in a

matrix, as shown below, it makes a nice performance aid for creating
performance objectives:
The Cognitive Dimension
The Knowledge Under-

Remember Apply Analyze Evaluate Create
Dimension stand
Factual
Conceptual
Procedural
Metacognitive
However, others have identified five contents or artifacts (Clark,

Chopeta, 2004; Clark, Mayer, 2007):
o Facts - Specific and unique data or instance.

o Concepts - A class of items, words, or ideas that are known by a common
name, includes multiple specific examples, shares common features. There are
two types of concepts: concrete and abstract.
o Processes - A flow of events or activities that describe how things work rather
than how to do things. There are normally two types: business processes that
describe work flows and technical processes that describe how things work in
equipment or nature. They may be thought of as the big picture, of how
something works.
o Procedures - A series of step-by-step actions and decisions that result in the
achievement of a task. There are two types of actions: linear and branched.
o Principles - Guidelines, rules, and parameters that govern. It includes not only
what should be done, but also what should not be done. Principles allow one
to make predictions and draw implications. Given an effect, one can infer the
cause of a phenomena. Principles are the basic building blocks of causal
models or theoretical models (theories).
Thus, the new matrix would look similar to this:
The Cognitive Dimension

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Dimension stand
Facts
Concepts
Processes
Procedures
Principles
Metacognitive
An example matrix that has been filled in might look something like this:

Dimension stand
para-
Facts list classify outline rank categorize
phrase
Concepts recall explains show contrast criticize modify
Processes outline estimate produce diagram defend design
give an
Procedures reproduce relate identify critique plan
example
different-
Principles state converts solve conclude revise
iates
Meta-cognitive proper use interpret discover infer predict actualize
Definitions of the affective domain

The affective domain describes learning objectives that emphasize a feeling tone, an emotion,
or a degree of acceptance or rejection. Affective objectives vary from simple attention to
selected phenomena to complex but internally consistent qualities of character and conscience.
We found a large number of such objectives in the literature expressed as interests, attitudes,
appreciations, values, and emotional sets or biases. [from Krathwohl et al, 1964 ]
Here are descriptions of each step in the taxonomy, starting at the most basic level. (From
[link https://sites.educ.ualberta.ca/staff/olenka.bilash/Best%20of%20Bilash/krathwol.html'Krat
hwohl's Taxonomy of Affective Domain'])

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Receiving 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.
Responding is 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.
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.
Organization is to relate the value to those already held and bring it into a harmonious
and internally consistent philosophy. Examples are: to discuss, to theorize, to formulate,
to balance, to examine.
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.
What is the relevance of the affective domain in education?

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. Similarly, students may
experience affective roadblocks to learning that can neither be recognized nor solved when
using a purely cognitive approach.

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B l o o m ' s Ta xo n o m y : T h e P s yc h o m o t o r
Domain

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The
psychomotor
domain
(Simpson,
1972)
includes
physical
movement,
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.
Thus, psychomotor skills rage from manual tasks, such as digging a
ditch or washing a car, to more complex tasks, such as operating a
complex piece of machinery or dancing.
The seven major categories are listed from the simplest behavior to the
most complex:
Category Example and Key Words (verbs)
Examples: Detects non-verbal

communication cues. Estimate where
a ball will land after it is thrown and
then moving to the correct location to
Perception (awareness): The catch the ball. Adjusts heat of stove to
ability to use sensory cues to guide correct temperature by smell and taste
motor activity. This ranges from of food. Adjusts the height of the forks
sensory stimulation, through cue on a forklift by comparing where the
selection, to translation. forks are in relation to the pallet.
Key Words: chooses, describes,

detects, differentiates, distinguishes,
identifies, isolates, relates, selects.

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Examples: Knows and acts upon a

sequence of steps in a manufacturing
process. Recognize one's abilities and
Set: Readiness to act. It includes limitations. Shows desire to learn a
mental, physical, and emotional new process (motivation). NOTE: This
sets. These three sets are subdivision of Psychomotor is closely
dispositions that predetermine a related with the “Responding to
person's response to different phenomena” subdivision of the
situations (sometimes called Affective domain.
mindsets).
Key Words: begins, displays,
explains, moves, proceeds, reacts,
shows, states, volunteers.
Examples: Performs a mathematical

equation as demonstrated. Follows
Guided Response: The early
instructions to build a model.
stages in learning a complex skill
Responds hand-signals of instructor
that includes imitation and trial and
while learning to operate a forklift.
error. Adequacy of performance is
achieved by practicing.
Key Words: copies, traces, follows,
react, reproduce, responds
Examples: Use a personal

Mechanism (basic proficiency): computer. Repair a leaking faucet.
This is the intermediate stage in Drive a car.
learning a complex skill. Learned
responses have become habitual Key Words: assembles, calibrates,
and the movements can be constructs, dismantles, displays,
performed with some confidence fastens, fixes, grinds, heats,
and proficiency. manipulates, measures, mends, mixes,
organizes, sketches.
Complex Overt Response

(Expert): The skillful performance Examples: Maneuvers a car into a
of motor acts that involve complex tight parallel parking spot. Operates a
movement patterns. Proficiency is computer quickly and accurately.
indicated by a quick, accurate, and Displays competence while playing the
highly coordinated performance, piano.
requiring a minimum of energy. This
category includes performing Key Words: assembles, builds,
without hesitation, and automatic calibrates, constructs, dismantles,
performance. For example, players displays, fastens, fixes, grinds, heats,
are often utter sounds of

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satisfaction or expletives as soon as manipulates, measures, mends, mixes,

they hit a tennis ball or throw a organizes, sketches.
football, because they can tell by
the feel of the act what the result NOTE: The Key Words are the same
will produce. as Mechanism, but will have adverbs
or adjectives that indicate that the
performance is quicker, better, more
accurate, etc.
Examples: Responds effectively to

unexpected experiences. Modifies
instruction to meet the needs of the
learners. Perform a task with a
Adaptation: Skills are well machine that it was not originally
developed and the individual can intended to do (machine is not
modify movement patterns to fit damaged and there is no danger in
special requirements. performing the new task).
Key Words: adapts, alters, changes,

rearranges, reorganizes, revises,
varies.
Examples: Constructs a new theory.

Develops a new and comprehensive
Origination: Creating new
training programming. Creates a new
movement patterns to fit a particular
gymnastic routine.
situation or specific problem.
Learning outcomes emphasize
Key Words: arranges, builds,
creativity based upon highly
combines, composes, constructs,
developed skills.
creates, designs, initiate, makes,
originates.
Other Psychomotor Domain Taxonomies

As mentioned earlier, the committee did not produce a compilation for
the psychomotor domain model, but others have. The one discussed
above is by Simpson (1972). There are two other popular versions by
Dave (1970) and Harrow (1972):
Dave (1975):

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Examples: Copying a work of art.

Imitation — Observing and Performing a skill while observing a
patterning behavior after demonstrator.
someone else. Performance
may be of low quality. Key Words: copy, follow, mimic, repeat,
replicate, reproduce, trace
Examples: Being able to perform a skill on

Manipulation — Being able one's own after taking lessons or reading
to perform certain actions by about it. Follows instructions to build a
memory or following model.
instructions.
Key Words: act, build, execute, perform
Examples: Working and reworking

something, so it will be “just right.” Perform a
Precision — Refining,
skill or task without assistance. Demonstrate
becoming more exact.
a task to a beginner.
Performing a skill within a
high degree of precision
Key Words: calibrate, demonstrate, master,
perfectionism
Examples: Combining a series of skills to

produce a video that involves music, drama,
Articulation — Coordinating color, sound, etc. Combining a series of
and adapting a series of skills or activities to meet a novel
actions to achieve harmony requirement.
and internal consistency.
Key Words: adapt, constructs, combine,
creates, customize, modifies, formulate
Examples: Maneuvers a car into a tight

parallel parking spot. Operates a computer
Naturalization — Mastering a quickly and accurately. Displays competence
high level performance until it while playing the piano. Michael Jordan
become second-nature or playing basketball or Nancy Lopez hitting a
natural, without needing to golf ball.
think much about it.
Key Words: create, design, develop, invent,
manage, naturally
Harrow (1972):

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Reflex Movements — Reactions Examples: instinctive response

that are not learned, such as a
involuntary reaction Key Words: react, respond
Examples: perform a simple task

Fundamental Movements —
Basic movements such as
Key Words: grasp an object, throw a
walking, or grasping.
ball, walk
Perceptual Abilities — Response Examples: track a moving object,

to stimuli such as visual, auditory, recognize a pattern
kinesthetic, or tactile
discrimination. Key Words: catch a ball, draw or write
Physical Abilities (fitness) — Examples: gain strength, run a

Stamina that must be developed marathon
for further development such as
strength and agility. Key Words: agility, endurance, strength
Examples: Using an advanced series

of integrated movements, perform a role
Skilled movements — Advanced in a stage play or play in a set of series
learned movements as one would in a sports game.
find in sports or acting.
Key Words: adapt, constructs, creates,
modifies
Examples: Express one's self by using

Nondiscursive
movements and gestures
communication — Use effective
body language, such as gestures
Key Words: arrange, compose,
and facial expressions.
interpretation
summary
Psychomotor Domains[edit]
Besides Bloom, there are several other noted learning theorists that explain this domain. The four
primary domains have been developed by RH Dave (1967), EJ Simpson (1972), AJ Harrow (1972),
and A Romiszowski. Dave’s Psychomotor Domain is the simplest domain and easy to apply in a
corporate environment. The Psychomotor Domains defined by Harrow and Simpson are better
suited for certain adult training and for teaching young adults and children.
The table below compares each of the Psychomotor Domains.

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Dave Simpson Harrow Romiszowski
none Perception (awareness) Reflex Movement Acquiring Knowledge
Imitation (copy) Set Basic Fundamental Movements Executing Actions
Manipulation Guided Response Perceptual Abilities Transfer
Develop Precision Mechanism Physical Abilities Automatization
Articulation Complex Overt Response Skilled Movements Generalization
Naturalization Adaptation Non-discursive none
none Origination none none
Dave’s Psychomotor Domain[edit]

In order to better understand the Psychomotor Domain, we will examine the psychomotor taxonomy
adaptation developed by R. H. Dave. The following table examines Dave’s Psychomotor Domain by
listing psychical behavior descriptions for each stage, examples of activities, demonstrations, and
evidence of learning, and last, key words or verbs that describe that stage.
Examples of activities,
Category or Behavior
Stage demonstrations, and evidence Action Verbs
Stage Description
of learning
Copy, follow, replicate,

Watch teacher or trainer and
Copy action of repeat, adhere, observe,
1 Imitation repeat action, process, or
another identify, mimic, try,
activity
reenact, and imitate
Re-create, build,
Reproduce activity Carry out task from written or
2 Manipulation perform, execute, and
from instructions verbal instructions
implement
Perform a task or activity with

expertise and to high quality
Demonstrate, complete,
Execute skill reliably, without assistance or
3 Precision show, perfect, calibrate,
independent of help instruction; able to
control, and practice
demonstrate an activity to
other learners
Adapt and integrate Relate and combine associated Construct, solve,

expertise to satisfy a activities to develop methods combine, coordinate,
4 Articulation
non-standard to meet varying, novel integrate, adapt,
objective requirements develop, formulate,

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modify, master, improve,

and teach
Automated,
unconscious Define aim, approach, and Design, specify, manage,
5 Naturalization mastery of activity strategy for use of activities to invent, and project-
and related skills at meet strategic need manage
strategic level
Three Levels in the Instructional Process[edit]

Regardless of which domain that one chooses to follow, there are three basic levels or steps in the
overall instructional process: Imitation, practice, and habit.
1. Imitation: During this level the instructor shares the knowledge content and demonstrates the
skill. This level is when the instructor shares the essential information about the skill, such as facts,
background information, safety considerations, etc. then the instructor breaks the skills into small
steps, demonstrates the skill and allows the learner reenacts or copy the skill.
2. Practice: During this level the student is allowed to practice alone and/or with the instructor to
practice the skill over and over, with feedback from the instructor until mastering the basic skill. The
student is able to ask questions, receive feedback, and try in a friendly safe environment.
3. Habit: The last level is when the student develops such proficiency that they are able to perform
the skill in twice the time or at an expert level. Performance of the skill becomes nature or second
nature. When the students reach this level, they are able to create their own versions of the skill and
teach others.
Basic knowledge and skills start low and progressively increase to more sophisticated skills, higher
level of abilities, and learners develop critical understanding of performance.
File:Psychomotor graphic 3.gif
The Psychomotor Domain originally related to physical movements, however, today it also relates to
communication, such as telephone skills and public speaking, and to computer operations, such as
data entry and keyboard skills.
Example[edit]
Before you begin to design instruction for a psychomotor behavior, review the next example. The
following is an example of a lesson applying Dave’s Psychomotor Domain to teach a psychical
behavior such as the sport of jumping rope.
Learning Task: Concepts of jump rope, advantages of jumping rope, and instructions for rhythmic
jumping rope skills
Learning Objectives:
 Student will demonstrate three basic jump rope skills

 Student will show rhythmic coordination by participating in jump rope activities
Type of
Steps Instructor Student
Instruction

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 Impart content
knowledge
 Student listens to
 Demonstrate the instructor  Explanation
entire skill without
Imitation  Student observes the  Demonstration
interruptions
instructor  Guided
 Demonstrate basic
 Student attempts to practice
jumping rope skills
imitate instructor
 Provide student
opportunity to “imitate”
 Break skill into step-

by-step actions,
explain each step
- Start in position - Swing
rope - Jump over rope  Student tries specific  Guided
Manipulation steps over and over practice
 Provide student  Student tries entire skill  Feedback
each step
 Provide student
entire skill
 Student practices until

able to perform with no
mistakes
 Provide student time
Precision  Student practices skill  Practice alone
to practice alone
over and over
 Student speeds up
performance
 Student creates jump

 Practice alone
 Provide student time rope routine to music
Articulation  Practice with
to practice alone  Student fine tunes
music
performance
 Student creates his or her

own routine to music
 Student can perform at
 Assess student’s jumping rope upon
Naturalization  Assessment
entire performance demand
 Student goes from being
a novice to a proficient
performer to an expert

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Republic of the Philippines

CENTRAL PHILIPPINES STATE UNIVERSITY

JOYLYN FAITH G. GAYOMALE BSED III MATHEMATICS

Bloom's Taxonomy was created in 1956 under the leadership of

The Three Domains of Learning

o Cognitive: mental skills (knowledge)

JOYLYN FAITH G. GAYOMALE BSED III MATHEMATICS

This taxonomy of learning behaviors may be thought of as “the goals of

While the committee produced an elaborate compilation for the

Their compilation divides the three domains into subdivisions, starting

VISION MISSION GOALS

JOYLYN FAITH G. GAYOMALE BSED III MATHEMATICS

The categories can be thought of as degrees of difficulties. That is, the

Bloom's Revised Taxonomy

VISION MISSION GOALS

JOYLYN FAITH G. GAYOMALE BSED III MATHEMATICS

VISION MISSION GOALS

JOYLYN FAITH G. GAYOMALE BSED III MATHEMATICS

This new taxonomy

Examples: Recite a policy. Quote prices from

Remembering: Recall or Key Words: defines, describes, identifies,

Technologies: book marking, flash cards,

Examples: Rewrite the principles of test

VISION MISSION GOALS

JOYLYN FAITH G. GAYOMALE BSED III MATHEMATICS

Technologies: create an analogy,

Examples: Use a manual to calculate an

Technologies: collaborative learning, create

Examples: Troubleshoot a piece of

Technologies: Fishbowls, debating,

Examples: Select the most effective solution.

VISION MISSION GOALS

JOYLYN FAITH G. GAYOMALE BSED III MATHEMATICS

Technologies: survey, blogging

Examples: Write a company operations or

Technologies: Create a new model, write an

Cognitive Processes and Levels of Knowledge

While Bloom's original cognitive taxonomy did mention three levels of

o Factual - The basic elements students must know to be acquainted with a

In Krathwohl and Anderson's revised version, the authors combine the

VISION MISSION GOALS

JOYLYN FAITH G. GAYOMALE BSED III MATHEMATICS

o Metacognitive – Knowledge of cognition in general, as well as awareness and

When the cognitive and knowledge dimensions are arranged in a

The Cognitive Dimension

The Knowledge Under-

However, others have identified five contents or artifacts (Clark,

o Facts - Specific and unique data or instance.

Thus, the new matrix would look similar to this:

The Cognitive Dimension

VISION MISSION GOALS

JOYLYN FAITH G. GAYOMALE BSED III MATHEMATICS

The Knowledge Under-

The Knowledge Under-

Definitions of the affective domain

VISION MISSION GOALS

JOYLYN FAITH G. GAYOMALE BSED III MATHEMATICS

Receiving is being aware of or sensitive to the existence of certain ideas, material, or

Responding is committed in some small measure to the ideas, materials, or phenomena

Valuing is willing to be perceived by others as valuing certain ideas, materials, or

Characterization by value or value set is to act consistently in accordance with the

What is the relevance of the affective domain in education?

VISION MISSION GOALS

JOYLYN FAITH G. GAYOMALE BSED III MATHEMATICS