CHAPTER 10: Taxonomy of Objectives According to Learning Domains

taxonomy is a way to categorize things according to how they are related to one another.
three broad categories  cognitive (thinking domain),
or domains:  affective (feeling domain), and
 psychomotor (doing or skills domain)
Cognitive domain - “thinking” domain.
- Learning in this domain involves acquiring information and addressing the
development of the learner’s intellectual abilities, mental capacities,
understanding, and thinking processes
6 levels 1. Knowledge
- Ability of the learner to memorize, recall, define, recognize, or identify specific
information, such as facts, rules, principles, conditions, and terms, presented
during instruction.
2. Comprehension
- demonstrate an understanding of what is being communicated by recognizing it
in a translated form, such as grasping an idea by defining it or summarizing it in
his or her own words (knowledge is a prerequisite behavior)
3. Application
- use ideas, principles, abstractions, or theories in specific situations, such as
figuring, writing, reading, or handling equipment (knowledge and
comprehension are prerequisite behaviors)
4. Analysis
- recognize and structure information by breaking it down into its separate parts
and specifying the relationship between the parts
5. Synthesis
- put together parts into a unified whole by creating a unique product that is
written, oral, or in picture form
6. Evaluation
- judge the value of something by applying appropriate criteria

massed practice - learning information all at once on one day

- “cramming,”

distributed practice remembering facts than learning information over successive periods of time, an
approach known as distributed practice.

Affective domain - “feeling” domain.

- Learning in this domain involves an increasing internalization or commitment to
 feelings expressed as emotions, interests, beliefs, attitudes, values, and
appreciations
- degree of a person’s depth of emotional responses to tasks.
- The affective domain includes emotional and social development goals.
- As stated by Eggen and Kauchak (2012), educators use the affective domain to
help learners realize their own attitudes and values
5 Categories 1. Receiving level
- to show awareness of an idea or fact or a consciousness of a situation or event
in the environment.
- This level represents a willingness to selectively attend to or focus on data or to
receive a stimulus

2. Responding level
- Ability of the learner to respond to an experience, at first obediently and later
willingly and with satisfaction.
- This level indicates a movement beyond denial and toward voluntary
acceptance, which can lead to feelings of pleasure or enjoyment resulting from
some new experience (receiving is a prerequisite behavior)

3. Valuing level
- regard or accept the worth of a theory, idea, or event, demonstrating sufficient
commitment or preference to an experience that is perceived as having value.
- At this level, there is a definite willingness and desire to act to further that value.

4. Organization level
- organize, classify, and prioritize values by integrating a new value into a general
set of values; to determine interrelationships of values; and to establish some
values as dominant and pervasive

5. Characterization level
- display adherence to a total philosophy or worldview, showing firm
commitment to the values by generalizing certain experiences into a value
system.

3 Levels ■ The intrapersonal level includes personal perceptions of one’s own self, such
as self-concept, self-awareness, and self-acceptance.
■ The interpersonal level includes the perspective of self in relation to other
individuals.
■ The extrapersonal level involves the perception
of others as established groups.
Psychomotor domain - “skills” domain.
- Learning in this domain involves acquiring fine and gross motor abilities such as
walking, handwriting, manipulating equipment, or performing a procedure.
- develop psychomotor skills, integration of both cognitive and affective learning
is
- required.
7 Levels 1. Perception level
(According to - show sensory awareness of objects or cues associated with some tasks to be
Simpson , 1972) performed.
- This level involves reading directions or observing a process with attention to
steps or techniques in developing a skill.

2. Set level
- exhibit readiness to take a certain kind of action as evidenced by expressions of
willingness, sensory attending, or body language favourable to performing a
motor act.
-
3. Guided response level
- exert effort via overt actions under the
guidance of an instructor to imitate an observed behavior with conscious
awareness of effort. Imitating may be performed hesitantly but with compliance
to directions and coaching

4. Mechanism level
- repeatedly perform steps of a desired skill with a certain degree of confidence,
indicating mastery to the extent that some or all aspects of the process become
habitual.
- The steps are blended into a meaningful whole and are performed smoothly
with little conscious effort.

5. Complex overt response level

- Ability of the learner to automatically perform a complex motor act with
independence and a high degree of skill, without hesitation and with minimum
expenditure of time and energy; performance of an entire sequence of a
complex behavior without the need to attend to details

6. Adaptation level
- modify or adapt a motor process to suit the individual or various situations,
indicating mastery of highly developed movements that can be suited to a
variety of condition.

7. Origination level
- create new motor acts, such as novel ways of manipulating objects or materials,
as a result of an understanding of a skill and developed ability to perform skills.
Situated cognition - once a task-oriented skill has been practiced,
- Within this constructivist perspective, learners are challenged to think critically
about what they know and can do in context of the specific situation in which
they are functioning.

transfer of learning effects of learning one skill on the subsequent performance of

another related skill
selective attention This process of recognizing and selecting appropriate and inappropriate stimuli

Mental imaging also referred to as mental practice has surfaced as a helpful alternative for teaching
motor skills, particularly for patients who have mobility deficits or fatigue
Intrinsic feedback This is feedback generated from within the learners, giving them a sense of or a feel
for how they have performed.
augmented In this case, the teacher shares information or an opinion with the learners or
feedback conveys a message through body language about
how well they performed .
CHAPTER 10: Development of Teaching Plans

teaching plan is a blueprint to achieve the goal and the objectives that have been
developed.
Teaching plans are 1. To direct the teacher to look at the relationship between each of
created for three the steps of the teaching process to make sure, that there is a
major reasons: logical approach to teaching.
2. To communicate in writing exactly what is being taught, how it is
being taught and evaluated, and the time allotted to meet each of
the behavioral objectives. This is essential for the involvement of
the patient and each member of the healthcare team.
3. To legally document that an individual plan for each learner is in
place and is being properly implemented.

8 Basic Elements