Different Domain of

Learning
“You tell me , & I forget, You teach me, & I remember , You
involve me, and I learn” – Benjamin Franklin
What is mean by objective ?
Short – term goal.
Attainable within the educational system.
Steps towards the realization of the aims.
Vary from course to course.

Specific ,precise & observable.

Directed towards aim.
Level of Objectives
Overall objective of education.

Stage wise objectives of education.

( Primary, Secondary & University etc)

Subject wise objectives.

( english, tamil , science, maths etc).

Class wise objectives.

(class I, II, IX, etc)

Instructional objectives
General Classification of Objective
Objectives

General Objective Specific Objective

Objectives

Tangible Less Tangible

Objectives

Ultimate Objectives Immediate Objective

Classification of Objectives

Objectives

Educational Instructional
Objectives Objectives
Educational Objectives
A dimension of learning.
Worthwhileness of a pattern of learning for realizing.
Level of learning to be attempted.
Provides the basis for systematization, articulation,
unity, balance and for determining priorities in an
educational effort.

Serve as guide posts in learning.

Instructional Objectives
Based on specific observable.
Behavioral in nature.
Measurable goal .
Establishes a minimal level of attainment for
judgment.
Instructional objectives state both behavior is intended to
be developed (Curricular aspect) & what actual behavior is
developed & tested (Evaluation aspect)
Relationship Between Educational &
Instructional Objectives
Educational goals tends to identify generalised outcomes
that are to be realised over an extended period of time what as
instructional objective have an immediate intent.
Instructional objectives specify learning outcomes more
sharply than educational goals.
Educational objectives reflect a synthesis of the
expressed ideas & values desirable by society. Instructional
objectives that are relevant to the specific situation & specific
subject area.
Con/-
Educational objectives not account for the variability
in the classroom. Variability in the classroom can be
achieved by the instructional objectives.
Educational objectives are very broad & global in
nature. Instructional objectives are very specific &
achieved in the classroom.
The Changing Concepts of Educational
Objectives into Instructional Objectives
An educational objective is said to be “the product of
value judgement” which in practice represents a decision
taken by some persons as a worthy end.
The decision is sound it could be proceed in a
systematic manner.
1. Derivation & statement of objectives.
2. Classification of objectives.
3. Definition of objectives in terms of behavioural
outcomes for actual classroom practices
First Category
Developing objectives which on being translated
into specific statements.

Help in developing an instructional programme.

specify the types of courses required at different levels.
Second Category
Further classification & understanding of these
objectives by discovering a system among them.
Articulating the objectives appropriately in terms
of an educational programme.
Final Category
Action which pertains to the definition of objectives
at an operational level for a particular curricular area.
This calls for the statements of learning situations,
the nature of behaviour expected & the extent of
achievement or behaviour modifications visualised.
Teaching – learning situations, activities &
evaluation programmes directly flow from there. These
are termed as instructional objectives.
Classification of Educational
Objectives
Bloom’s taxonomy is a classification of the different
objectives that educators set for students (learning
objectives).
The taxonomy was proposed in 1956 by Benjamin
bloom, an educational psychologist at the university of
Chicago.
About Benjamin .S. Bloom
Born : Benjamin Samuel Bloom.
Feb /21/ 1913.
Died : Sep /13/1999 (86) Chicago.
Nationality : United State Citizen(American).
Qualification : Ph.D in Education.
Occupational : Educational Psychologist.
Employee : American educational research
Association.
 Taxonomy of Educational
Objective
Bloom’s is hierarchical; meaning that learning at the
higher levels is dependent on having attained pre-
requisite knowledge & skills at lower levels.
A goal of bloom’s taxonomy is to motivate educators
to focus on all three domains, creating a more holistic
form of education.
Con/-
Classification of educational objective is known as
“Taxonomy of education” or “ Bloom’s Taxonomy”.
Taxonomy means a classification of an object or an
idea.
Bloom’s taxonomy divides educational objectives
into three domains
1. Cognitive.
2. Affective.
3. Psychomotor.
 Writing Instructional Objectives

Instructional objectives, including behavioral

objectives, can be written for any of the domains
of instruction
• Cognitive
• Affective
• Psychomotor
 The Cognitive Domain

Bloom's Taxonomy of the Cognitive Domain

(started in 1948 and completed in 1956) was one
of the most influential statements about levels of
knowing.
The official title of the book is Taxonomy of
educational objectives: The classification of
educational goals. Handbook I: Cognitive
domain with the text having 4 other authors
(M. Englehart, E. Furst, W. Hill, and D
Krathwohl).
 The Cognitive Domain

The major idea of the taxonomy is that what

educators want students to know (and,
therefore, statements of educational objectives)
can be arranged in a hierarchy from less to
more complex.

The taxonomy contains six levels, with

sublevels identified for each.
 The Cognitive Domain

A mnemonic device for remembering the six

levels:

Killing Knowledge
Cats Comprehension
Almost Application
Always Analysis
Seems Synthesis
Evil Evaluation
 The Cognitive Domain

Student recalls or
recognizes information,
Knowledge
ideas, and principles in the
approximate form in which
they were learned.
 The Cognitive Domain

Write
List
Knowledge
Label
Name
State
Define
 The Cognitive Domain

The student will define the 6

Knowledge levels of Bloom's taxonomy
of the cognitive domain.
 The Cognitive Domain

Student translates,
Comprehension comprehends, or interprets
information based on prior
learning.
 The Cognitive Domain

Explain
Summarize
Comprehension Paraphrase
Describe
Illustrate
 The Cognitive Domain

The student will explain

Comprehension the purpose of Bloom's
taxonomy of the cognitive
domain.
 The Cognitive Domain

Student selects, transfers,

Application and uses data and
principles to complete a
problem or task with a
minimum of direction.
 The Cognitive Domain

Use
Compute
Application Solve
Demonstrate
Apply
Construct
 The Cognitive Domain

The student will write an

Application instructional objective for
each level of Bloom's
taxonomy.
 The Cognitive Domain

Student distinguishes,
classifies, and relates the
Analysis assumptions, hypotheses,
evidence, or structure of a
statement or question.
 The Cognitive Domain

Analyze
Categorize
Analysis Compare
Contrast
Separate
 The Cognitive Domain

The student will compare

Analysis and contrast the cognitive
and affective domains.
 The Cognitive Domain

Student originates,
integrates, and combines
Synthesis
ideas into a product, plan
or proposal that is new to
him or her.
 The Cognitive Domain

Create
Design
Synthesis Hypothesize
Invent
Develop
 The Cognitive Domain

The student will design a

classification scheme for
Synthesis writing educational
objectives that combines
the cognitive, affective, and
psychomotor domains.
 The Cognitive Domain

Student appraises,
Evaluation assesses, or critiques on a
basis of specific standards
and criteria.
 The Cognitive Domain

Judge
Evaluation Recommend
Critique
Justify
 The Cognitive Domain

The student will judge the

Evaluation effectiveness of writing
objectives using Bloom's
taxonomy.
 The Cognitive Domain

In general, research over the last 40 years has

confirmed the taxonomy as a hierarchy with the
exception of the last two levels.

It is uncertain at this time whether synthesis

and evaluation should be reversed (i.e.,
evaluation is less difficult to accomplish than
synthesis) or whether synthesis and evaluation
are at the same level of difficulty but use
different cognitive processes.
 The Cognitive Domain

I believe the latter is more likely as it relates to the

differences between creative and critical thinking.

Creative Thinking Critical Thinking

Synthesis Evaluation

Analysis
Application
Comprehension

Knowledge
 The Affective Domain

Being aware of or attending to

Receiving
something in the environment

Showing some new behaviors as

Responding
a result of experience

Showing some definite

Valuing
involvement or commitment

Krathwohl, D., Bloom, B., & Masia, B. (1956). Taxonomy of educational objectives.
Handbook II: Affective domain. New York: David McKay.
 The Affective Domain

Integrating a new value into

Organization one's general set of values,
giving it some ranking among
one's general priorities.

Characterization Acting consistently with the new

by Value value; person is known by the
value.
 Level and Definition Illustrative Example
Verbs
Receiving refers to the student's asks, chooses, Listen to
willingness to attend to describes, discussions of
particular phenomena of follows, gives, controversial
stimuli (classroom activities, holds, issues with an
textbook, music, etc.). Learning identifies, open mind.
outcomes in this area range locates, names, Respect the rights
from the simple awareness that points to, of others.
a thing exists to selective selects, sits
attention on the part of the erect, replies,
learner. Receiving represents uses
the lowest level of learning
outcomes in the affective
domain.
 Level and Definition Illustrative Example
Verbs
Responding refers to active participation answers, assists, Participate in
on the part of the student. At this level he complies,
or she not only attends to a particular team problem-
conforms, solving activities.
phenomenon but also reacts to it in some
way. Learning outcomes in this area may discusses, greets,
helps, labels,
Question new
emphasize acquiescence in responding
(reads assigned material), willingness to performs, ideas, concepts,
respond (voluntarily reads beyond practices, models, etc. in
assignment), or satisfaction in responding presents, reads, order to fully
(reads for pleasure or enjoyment). The
recites, reports, understand
higher levels of this category include those
instructional objectives that are selects, tells, them.
commonly classified under “interest”; writes
that is, those that stress the seeking out
and enjoyment of particular activities.
 Level and Definition Illustrative Example
Verbs
Valuing is concerned with the worth or value a completes, describes, Demonstrate belief in
student attaches to a particular object, differentiates, the democratic process.
phenomenon, or behavior. This ranges in explains, follows, Accept the idea that
degree from the simpler acceptance of a value forms, initiates, integrated curricula is a
(desires to improve group skills) to the more invites, joins, justifies, good way to learn.
complex level of commitment (assumes proposes, reads, Participate in a campus
responsibility for the effective functioning of reports, selects, blood drive.
the group). Valuing is based on the
shares, studies, works Show the ability to solve
internalization of a set of specified values, but
problems. Informs
clues to these values are expressed in the
student's overt behavior. Learning outcomes
management on matters
in this area are concerned with behavior that that one feels strongly
is consistent and stable enough to make the about.
value clearly identifiable. Instructional
objectives that are commonly classified under
“attitudes” and “appreciation” would fall into
this category.
 Level and Definition Illustrative Example
Verbs
Organization is concerned with bringing adheres, alters, Recognize own
together different values, resolving conflicts arranges, combines, abilities, limitations,
between them, and beginning the building compares, completes, and values and
of an internally consistent value system. defends, explains, developing realistic
Thus the emphasis is on comparing, relating, generalizes, aspirations. Accepts
and synthesizing values. Learning outcomes identifies, integrates, responsibility for one’s
may be concerned with the modifies, orders, behavior.
conceptualization of a value (recognizes the organizes, prepares, Explains the role of
responsibility of each individual for relates, synthesizes systematic planning in
improving human relations) or with the solving problems.
organization of a value system (develops a Accepts professional
vocational plan that satisfies his or her need ethical standards.
for both economic security and social Prioritizes time
service). Instructional objectives relating to effectively to meet
the development of a philosophy of life the needs of the
would fall into this category. organization, family,
and self.
 Level and Definition Illustrative Example
Verbs
Characterization by a value or value set. acts, discriminates, Shows self-reliance
The individual has a value system that has displays, influences, when working
controlled his or her behavior for a listens, modifies, independently.
sufficiently long time for him or her to performs, practices, Uses an objective
develop a characteristic “life-style.” Thus proposes, qualifies, approach in problem
the behavior is pervasive, consistent, and questions, revises, solving.
predictable. Learning outcomes at this serves, solves, uses, Displays a professional
level cover a broad range of activities, but verifies commitment to ethical
the major emphasis is on the fact that the practice on a daily basis.
behavior is typical or characteristic of the Revises judgments and
student. changes behavior in light
Instructional objectives that are concerned of new evidence.
with the student's general patterns of
adjustment (personal, social, emotional)
would be appropriate here.
The Psychomotor Domain
 The Psychomotor Domain

Imitation (learner imitates an

Imitation action after a visual
demonstration)

Copy, follow, mimic, repeat,

reproduce, trace, replicate (e.g.,
copying a work of art;
performing a skill while
observing a demonstrator)
 The Psychomotor Domain

Manipulation (performance of
Manipulation an action with written/verbal
instructions)

Act, execute, perform (e.g., being

able to perform a skill of one’s
own after taking lessons; follows
instructions to build a model)
 The Psychomotor Domain
Precision Accurately
Independently
Proficiently
With balance
With control

Calibrate, demonstrate, master, perfect

(e.g., working and reworking
something to be “right”; perform a
skill or task without assistance;
demonstrate task to beginner)
 The Psychomotor Domain

Articulation (display of
Articulation
coordination of a series of
related acts)

Adapt, constructs creates,

modifies (e.g., combines a
series of skills or activities to
meet a novel requirement)
 The Psychomotor Domain

Naturalization (high level of

Naturalization
proficiency)

Design, develop, master (e.g., mastering

a high level performance until it
becomes second nature or natural)
 The Psychomotor Domain
Process of becoming aware of
Perception objects, qualities, etc by way of
senses. Basic in situation-
interpretation-action chain
leading to motor activity.

Readiness for a particular kind

Set
of action or experience; may be
mental, physical or emotional.

Simpson, J. S. (1966). The classification of educational objectives, psychomotor

domain. Office of Education Project No. 5-85-104. Urbana, IL: University of Illinois.
The Psychomotor Domain
 The Psychomotor Domain

Overt behavioral act under

Guided guidance of an instructor, or
Response following model or set criteria.

Learned response becomes

Mechanism habitual; learner has achieved
certain confidence and
proficiency or performance.
The Psychomotor Domain
 The Psychomotor Domain

Complex Performance of motor act

Overt considered complex because of
Response movement pattern required.