MTHlthEduc: Module 4 - Domains of Learning

VARGAS M.G.S

OUTLINE

Bloom’s Taxonomy of Thinking

 Cognitive Domain
 Affective Domain
 Psychomotor Domain

Bloom’s Taxonomy
 Benjamin Bloom (1956)
 Taxonomy is a way to classify
instructional activities or questions as
they progress in difficulty. Remembering: Retrieving, recognizing, and
 This taxonomy contained three recalling relevant knowledge from
overlapping domains: long‐term memory.
• Cognitive (knowledge / mental
skills) – THINKING Understanding: Constructing meaning from
• Affective (attitude / feelings / oral, written, and graphic messages
emotions) – FEELING through interpreting, exemplifying,
• Psychomotor (manual / physical classifying, summarizing, inferring,
skills) DOING comparing, and explaining

Cognitive Domain Applying: Carrying out or using a

 Intellectual activities such as thinking, procedure for executing, or implementing.
remembering, reasoning, and using
language. Analyzing: Breaking material into
 Used to exercise judgment, draw constituent parts, determining how the
inferences, arrive at conclusions, and parts relate to one another and to an
make decisions. overall structure or purpose through
differentiating, organizing, and attributing.
Levels of Cognition
Higher Order Thinking Skills (HOTS) Evaluating: Making judgments based on
- creating criteria and standards through checking
- evaluating and critiquing.
- analyzing
- applying Creating: Putting elements together to form
a coherent or
Lower Order Thinking Skills (LOTS) functional whole; reorganizing elements
- understanding into a new pattern
- remembering / knowing or structure through generating, planning,
or producing.
MTHlthEduc: Module 4 - Domains of Learning
VARGAS M.G.S

Knowledge Affective Domain

 to recall or recognize information in  attitudes, beliefs, behaviors, and
some pre-arranged form. emotions
 Verbs: Define, List  focuses on helping learners understand
 Example: Define the levels of the what their own values are and how
cognitive domain. they have developed.

Comprehension Five (5) Levels:

 To understand meaning of information - Receiving
based on poor learning. - Responding
 Verbs: Describe, Explain, Interpret - Valuing
 Example: Explain the purpose of the - Organization
cognitive domain. - Characterization

Application Receiving
 To utilize information to complete a task  Being aware of, or attending to
with limited direction. something in the environment.
 Verbs: Compute, Solve, Use  Verbs: Listen, Notice, Tolerate
 Example: Write objectives for the levels  Example: Listen attentively to the
of the cognitive domain. orientation regarding specimen
handling.
Analysis
 To classify and relate assumptions or Responding
evidence.  Showing some new behavior as a result
 Verbs: Contrast, Examine of experience.
 Example: Compare the cognitive &  Verbs: Comply, Enjoy, Follow
affective domains.  Example: Voluntarily helps set up
collection tray/box.
Evaluation
 Critique idea based on specific Valuing
standards and criteria.  Showing some definite involvement or
 Verbs: Appraise, Judge, Justify commitment.
 Example: Judge the effectiveness of  Verbs: Carry out, Express
writing objectives using Bloom’s  Example: Assist staff/co-intern in
taxonomy. warding the morning pick.

Synthesis
 To integrate or combine ideas into a
new product or plan.
 Verbs: Design, Develop, Organize
 Example: Design ways to write
objective that combines 3 domains.
Organization
 Intergrating a new value into one’s
general set of values relative to other
priorities.
 Verbs: Choose, Consider, Prefer
MTHlthEduc: Module 4 - Domains of Learning
VARGAS M.G.S

 Example: Accommodate requests for

specimen collections. Domains of Learning Summarized

Characterization
 Acting consistently with the new value;
person is known by the value.
 Verbs: Act on, Depict, Exemplify
 Example: Join the team in-charge of
warding (specimen collection).

Psychomotor Domain Educational Implications of Bloom’s

 progressive levels of behaviors from Taxonomy
observation to mastery of a physical • It provides a universally effective strategy
skill. for creating all
 involves physical movement and the type of content to impart learning.
use of motor skills. • It helps teachers make decisions about
the classification of
Seven (7) Levels: content.
- Perceiving • It also helps teachers map content to
- Varying tasks that students
- Patterning need to perform.
- Improvising • It serves as a guide to teachers to
- Accommodating develop higher levels of
- Composing thinking process for critical thinking or
- Refining creative thinking.
• It helps teachers to create class activities
based on Bloom’s
Taxonomy that work from LOTS to HOTS.