SCHOOL OF BASIC EDUCATION

Marks: ___________

Name:
In the cognitive domain, discuss the following hierarchy of education targets:

A very wide domain, but in essence to identify and acknowledge that

our belief that she thinks logically is not correct. Our connection to
Knowledge emotion is subconscious & we are very easily influenced by factors and
environment around us without even being aware. We need to
acknowledge this as we are being cognitively brain washed with over
supply of media and excess of data. Even modern education uses
“deductive logic” which always reduces focus in order to see more. We
forget to be “ inclusive” and this reduces our ability to see the big
picture and get over involved with thought, which is usually just
imagination.
There are, however, other ways of learning. In addition to knowledge,
you can learn attitudes, behaviors, and physical skills. These different
types of learning create three distinct domains of learning. These three
domains can be categorized as cognitive (knowledge), psychomotor
(skills) and affective (attitudes).

Cognitive learning encourages students to take a hands-on approach

to learning. This allows them to explore the material and develop a
Comprehension deeper understanding.
Bloom's taxonomy is an aid in writing behavioral objectives in both the
cognitive and affective domains. The cognitive domain is different from
the affective domain in that the cognitive domain measures learning in
a hierarchical fashion from the very basic level of learning to the most
difficult. While the affective domain is more subjective, in that, the
objectives are written in more of an attitudinal fashion and can only be
measured in a person's perspective of the topic. For instance a test
item written in the affective domain does not ask for a definite answer.
Therefore, a test item would be written to elicit a response of how you
feel about something. Since the answer to the question is so highly
subjective that there is never a right or wrong answer. The cognitive
domain, on the other hand, has a definite answer since the test item
will be written in absolute terms and based on the level of learning in
the hierarchy of basic knowledge, which are: knowledge,
understanding, application, analyzing, evaluating and creating. Test
items can be written to each level with expected achievement prior to
advancing to the next level of learning. Knowledge is simply recall,
understanding is repeating how something is made, application is
making use of items that were gained in the understanding level.

Building cognitive learning skills teaches students how to learn more

Application effectively. Students learn to do more than repeat what they have
learned. They understand the “why” behind a topic and how it fits into a
larger picture.
Cognitive skills promote long term learning as it allows you to connect
previous knowledge with new materials. It helps you merge old and
 SCHOOL OF BASIC EDUCATION
Marks: ___________

new information and apply both effectively.

Cognitive strategies promote a love of learning by making new
knowledge exciting and fulfilling. This encourages you to develop a
long-term appetite for knowledge acquisition in any environment.
Blooms put processes in order of the level of hardness. So
remembering facts is at the bottom of the triangle and creating
something new with the information is at the top.
When creating tasks in planning for your students, to see how well you
have assimilated the knowledge, skills and understanding, it is great to
design tasks that differentiate for different abilities of learners. If you
always just test students on their ability to memorise information, you
are only working at the bottom of the pyramid. Whilst writing their own
play on a theme for example, would be at the top. There are so many
ways you could use blooms

Analyzing is the way something works and possible uses by similar

items.
Analysis This cognitive learning strategy involves imitation. Imitation is an
effective learning tool, particularly among children. However, adults can
also imitate others to learn the skills and traits they desire. You can
learn leadership qualities by imitating leaders in your field, and you can
also become a better team player by practicing the habits of great team
players. For example, observing a manager who excels at long-term
planning can help improve your strategic thinking skills.
Cognitive learning is an excellent way to achieve mastery in your
profession. It helps optimize the use of your brain, thoughts, emotions
and experiences. Cognitive strategies condense your learning activities
into a fully immersive event that builds on past information while
applying it to future scenarios. If you want to become an effective
learner who enjoys seeking knowledge for a lifetime, practice the
cognitive learning strategies above to achieve excellence at work and
in every area of life.

As you can see, once you have a large corpus of domain knowledge,
you will be prepared to synthesize. Your mind will make connections
Synthesis between different algorithms and data structures that you know. You
will begin to connect constraints and patterns and paradigms. Rarely
does someone produce a masterful work without learning from the
greats before him. Look up to the great minds of the generation before
us. Read the writings of Knuth, Dijkstra, Rabin, etc. Appreciate what
they've done for the field... and then become inspired.
Finally, a huge component of learning to solve algorithms is believing in
yourself. Really.

Evaluation is determining all possible uses of an item and how it works.

Creative, the highest level in the hierarchy, is the ability to build upon
 SCHOOL OF BASIC EDUCATION
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Evaluation an existing item and determine ways to improve or create something

more practical.

Affective domain of learning(Attitude) : This learning objective seeks

to influence, motivate, sensitise participants about his behaviour and
attitude towards his work. Developing the sense of accountability,
responsibility and ownership is a matter of attitude. This learning
objective is indicated by words like.

1. To influence participants
2. To encourage students to use safety equipment
……
3. To motivate students to become more vigilant…