THREE TYPES OF

LEARNING
Cognitive Affective Psychomotor
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The domains of learning are a series of learning
objectives created in 1956 by educational psychologist
Dr. Benjamin Bloom. They involve three categories of
education, and each one requires a different
instruction style to achieve its intended outcomes. Each
domain has specific features and objectives designed
to engage students who learn to solve problems,
process information and build their skills using
different perspectives. This helps make learning easier
and more enjoyable.
Why are the domains of learning important?

The domains of learning teach

students to think critically by using
methods that make the most sense
to them. They benefit students by
teaching them various ways to
approach new ideas and concepts.
They also give teachers tools to
cater the learning experience to the
specific needs of each student. By
assigning tasks with a learning
domain in mind, teachers can help
students understand and retain
information based on how they
learn best.
The cognitive domain The cognitive domain
The cognitive domain focuses on six intellectual skills
that educational psychologist Benjamin Bloom organized
based on the sequence in which students develop them.
This concept is known as Bloom's Taxonomy. For each
skill, Bloom refers to active verbs that describe how
Reviewing and practising old exam papers is
students apply what they've learned.
one of the most effectiveThe
ways tooriginal
learn how to
prepare for exams. It helps you to familiarise
Bloom's Taxonomy includes yourself
the following skills
with the format andthat build
structure of the
from the most basic to the most complex:
question paper.
The cognitive domain The cognitive domain
Knowledge: Recalling or recognizing information previously
learned. Instructional verbs that represent this foundational
level of the cognitive domain include write, list, label, name and
state.
Comprehension: Comprehending or interpreting information
based on material previously learned.
Reviewing Instructional
and practising verbs is
old exam papers
one of the most
include explain, summarize, describe and effective ways to learn how to
illustrate.
prepare for exams. It helps you to familiarise
Application: Selecting and using data principles to fix a problem
yourself with the format and structure of the
independently. Instructional verbs
question paper. include use, solve,
demonstrate and apply.
The cognitive domain The cognitive domain
Analysis: Understanding or breaking down assumptions
made by a statement or question to make conclusions.
Instructional verbs include compare, contrast and analyze.
Synthesis: Combining ideas to build a new concept or plan.
Instructional verbs include create, design, invent and
Reviewing and practising old exam papers is
develop. one of the most effective ways to learn how to
Evaluation: Making assessments
prepare for based
exams. It on
helps established
you to familiarise
yourself with the format and structure of the
criteria. Instructional verbs include judge, critique and
question paper.
justify.
The affective domain

The affective domain of learning represents skills that

foster appropriate emotional responses. In this domain
identified by Bloom’s colleague, David Krathwohl,
students understand and develop their feelings,
attitudes and values. Like the cognitive domain, the five
areas of emotional response from simple to complex
include:
The affective domain
Receiving: Receiving involves a passive awareness of emotions and feel i ngs
and a student must succeed at this level to learn at later stages. For
example, a student at this stage waits to speak until someone else fini shes
speaking. Instructional verbs include ask, choose, identify and use.
Responding: A student actively engages in the learning process by
receiving it and reacting to it. For example, a student participates in a cl ass
discussion of a book they read. Instructional verbs include assist, di scuss,
read and write.
Valuing: A student values a concept when they express its worth or what i t
means to them. For example, a student may write an opinion article about
a social topic they feel strongly about, discussing and defending thei r
stance. Instructional verbs include complete, explain, propose and study.
The affective domain
Organizing: A student develops a value system by arranging their values or
beliefs in order of priority. For example, a student trying to make honor rol l
realizes they should prioritize studying for an upcoming test over goi ng to
the movies with friends. Instructional verbs include arrange, compl ete,
modify and prepare.
Characterizing: A student acts according to the values they have
developed and internalized as a personal philosophy. For exampl e, a
student accepts that cheating is unethical and completes a di ffi cul t
assignment independently even though a friend offers to let them copy
their answers. Instructional verbs include display, perform, question and
solve.
The psychomotor domain

Bloom identified the psychomotor skills domain

and educators like Elizabeth Simpson expanded
them into a simple-to-complex order in the
1970s. The psychomotor domain focuses on
physical skills such as the development of
hand-eye coordination and the use of motor
skills. Psychomotor skills help people perform
physical tasks in daily life and at work. The
areas of this domain include:
Perception: Students use sensory cues to guide their
motor activities. For example, a student may listen to
a teacher's lesson and write down corresponding
notes. Instructional verbs include distinguish, identify
and select.
Set: Students feel ready to act upon challenges and
resolve them. For example, a student who wants to
improve their grade is motivated to study for their
next test. Instructional verbs include assume a
position, demonstrate and show.
Guided response: Students begin learning complex
skills often through trial and error or following
instructions. For example, a student learns how to
build a simple circuit by watching an instructional
video. Instructional verbs include attempt, imitate and
try.
Mechanism: Students develop basic proficiency when
performing particular tasks often through practice.
For example, a piano student feels confident playing
a song assigned by their teacher after weeks of
practicing. Instructional verbs include perform,
complete and duplicate.
Complex overt response: Students learn to perform a
task with advanced proficiency. For example, a piano
student knows how to play a song without needing
to look at the keys. Instructional verbs include carry
out, operate and perform.
Adaptation: Students have developed their skills and
can change them to meet specific requirements. For
example, a culinary student knows how to adjust
their recipe to meet particular dietary restrictions.
Instructional verbs include adapt, change, modify and
revise.
THANK YOU
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PRESENTED BY: J ul y an Ebi do

El oi sa Lee Val er i o