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Learning Domain :pen:, Founder :silhouettes: - Coggle Diagram
Learning
Domain
:pen:
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Cognitive Domain:
focused on intellectual skills such as critical thinking, problem solving, and creating a knowledge base
Bloom’s Taxonomy 1956
Knowledge:
Remembering or retrieving previously learned material.
Comprehension:
The ability to grasp or construct meaning from material.
Application:
The ability to use learned material, or to implement material in new and concrete situations.
Analysis:
The ability to break down or distinguish the parts of material into its components so that its organizational structure may be better understood.
Synthesis:
The ability to put parts together to form a coherent or unique new whole.
:pencil2:In the revised version of Bloom’s synthesis becomes creating and becomes the last and most complex cognitive function.
Evaluation:
The ability to judge, check, and even critique the value of material for a given purpose.
:pencil2:This function goes to #5 in the revised version of Bloom’s.
Anderson and Krathwohl’s Taxonomy 2001
Remembering:
Recognizing or recalling knowledge from memory.
Understanding:
Constructing meaning from different types of functions be they written or graphic messages, or activities like interpreting, exemplifying, classifying, summarizing, inferring, comparing, or explaining.
Applying:
Carrying out or using a procedure through executing, or implementing. Applying relates to or refers to situations where learned material is used through products like models, presentations, interviews or simulations.
Analyzing:
Breaking materials or concepts into parts, determining how the parts relate to one another or how they interrelate, or how the parts relate to an overall structure or purpose.
Evaluating:
Making judgments based on criteria and standards through checking and critiquing. Critiques, recommendations, and reports are some of the products that can be created to demonstrate the processes of evaluation.
:pencil2:In the newer taxonomy, evaluating comes before creating as it is often a necessary part of the precursory behavior before one creates something.
Creating:
Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing. Creating requires users to put parts together in a new way, or synthesize parts into something new and different thus creating a new form or product.
:pencil2:This process is the most difficult mental function in the new taxonomy.
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Psychomotor Domain:
physical movement, coordination, and use of the motor-skill areas
(based on Anita Harrow’s taxonomy)
Reflex movements:
Objectives at this level include reflexes that involve one segmental or reflexes of the spine and movements that may involve more than one segmented portion of the spine as intersegmental reflexes (e.g., involuntary muscle contraction).
Fundamental movements:
Objectives in this area refer to skills or movements or behaviors related to walking, running, jumping, pushing, pulling, and manipulating. They are often components for more complex actions.
Perceptual abilities
Objectives in this area should address skills related to kinesthetic (bodily movements), visual, auditory, tactile (touch), or coordination abilities as they are related to the ability to take in information from the environment and react.
Physical abilities
Objectives in this area should be related to endurance, flexibility, agility, strength, reaction-response time or dexterity.
Skilled movements
Objectives in this area refer to skills and movements that must be learned for games, sports, dances, performances, or for the arts.
Nondiscursive communication
Objectives in this area refer to expressive movements through posture, gestures, facial expressions, and/or creative movements like those in mime or ballet. These movements refer to interpretative movements that communicate meaning without the aid of verbal commands or help.
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Affective Domain:
deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes
David Krathwohl 1964
Characterization
– the Internalization of values:
This refers to the learner’s highest of internalization and relates to behavior that reflects
(1)
a generalized set of values; and
(2)
a characterization or a philosophy about life.
:pencil2:At this level the learner is capable of practicing and acting on their values or beliefs.
Organization:
This refers to the learner’s internalization of values and beliefs involving
(1)
the conceptualization of values; and
(2)
the organization of a value system.
:pencil2:*As values or beliefs become internalized, the leaner organizes them according to priority.
Valuing:
refers to the learner’s beliefs and attitudes of worth – acceptance, preference, or commitment. An acceptance, preference, or commitment to a value
Responding:
refers to the learners’ active attention to stimuli and his/her motivation to learn – acquiescence, willing responses, or feelings of satisfaction
Receiving:
refers to the learner’s sensitivity to the existence of stimuli – awareness, willingness to receive, or selected attention
Founder
:silhouettes:
Benjamin Bloom
David Krathwohl
Anita Harrow
Lorin Anderson
