Three Domains of Learning.docx

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Three Domains of Learning Cognitive,

Affective, PsychomotorLeslie Owen Wilson all rights reserved Contact Leslie

Three domains of learning What are the differences between the cognitive, affective, and psychomotor

taxonomies

There are three main domains of learningand all teachers should know about them and use

them to construct lessons. These domains are cognitive (thinking), affective (emotionfeeling),

and !s"chomotor (!h"sicalkinesthetic). #ach domain on this !age has a ta$onom" associatedwith it. Ta$onom" is sim!l" a word for a classification. %ll of the ta$onomies below are arranged

so that the" !roceed from the sim!lest to more com!le$ levels. The ones discussed here are

usuall" attributed to their !rimar" author, even though the actual develo!ment ma" have had

man" authors in its formal, com!lete citation.

&en'amin &loom (Cognitive omain),

avid rathwohl (%ffective omain), and

%nita *arrow (+s"chomotor omain).

t is interesting to note that even though the ta$onom" associated with cognition is commonl"

referred to as &loom-s Ta$onom", avid rathwohl was also one of the original authors in

creating this work. This will become im!ortant when "ou look at the //0 revisions to thista$onom".

1an" veteran teachers are unaware that the cognitivethinking domain had ma'or revisions in

////0. %gain commonl" known as &loom-s Ta$onom", the domain of cognition wasoriginall" described and !ublished in 0234. While have included the original one, have also

attached it to the newl" revised version so that users can see the differences. The newer versionof !loom"s Taxonomy of Learning has a number of added features that can be ver" useful to

educators as the" tr" to construct o!timal learning e$!eriences.

%dditionall", when !ossible, teachers should attem!t to construct more holistic lessonsb" using

all 5 domains in learning tasks. This diversit" hel!s to create more well6rounded learning

e$!eriences and meets a number of learning st"les and learning modalities. 7sing more diversit"
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in delivering lessons also hel!s students create more neural networks and !athwa"s thus aiding

recall.

The #riginal Cognitive or Thin$ing Domain

&ased on the 0234 work, The Handbook I-Cognitive Domain, behavioral ob'ectives were dividedinto subsets. These subsets were arranged into a ta$onom" and listed according to the cognitive

difficult" 8 sim!ler to more com!le$ forms. n ///6/0 revisions to this ta$onom" were

s!earheaded b" one of &loom-s former students, Lorin %nderson, and one of his original !artnersin defining the cognitive domain, avid rathwohl. +lease see m" !age entitledAnderson and

%rathwohl !loom"s Taxonomy &evisedfor further details.

9emember while it is good to understand the histor" of the older version of the domain, the

newer version has a number of strong advantages that make it a better choice for !lanninginstruction toda". One of the ma'or changes that occurred between the old and the newer u!dated

version is that the two highest forms of cognition have been reversed' n the older version the

listing from sim!le to most com!le$ functions was ordered as knowledge, comprehension,application, analysis, synthesis, and evaluation. n the newer version the ste!s change to verbs

and are arranged as knowing, understanding, applying, analyzing, evaluating, and last, creating.

Additional &eso(rces)% wonderfull" succinct and com!rehensive overview of both ta$onomies

is !rovided b" 1ar" :orehand at the 7niversit" of ;eorgia in a Wiki!edia t"!e format, see

!loom"s taxonomy'+lus, there are man" different t"!es of gra!hics cleverl" de!icting the new

versions that can be !rinted and readil" used as ever"da" references during instructional

!lanning. n a search engine like ;oogle enter

w identif"e list

define recallmemori?e re!eat

record namerecogni?e ac@uire

*' &emembering)9ecogni?ing or recalling knowled

memor". 9emembering is when memor" is used to !r

or retrieve definitions, facts, or lists, or to recite !reviolearned information.

Comprehension) The abilit" to gras! or construct meaning

m material. #$am!les of verbs that relate to this function are>

ate locate re!ortgni?e e$!lain

ess

identif" discussdescribe discuss

review infer

illustrate inter!retdraw re!resent

differentiate

conclude

.' 0nderstanding) Constructing meaning from diffe

t"!es of functions be the" written or gra!hic messageactivities like inter!reting, e$em!lif"ing, classif"ing,

summari?ing, inferring, com!aring, or e$!laining.

Application)The abilit" to use learned material, or tolement material in new and concrete situations. #$am!les of

1' Applying) Carr"ing out or using a !rocedure throe$ecuting, or im!lementing.pplyingrelates to or ref
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s that relate to this function are>

" relate

elo! translateo!erate

organi?e em!lo"

restructure inter!retdemonstrate illustrate

!ractice calculate

show e$hibitdramati?e

situations where learned material is used through !rod

like models, !resentations, interviews or simulations.

Analysis) The abilit" to break down or distinguish the !artsmaterial into its com!onents so that its organi?ational

cture ma" be better understood.#$am!les of verbs that relateis function are>

"?e com!are

e in@uiremine contrast

gori?e

differentiate contrast

investigate detectsurve" classif"

deduce

e$!eriment

scrutini?e discoverins!ect dissect

discriminate

se!arate

2' Analy3ing) &reaking materials or conce!ts into !adetermining how the !arts relate to one another or how

interrelate, or how the !arts relate to an overall structu!ur!ose. 1ental actions included in this function are

di!!erentiating, organizing, and attributing,as well as

able to distinguish betweenthe com!onents or !arts. Wone is anal"?ing, heshe can illustrate this mental func

creating s!readsheets, surve"s, charts, or diagrams, or

gra!hic re!resentations.

ynthesis) The abilit" to !ut !arts together to form aerent or uni@ue new whole. #$am!les of verbs that relate to

function are>

!ose !roduce

gn assemblete !re!are

ict modif" tell

!lan invent

formulate collect setu! generali?e

document combine

relate

!ro!ose develo!

arrange constructorgani?e originate

derive write !ro!ose

' 5val(ating) 1aking 'udgments based on criteria astandards through checking and criti@uing. Criti@ues,

recommendations, and re!orts are some of the !roduccan be created to demonstrate the !rocesses of evalua

the newer ta$onom", evaluatingcomes before creatingis often a necessar" !art of the !recursor" behavior be

one creates something.

5val(ation) The abilit" to 'udge, check, and even criti@ue the

e of material for a given !ur!ose. #$am!les of verbs that

e to this function are>

e assess

!are evaluateclude measure

uce

argue decide choose

rate select estimate

validate consider

a!!raise valuecritici?e infer

-' Creating) +utting elements together to form a cohe

functional wholeA reorgani?ing elements into a new !a

structure through generating, !lanning, or!roducing. Creating re@uires users to !ut !arts togethe

new wa", or s"nthesi?e !arts into something new anddifferent thus creating a new form or !roduct. This !r

the most difficult mental function in the new ta$onom

Table 0.0 B (Wilson, L.O. //0) B &loom vs. %ndersonrathwohl revisions

The Affective or 6eeling Domain)

Like cognitive ob'ectives, affective ob'ectives can also be divided into a hierarch" (according to

rathwohl). This area is concerned with feelings or emotions. %gain, the ta$onom" is arrangedfrom sim!ler feelings to those that are more com!le$.

0. &eceiving

This refers to the learner-s sensitivit" to the e$istence of stimuli B awareness, willingness to

receive, or selected attention.


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feel sense ca!ture

e$!erience

!ursue attend

!erceive

. &esponding

This refers to the learners- active attention to stimuli and hisher motivation to learn Bac@uiescence, willing res!onses, or feelings of satisfaction.

conform allow

coo!erate

contribute en'o"

satisf"

5. 7al(ing

This refers to the learner-s beliefs and attitudes of worth B acce!tance, !reference, orcommitment. %n acce!tance, !reference, or commitment to a value.

believe seek 'ustif" res!ect search !ersuade

. #rgani3ation

This refers to the learner-s internali?ation of values and beliefs involving (0) the

conce!tuali?ation of valuesA and () the organi?ation of a value s"stem. %s values or beliefsbecome internali?ed, the leaner organi?es them according to !riorit".

e$amine clarif" s"stemati?e create integrate

3. Characteri3ationB the nternali?ation of values

This refers to the learner-s highest of internali?ation and relates to behavior that reflects (0) a

generali?ed set of valuesA and () a characteri?ation or a !hiloso!h" about life. %t this level thelearner is ca!able of !racticing and acting on their values or beliefs.

internali?e review conclude resolve 'udge

&ased on>

rathwohl, .9., &loom,&.D. and 1asia, &. &. (024).Ta$onom" of educational ob'ectives,

&ook . %ffective domain. Eew Fork, EF. avid 1ca" Com!an", nc.

8ote)%s with all of the ta$onomies, in labeling ob'ectives using this domain there has to be a

very clear instr(ctional intention for growth in this area specified in the learning

ob9ective:s;. :olks in the sciences and in math often avoid including affective ob'ectives stating

that their areas are not emotional. *owever, an" grou! work or coo!erative e$ercise wheredeportment, or collaborative or cooperative skillsare discussed, used, and em!hasi?ed @ualifies

as having the !otential for affective growth. %dditionall", if students are asked to challenge

themselves with inde!endentl" taking risks to develo! and !resent a h"!othesis andor !ersuade


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others on drawn conclusions, or activel" take an intellectual risk whereb" the" increase in self6

confidence, these t"!es of e$ercises also have the !otential to be affective as well as a cognitive.

%lso, in areas of !otential debate, where data allows students to draw conclusions aboutcontroversial to!ics or e$!ress o!inions and feelings on those to!ics, this too can be tweaked so

there is intentional affective growth. 4ince emotion draws both attention and channels strong

resid(al memory, it behooves all dedicated and artful educators to include affective ob'ectives,no matter what their disci!line or area of stud".

The Psychomotor or %inesthetic Domain

+s"chomotor ob'ectives are those s!ecific to discreet !h"sical functions, refle$ actions andinter!retive movements. Traditionall", these t"!es of ob'ectives are concerned with the

!h"sicall" encoding of information, with movement andor with activities where the gross and

fine muscles are used for e$!ressing or inter!reting information or conce!ts. This area also refers

to natural, autonomic res!onses or refle$es.

%s stated earlier, to avoid confusion, if the activit" is sim!l" something that is !h"sical which

su!!orts another area 8 affective or cognitive 8 term the ob'ective !h"sical rather than

!s"chomotor. %gain, this goes to instructional intent. % !rimar" e$am!le of something !h"sicalwhich su!!orts s!ecific cognitive develo!ment and skills might be looking through a

microsco!e, and then identif"ing and drawing cells. *ere the instructional intent of this common

scientific activit" is not to develo! s!ecific skilled !roficienc" in microsco!e viewing or inre!roducing cells through drawing. 7suall" the ke" intent in this activit" is that a !h"sical action

su!!orts or is a vehicle for cognitive growth and furthering recognition skills. The learner is

using the !h"sical action to achieve the cognitive ob'ectives 8 identif", recogni?e, and

differentiate varied t"!es of cells.

f "ou are using a !h"sical activit" to su!!ort a cognitive or affective function, sim!l" label it as

something !h"sical (labeling the ob'ective as kinesthetic, ha!tic, or tactile is also acce!table) and

avoid the termpsychomotor. "ather labeling something !s"chomotor means there is a ver" cleareducational intention for growth to occur in the !s"chomotor domain.

Certainl" more com!le$ learning ob'ectives can be written so that the" that meld or 5 domains.

:or instance, students can gain a!!reciation (an affective ob'ective) for the culture or countr" of

origin through conducting investigations or listening to stories while learning the dances fromother countries. Learning dance ste!s would fall under


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refle$es (e.g., involuntar" muscle contraction). These movements are involuntar" being either

!resent at birth or emerging through maturation.

6(ndamental movements

Ob'ectives in this area refer to skills or movements or behaviors related to walking, running,'um!ing, !ushing, !ulling and mani!ulating. The" are often com!onents for more com!le$

actions.

Percept(al abilities

Ob'ectives in this area should address skills related to kinesthetic (bodil" movements), visual,auditor", tactile (touch), or coordination abilities as the" are related to the abilit" to take in

information from the environment and react.

Physical abilities

Ob'ectives in this area should be related to endurance, fle$ibilit", agilit", strength, reaction6

res!onse time or de$terit".

4$illed movements

Ob'ectives in this area refer to skills and movements that must be learned for games, s!orts,

dances, !erformances, or for the arts.

8ondisc(rsive comm(nication

Ob'ectives in this area refer to e$!ressive movements through !osture, gestures, faciale$!ressions, andor creative movements like those in mime or ballet. These movements refer to

inter!retative movements that communicate meaning without the aid of verbal commands or

hel!.

8ote)%s we learn more about how the brain learns and retains information, toda"-s educators are

reali?ing that targeted !h"sical movement has the !otential to enhance memor" and recall and

can aid in accelerating longterm memor". ntentionall" adding movement to enhance learning isoften called


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avid 1ca"Co., nc.
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