DOMAINS OF LEARNING

Cognitive Domain (Bloom, Englehart, Furst, Hill, & Krathwohl, 1956)

H1---the head---the abstraction
# Levels of domain What is it all about
6 E valuation
COGNITIVE DOMAIN
The ability to come up with judgments about the
importance of concepts.
Example: A student selects the most efficient way to
prepare assignments.
Action verbs: judge, decide, select
The ability to integrate different elements or concepts
in order to form a sound pattern or structure so a new

meaning can be established.

5 Synthesis
Example: A student combines arguments in a
classroom discussion to arrive at conclusion.
Action verbs: combine, compose, categorize
The ability to differentiate facts and opinions.
Example: the student explores the causes of low per
4 Analysis
capita income in the country.
Action verbs: Analyze, appraise, breakdown
The ability to utilize an abstraction or to use
knowledge in a new situation.
3 Application Example: student applies the skills in examination he
learned in class.
Action verbs: apply, demonstrate, compute
The ability to understand the meaning of what is
known.
2 Comprehension Example: A student explains a theory in his own
words.
Action verb: describe, discuss, summarize
The ability to recall data and/or information.
1 Knowledge Example: A child recites the English alphabet.
Action verbs: know, name, recall
Affective Domain (Krathwohl, Bloom, & Masia, 1964)
H2---the heart---the attitude
# Levels of domain What is it all about
The ability to internalize values and let them control
Characterizatio the person’s behavior.
A 5
n Example: A student develops the learning attitude.
F Action verbs: internalize, resolve, display
F Ability to prioritize a value over another and create a
E unique value system.
C 4 Organization Example: A teenager spends more time in her studies
than in the playground.
T
Action verbs: systematize, prioritize, Adhere
I The ability to see the worth of something and express
V it.
E 3 Valuing Example: student shares his ideas on the
D inconvenience to understand the lecture.
O Action verbs: believe seek justify
M Active participation of the learner.
Responding to
A 2 Example: students participating in group discussion.
Phenomena
Action verbs: contribute, Compile, Discuss
I
The awareness of feelings and emotions as well as
N the ability to utilize selected attention.
Receiving
1 Example: Listening attentively to the teacher.
Phenomena
Action verbs: attend, capture, experience
Psychomotor Domain (Simpson, 1972)
H3---the hand---the motor skills
# Levels of domain What is it all about
Creating new movement patterns for a specific
situation. Or naturally and automatically performing
Origination/ actions
7 Example: A student creates a new salt analysis
Naturalization
routine.
Action verbs: design, invent, manage
The ability to modify learned skills to meet special
events.
P Adaptation/
6 Example: A student uses tags of different colors to
S Articulation
prepare an accounting equation.
Y Action verbs: adapt, combine, construct
C The ability to skillfully perform complex patterns of
O Complex Overt actions.
M 5 Response/ Example: student types a report on computer without
O Precision looking at the keyboard.
T Action verbs: complete, control, demonstrate
The ability to convert learned responses into habitual
O actions with proficiency and confidence.
Mechanism/
R 4
Manipulation Example: A student reproduces the worksheet.
D Action verbs: execute, implement, recreate
O The ability to imitate a displayed behavior or to utilize
M Guided
trial and error.
A 3 Example: A student follows the manual in operating
Response
I the computer.
Action verbs: follow, perform, copy
N
The readiness to act.
Example: A student displays motivation in conducting
2 Set
planned computer operation.
Action verbs: wishes, displays, exhibit
The ability to apply sensory information to motor
activity.
1 Perception Example: A adjusts the paper margin to type a job
application.
Action verbs: adjust, set, arrange
FUNDAMENTALS OF ISLAMIC TEACHING METHODS
Hikmah
Maueza e Hasan
Mujadila
Calling towards good/preventing from evil
Asking from those who know
Preventing evil through
--- using hands
--- using language
---consider it vice in heart

PHILOSOPHICAL ASSUMPTIONS
ontology (reality); Epistemology (knowledge); and axiology (values)

Ontology assumptions about the nature of reality; how you see the world
around
--- organizations, management, individuals’ work lives and organizational events
and artifact
Epistemology assumptions about knowledge; acceptable, valid and legitimate
---numerical data to textual and visual data, from facts to interpretations, and
including narratives, stories and even fictional accounts
Axiology role of values and ethics within the research process; how we deal
with both our own values and those of others.
You value students; you would like to discuss their problems
CONCEPT OF UNIVERSE, MAN, AND SOCIETY IN ISLAM
UNIVERSE
MAN
SOCIETY