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The document discusses three learning domains: cognitive, affective, and psychomotor. The cognitive domain deals with knowledge and thinking. It includes levels from remembering to creating. The affective domain deals with attitudes, values, and emotions. It includes levels from receiving to characterization. The psychomotor domain deals with physical skills and doing. It includes levels from imitation to naturalization. The document provides examples of verbs that can be used to write learning objectives for each domain and level.
The document discusses three learning domains: cognitive, affective, and psychomotor. The cognitive domain deals with knowledge and thinking. It includes levels from remembering to creating. The affective domain deals with attitudes, values, and emotions. It includes levels from receiving to characterization. The psychomotor domain deals with physical skills and doing. It includes levels from imitation to naturalization. The document provides examples of verbs that can be used to write learning objectives for each domain and level.
The document discusses three learning domains: cognitive, affective, and psychomotor. The cognitive domain deals with knowledge and thinking. It includes levels from remembering to creating. The affective domain deals with attitudes, values, and emotions. It includes levels from receiving to characterization. The psychomotor domain deals with physical skills and doing. It includes levels from imitation to naturalization. The document provides examples of verbs that can be used to write learning objectives for each domain and level.
Learning is not an event. It is a process. It is the continual growth and
change in the brain's architecture that results from the many ways we take in information, process it, connect it, catalogue it, and use it (and sometimes get rid of it).
Learning can generally be categorized into three domains: cognitive,
affective, and psychomotor. Within each domain are multiple levels of learning that progress from more basic, surface-level learning to more complex, deeper-level learning. The level of learning we strive to impact will vary across learning experiences depending on 1) the nature of the experience, 2) the developmental levels of the participating students, and 3) the duration and intensity of the experience.
When writing learning objectives, it is important to think about which
domain(s) is relevant to the learning experience you are designing. The tables below provide further information about each domain.
The COGNITIVE Domain
The cognitive domain deals with how we acquire, process, and use knowledge. It is the "thinking" domain. The table below outlines the six levels in this domain and verbs that can be used to write learning objectives.
Cognitive Domain Levels
-------------------Increasing Complexity-------------------> Remember Understand Apply Analyze Evaluate Create Retrieve Construct Carry out or Break Make Put relevant meaning use a material judgments elements knowledge from procedure into its based on together to from long- instructional in a given constituent criteria and form a term messages, situation parts and standards coherent or memory including determine functional oral, how the whole; written, and parts relate reorganize graphic to one elements communicat another and into a new ion to an overall pattern or structure or structure purpose Arrange Abstract Apply Analyze Argue Assemble Cite Associate Carry out Attribute Assess Build Choose Categorize Demonstrat Deconstruct Check Combine Count Clarify e Differentiat Conclude Compose Define Classify Determine e Coordinate Construct Describe Compare Develop Discriminat Criticize Create Duplicate Conclude Employ e Critique Design Identify Contrast Execute Distinguish Detect Draft Label Exemplify Implement Focus Evaluate Formulate List Explain Operate Organize Judge Generate Locate Extrapolate Show Outline Justify Hypothesize Match Generalize Sketch Parse Monitor Integrate Name Illustrate Solve Select Prioritize Plan Outline Infer Use Structure Rank Produce Recall Interpret Rate Recite Map Recommend Recognize Match Test Record Paraphrase Repeat Predict Restate Represent Review Summarize Select Translate State
The AFFECTIVE Domain
The affective domain deals with our attitudes, values, and emotions. It is the "valuing" domain. The table below outlines the five levels in this domain and verbs that can be used to write learning objectives.
Affective Domain Levels
-------------------Increasing Complexity-------------------> Characterizatio Receiving Responding Valuing Organization n Openness to Active Attaching Incorporating Full new participation value or worth new integration/ information or in, interaction to new information or internalization experiences with, or information or experiences resulting in response to experiences into existing new and new value system consistent information or attitudes, experiences beliefs, and/or behaviors Ask Answer Complete Adhere Act Choose Assist Demonstrate Alter Discriminate Describe Aid Differentiate Arrange Display Follow Compile Explain Combine Influence Give Conform Follow Compare Listen Hold Discuss Form Complete Modify Identify Greet Initiate Defend Perform Locate Help Join Formulate Practice Name Label Justify Generalize Propose Select Perform Propose Identify Qualify Reply Practice Read Integrate Question Use Present Share Modify Revise Read Study Order Serve Recite Work Organize Solve Report Prepare Verify Select Relate Use Tell Synthesize Write
The PSYCHOMOTOR Domain
The psychomotor domain deals with manual or physical skills. It is the "doing" domain. The table below outlines the five levels in this domain and verbs that can be used to write learning objectives.
Psychomotor Domain Levels
-------------------Increasing Complexity-------------------> Imitation Manipulation Precision Articulation Naturalization Observing and Reproducing Accurately Integrating Naturally and copying action/skill executing multiple automatically another's through action/skill on actions/skills performing action/skill instruction own and actions/skills performing at high level consistently Adhere Build Calibrate Adapt Design Copy Execute Complete Combine Invent Follow Implement Control Construct Manage Repeat Perform Demonstrate Coordinate Project Replicate Recreate Perfect Develop Specify Show Formulate Integrate Master Modify Anderson, L.W., & Krathwohl, D.R. (eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom's Taxonomy of educational objectives. New York: Longman. Dave, R.H. (1975). Developing and writing behavioral objectives. (R J Armstrong, ed.) Educational Innovators Press.
Krathwohl, D.R., Bloom, B.S., & Masia, B.B. (1964). Taxonomy of educational objectives: The classification of educational goals. Handbook II: Affective domain. New York: David McKay Co.