MODULE MAP:

DISCUSSION:
Let’s begin to our first topic which is the Objectives in Three Domains.
First and foremost, the man behind the Bloom’s Taxonomy is Prof. Benjamin S. Bloom. He
graduated as class valedictorian and attend in school at Penn State University where he
earned his bachelors and masters in psychology and he also graduated PhD in University of
Chicago.
What are the Classification of Bloom’s Taxonomy?

Cognitive Domain which is the knowledge field (it is based on your

thoughts or thinking).

Affective Domain which is the feeling field (it is based on your emotions).

Psychomotor Domain which is the doing field (it is based on your actions).

1. Knowledge- it includes the ability of students to recall and remember the information
learned in the classrooms.
Example: A child recites the English Alphabet.
2. Comprehension- the learner could understand and explain what he learned in the
classroom as his own language.

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 Example: Shelena explains a theory in her own words.
3. Application- it is the ability to apply the acquired knowledge through instruction in real
life situations.
Example: A doctor applying his knowledge of science to treat patients.
4. Analysis- helps students to understand the difference between facts and opinions.
Example: A lawyer was able to win over a case after recognizing logical fallacies in the
reasoning of the offender.
5. Synthesis- it involves the ability to give a new shape or structure to statements or
procedures.
Example: A sports coach makes new plans to win matches.
6. Evaluation- This refers to the ability to form judgments about a situation.
Example: A businessman selects the most efficient way of selling products.

Instruction: Make a list of verb in the following Cognitive Domain:

Cognitive Level Verb
Knowledge  Cite  Quote
 Count  Read
 Define  Recall
 Describe  Recite
 Draw  Recognize
 Enumerate  Record
 Identify  Repeat
 Index  Reproduce
 Indicate  Review
 Label  Select
 List  State
 Match  Study
 Meet  Tabulate
 Name  Tally
 Outline  Trace
 Point  Write

Comprehension  Add  Express

 Approximate  Extend
 Articulate  Factor
 Associate  Generalize
 Characterize  Give
 Clarify  Infer
 Classify  Interact
 Compare  Interpolate
 Compute  Interpret
 Contrast  Observe
 Convert  Paraphrase

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  Defend  Picture
 Describe graphically
 Detail  Predict
 Differentiate  Review
 Discuss  Rewrite
 Distinguish  Subtract
 Elaborate  Summarize
 Estimate  Translate
 Example  Visualize
 Explain

Application  Acquire  Factor

 Adapt  Figure
 Allocate  Graph
 Alphabetize  Guide
 Alphabetize  Handle
 Amend  Illustrate
 Apply  Implement
 Ascertain  Interconvert
 Assign  Investigate
 Attain  Manipulate
 Avoid  Modify
 Back  Multiply
 Calculate  Obtain
 Capture  Operate
 Change  Perform
 Chart  Personalize
 Classify  Plot
 Complete  Practice
 Compute  Predict
 Concatenate  Prepare
 Conduct  Price
 Construct  Process
 Consult  Produce
 Convey  Project
 Coordinate  Protect
 Customize  Prove
 Deliver  Provide
 Demonstrate  Relate
 Depreciate  Round off
 Derive  Sequence
 Determine  Show
 Diminish  Simplify
 Discover  Simulate
 Divide  Sketch
 Draw  Solve
 Employ  Subscribe
 Examine  Tabulate
 Execute  Tally
 Exercise  Transcribe
 Expand  Translate
 Explore  Use
 Expose  Utilize
 Express

Analysis  Abstract  Figure out

 Accept  File

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  Administer  Group
 Allow  Identify
 Analyze  Illustrate
 Audit  Infer
 Break down  Interrupt
 Calculate  Inventory
 Characterize  Investigate
 Classify  Isolate
 Category  Manage
 Compare  Maximize
 Confirm  Minimize
 Contrast  Moderate
 Correlate  Monitor
 Criticize  Optimize
 Detect  Order
 Diagnose  Outline
 Differentiate  Point out
 Direct  Relate
 Discriminate  Resolve
 Dissect  Select
 Distinguish  Separate
 Ensure  Size up
 Establish  Solve
 Examine  Summarize
 Explain  Train
 Explore  Transform
 Extract

Synthesis  Advise  Instruct

 Arrange  Manage
 Assemble  Modify
 Categorize  Organize
 Collect  Plan
 Combine  Prepare
 Communicate  Propose
 Compile  Rearrange
 Compose  Recognize
 Conduct  Recommend
 Construct  Reconstruct
 Contribute  Relate
 Coordinate  Review
 Counsel  Rewrite
 Create  Set up
 Design  Summarize
 Develop  Supervise
 Devise  Tell
 Establish  Update
 Explain  Write
 Formulate
 Gather
 Generate
 Incorporate

Evaluation  Advise  Interpret

 Assess  Judge
 Choose  Justify
 Compare  Measure

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  Conclude  Monitor
 Contrast  Rate
 Criticize  Relate
 Describe  Review
 Discriminate  Score
 Enforce  Select
 Estimate  Summary
 Evaluate  Support
 Explain  Value

1. Receiving- the awareness of feelings and emotions as well as the ability to utilize
selected attention. TRY THIS!
Example: Listening attentively to a friend.
2. Responding- it involves the active participation of the people.
Example: A student participating in group discussions.
3. Valuing- the ability to see the worth of something and express it.
Example: An activist shares his ideas on the increase in salary of laborers.

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 4. Organization- the ability to prioritize a value over another and create a unique value
system.
Example: An army man wants to stay in the gym rather than anywhere else.
5. Characterization- the ability to internalize values and let them control the person`s
behavior.
Example: A man marries a woman not for her looks but for what she is.

Instruction: Give at least one example in every affective domain.

a. Receiving:

b. Responding:

c. Valuing:

d. Organization:

e. Characterization:

TRY THIS!

1. Perception- the ability to apply sensory information to motor activity.

Example: A cook adjusts the heat of stove to achieve the right temperature of the dish.
2. Set- ready to act on the given opportunity.
Example: An ambitious person shows the motivation to take new projects.
3. Guided response- the ability to imitate a displayed behavior or to utilize trial and
error.
Example: A person follows the manual in operating a machine.
4. Mechanism- the ability to convert learned responses into habitual actions with
proficiency and confidence.

What are the Instructional Objectives in Psychomoto

 Example: A mother was able to cook a delicious meal after practicing how to cook it.
5. Complex overt Response- it means a person’s ability to perform complex patterns of
action.
Example: Typing a report on a computer without looking at the keyboard.
6. Adaptation- the ability to modify learned skills to meet special events.
Example: A designer uses plastic bottles to create a dress.
7. Origination- creating new movement patterns for a specific situation.
Example: A musician makes a sad song for dead people.

Instruction: Give at least two examples of Adaptation in Psychomotor Domain.

Adaptation: 1.

Adaptation: 2.

In this topic, 21st Century educators widely used Revised Bloom Taxonomy in teaching, and
it is commonly use verbs to identify what instructional objective it is, so now let’s find out:
TRY THIS!

In this part, remembering (knowledge), understanding (comprehension), and creating

(synthesis) is now the revised cognitive level but the function is still the same.
1. Remembering- recalling relevant knowledge for long-term memory.
Revised Bloom’s Taxonomy
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Revised Bloom’s Taxonomy Co
Verbs: identify, recall, define, recite, repeat, select, label, quote, copy, list, name, state
etc.
Example: The learners should be able to identify common rock-forming minerals using
their physical and chemical properties.
2. Understanding- constructing meaning from oral, written, graphic messages through
interpreting, comparing, and explaining.
Verbs: interpret, exemplify, classify, summarize, infer, compare, explain, describe,
indicate, translate, paraphrase, explain, discuss, report, rewrite etc.
Example: The learners should be able to explain how the different organ systems work
together.
3. Applying- carrying out or using procedure through executing or implementing, and
applying knowledge to actual situations.
Verbs: execute, implement, relate, sketch, calculate, demonstrate, estimate, illustrate,
contrast, diagnose, identify, classify etc.
Example: The learners should be able to demonstrate how sound, heat, light and
electricity can be transformed.
4. Analyzing- determining how the parts relate to one another and to an overall structure
or purpose through differentiating, attributing, and organizing.
Verbs: differentiate, organize, attribute, select, combine, figure, find, solve, change,
survey, compare, diagram, examine, test, modify etc.
Example: The learners should be able to compare the planets of the solar system.
5. Evaluating- making judgements based on criteria and standards through checkings
and critiquing.
Verbs: assess, check, critique, predict, argue, defend, estimate, judge, quality, rate,
support, recommend, appraise etc.
Example: The learners should be able to predict the appearance of comets based on
recorded data of previous appearances.
6. Creating- putting elements together to form a functional element and reorganizing
elements into a new pattern or structure through planning or producing.
Verbs: generate, plan, produce, develop, conduct, invent, manage, modify, organize,
create, design, formulate, prepare, propose, construct etc.
Example: The learners should be able to conduct an information dissemination activity
on effective ways of taking care of the respiratory and circulatory systems based on data
gathered from the school or local health workers.

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Instruction: Click this link https://www.deped.gov.ph/wp-content/uploads/2019/01/Science-
C G_with-tagged-sci-equipment_revised.pdf and download the Curriculum Guide. Then paste
at least one example of each cognitive domain.
1. Remembering:

2. Understanding:

3. Applying:

4. Analyzing:

5. Evaluating:

6. Creating:

In this part, nothing changed in Affective Domain, but here is the list of the following verbs in
affective domain:
Affective level Verbs
Receiving reply, use, describe, follow, locate
Responding discuss, answer, perform, write, present
Valuing share, invite, explain, join, report, follow,
justify
Organization formulate, defend, prepare, arrange, integrate
Characterization influence, practice, perform, discriminate,
propose

Revised Bloom’s Taxonomy in Affective Dom

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In this part, here is the list of the following verbs in revised psychomotor domain:
Psychomotor level Description Verbs
Observing Pay active attention to a select, describe, detect,
physical event. differentiate
Imitating Copy a physical behavior. answer, reproduce, copy,
trace, grasp
Practicing Practice a particular fasten, measure, assemble,
physical activity dismantle, stretch
repeatedly.
Adapting Makes adjustment to a vary, reorganize, change,
physical activity in adjust, rearrange
attempt to achieve
perfection.

Assessing our Student’s through the Revised Bloom’s Taxonomy is another way on how they
will cope up in a real-life situations and to create not just locally but also a globally
competitive students.

Now, as being an Educators how can we write an effective learning objectives to our
students? Let’s begin!
L earning objectives can be identified as the goals that should be achieved by a student at the
end of a lesson.

The following criteria should be kept in mind by the teacher while setting and writing the
instruction objectives.
1. Specification of the learner/Performer
  Specify the learner such as pupil, class, group etc.
2. Learner performance
  Illustrate the learners’ performance in classroom interaction, for example, students are
able to understand, apply, identify, and justify etc. it also termed as HacotwiontovWerbr.ite a Learning
Objectives?
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3. Learning content and condition
  Clearly mention the content of study, for example, the pupil able to justify the
nonviolence principle of Gandhi.
Also, we can include this:
The ABCD you will be able to create clear and effective objectives. It consists of four key
elements: (A) Audience, (B) Behavior, (C) Condition, and (D) Degree.
Audience Determine who will achieve the objective.
(Learner/Performer)
Behavior Use action verbs (Bloom’s taxonomy) to
write observable and measurable behavior
that shows mastery of the objective.
(Learner Performance)
Condition If any, state the condition under which
behavior is to be performed. (Optional,
learning content)
Degree If possible, state the criterion for acceptable
performance, speed, accuracy, quality, etc.
(Optional)
Example:
1. Students will explain the social justice to ensure that adequate social services are
provided to those who need them in three paragraphs.
2. Given a specific case study, learners will be able to conduct at least two needs
analysis.

Instruction: Determine the ABCD of the learning objectives by using highlighter.

1. Students will be able to apply the standard deviation rule to the special case of
distributions having a normal shape.

2. Given a diagram of the eye, students will be able label the 9 extra-ocular muscles and
describe at least 2 of their actions.

In Revised Bloom’s Taxonomy of Cognitive Domain, you can find it out on the Curriculum
Guide by subject as well as in Books with learning objectives, you will just identify if what
Cognitive Domain it is. Here is the example and it is based on ABCD.

Cognitive Level Learning Objective

Creating By the end of this lesson, the student will be
TRY THIS!
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 able to design an original homework
problem dealing with the principle of
conservation of energy.
Evaluating By the end of this lesson, the student will be
able to determine whether using
conservation of energy or conservation of
momentum would be more appropriate for
solving a dynamics problem.

Analyzing By the end of this lesson, the student will be

able to differentiate between potential and
kinetic energy.

Applying By the end of this lesson, the student will be

able to calculate the kinetic energy of a
projectile.

Understanding By the end of this lesson, the student will be

able to describe Newton’s three laws of
motion to in her/his own words

Remembering By the end of this lesson, the student will be

able to recite Newton’s three laws of
motion.

Instruction: Given this topic write a learning objectives using the ABCD format in the Six
Cognitive Domain.
Topic: Three Types of Rocks
Cognitive Level Learning Objective

Creating

Evaluating

Analyzing

WORKSHEET ON WRITING LEA9 RNING

OBJE
Applying

Understanding

Remembering

RESOURCES:
h ttps://tophat.com/marketplace/social-science/education/course-notes/oer-taxonomy-
of- e ducational-objectives-blooms-and-ncert-dr-rafeedalie/1195/34348/
h ttps://www.toppr.com/bytes/blooms-taxonomy-3-domains-of-
learning/ h ttps://explorable.com/domains-of-learning
h ttps://www.astate.edu/dotAsset/7a3b152c-b73a-45d6-b8a3-7ecf7f786f6a.pdf
h ttps://educationaltechnology.net/using-blooms-taxonomy-to-write-effective-
learning- o bjectives-the-abcd-approach/
h ttps://tips.uark.edu/using-blooms-taxonomy/
h ttps://educationaltechnology.net/using-blooms-taxonomy-to-write-effective-
learning- o bjectives-the-abcd-approach/
h ttps:// Learning-Outcomes-Using-Blooms-Taxonomy.pdf

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AFFECTIVE DOMAIN EXAMPLES Flashcards | Quizlet

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