Domains of Learning
1. Three Domains of Learning• Bloom’s Taxonomy• Revised Bloom’s Taxonomy
2. Four domains of Learning and Doing• E.g.: K-SAM model
CreatingEvaluatingAnalyzingApplyingUnderstandingRemembering
COGNITIVE
CoachingApplyingRecognizingStandardsModelingObserving
PSYCHOMOTOR
CharacterizingOrganizingValuingRespondingReceiving
AFFECTIVE
Bloom’ Taxonomy
Create inventPlan compose
ConstructDesign
Imagine
Decide rateChoose
RecommendJustify assess
prioritizeExplain
compare ContrastExamineIdentify
Investigatecategorize
ShowComplete use
ClassifyExamineIllustrate
solve
ExplainCompare
Discuss restatePredict
Translateoutline
NameDescribe
Relate findList write
tell
Education and training
The yellow cells represent objectives associated with training while the blue cells represent objectives associated with education. Using this thinking, the goal of education is to develop high complexity behaviors primarily in the cognitive and affective domains while training focuses on developing less complex behaviors primarily in the psychomotor domain
http://cljorgensen.com/tag/psychomotor/
Behavior from Simple to Complex
Cognitive Domain (Mental Activity)
Affective Domain(Character and Conscience)
Psychomotor Domain (Physical Activity)
Creating (compose, originate, design, invent)
Characterizing (revise, require, rate, avoid, resist, manage, resolve)
Originating (arrange, build, construct, initiate)
Evaluating (judge, criticize, evaluate, appraise, recommend)
Organizing (discuss, theorize, formulate, balance, prioritize)
Adapting (alter, rearrange, vary, revise)
Analyzing (compare, classify, rank, infer, extrapolate)
Valuing (measure proficiency, subsidize, support, debate)
Mechanizing (assemble, calibrate, fasten, measure, mend)
Applying (organize, solve, generalize, produce)
Responding (comply, follow, commend, volunteer, acclaim, engage in)
Guided Responding (copy, trace, reproduce, react)
Understanding (explain, infer, interpret, summarize, paraphrase)
Receiving (differentiate, accept, listen for, respond to)
Setting (begin, move, show, state)
Remembering (recite, quote, list, define)
Perceiving (choose, identify, relate, select)
Beha
vior
from
Sim
ple
to C
ompl
ex
http://tips.uark.edu/using-blooms-taxonomy/
Bloom, B. S.; Engelhart, M. D.; Furst, E. J.; Hill, W. H.; Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York: David McKay Company.
Bloom’s Level
Key Verbs (keywords)
Example Learning Objective
Creating
design, formulate, build, invent, create, compose, generate, derive, modify, develop.
By the end of this lesson, the student will be able to determine whether using conservation of energy or conservation of momentum would be more appropriate for solving a dynamics problem.
Evaluating
choose, support, relate, determine, defend, judge, grade, compare, contrast, argue, justify, support, convince, select, evaluate.
By the end of this lesson, the student will be able todesign an original homework problem dealing with the principle of conservation of energy.”
Analyzing
classify, break down, categorize, analyze, diagram, illustrate, criticize, simplify, associate.
By the end of this lesson, the student will be able todifferentiate between potential and kinetic energy.
Applying
calculate, predict, apply, solve, illustrate, use, demonstrate, determine, model, perform, present.
By the end of this lesson, the student will be able to calculate the kinetic energy of a projectile.
Understanding
describe, explain, paraphrase, restate, give original examples of, summarize, contrast, interpret, discuss.
By the end of this lesson, the student will be able to describe Newton’s three laws of motion to in her/his own words
Rememberinglist, recite, outline, define, name, match, quote, recall, identify, label, recognize.
By the end of this lesson, the student will be able to recite Newton’s three laws of motion.
Bloom’ Taxonomy
5
Remember Understand Apply Analyze Evaluate CreateRemember Understand Apply Analyze Evaluate CreateCite Add Acquire Audit Appraise AbstractDefine Approximate Adapt Blueprint Assess AnimateDescribe Articulate Allocate Breadboard Compare ArrangeDraw Associate Alphabetize Break down Conclude AssembleEnumerate Characterize Apply Characterize Contrast BudgetIdentify Clarify Ascertain Classify Counsel CategorizeIndex Classify Assign Compare Criticize CodeIndicate Compare Attain Confirm Critique CombineLabel Compute Avoid Contrast Defend CompileList Contrast Back up Correlate Determine ComposeMatch Convert Calculate Detect Discriminate ConstructMeet Defend Capture Diagnose Estimate CopeName Describe Change Diagram Evaluate CorrespondOutline Detail Classify Differentiate Explain CreatePoint Differentiate Complete Discriminate Grade cultivateQuote Discuss Compute Dissect Hire DebugRead Distinguish Construct Distinguish Interpret DepictRecall Elaborate Customize Document Judge DesignRecite Estimate Demonstrate Ensure Justify DevelopRecognize Example Depreciate Examine Measure DeviseRecord Explain Derive Explain Predict DictateRepeat Express Determine Explore Prescribe EnhanceReproduce Extend Diminish Figure out Rank ExplainReview Extrapolate Discover File Rate FacilitateSelect Factor Draw Group Recommend FormatState Generalize Employ Identify Release FormulateStudy Give Examine Illustrate Select GeneralizeTabulate Infer Exercise Infer Summarize GenerateTrace Interact Explore Interrupt Support HandleWrite Interpolate Expose Inventory Test Import
Interpret Express Investigate Validate ImproveObserve Factor Layout Verify IncorporateParaphrase Figure Manage IntegratePicture
graphically Graph Maximize Interface
Predict Handle Minimize JoinReview Illustrate Optimize LectureRewrite Interconvert Order ModelSubtract Investigate Outline ModifySummarize Manipulate Point out NetworkTranslate Modify Prioritize OrganizeVisualize Operate Proofread Outline
Personalize Query OverhaulPlot Relate Plan
Bloom’ Taxonomy
Remembering: Retrieving,recognizing, and recalling relevant knowledge from long-term memory.Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying,summarizing, inferring, comparing, and explaining.Applying: Carrying out or using a procedure through executing, or implementing.Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.Evaluating: Making judgments based on criteria and standards through checking and critiquing.Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or stru7cture through generating, planning, or producing.
Remember Understand Apply Analyze Evaluate CreatePractice Select PortrayPredict Separate PreparePrepare Subdivide PrescribePrice Train ProduceProcess Transform ProgramProduce RearrangeProject ReconstructProvide RelateRelate ReorganizeRound off ReviseSequence RewriteShow SpecifySimulate SummarizeSketch WriteSolveSubscribeTabulateTranscribeTranslateUse
Bloom’ Taxonomy
Bloom’s Taxonomy Level Description
Affective Domain
Level DescriptionAction Verbs Describing
Learning Outcomes
Characterization (Internalize value system)
All behavior displayed is consistent with one’s value system. Values are integrated into a pervasive philosophy that never allows expressions that are out of character with those values. Evaluation at this level involves the extent to which one has developed a consistent philosophy of life (e.g., exhibits respect for the worth and dignity of human beings in all situations).
AvoidDisplayExhibitInternalizeManageRequireResistResolve
Revise
Organization(Organize personalvalue system)
Commitment to a set of values. This level involves 1) forming a reason why one values certain things and not others, and 2) making appropriate choices between things that are and are not valued. One is expected to organize likes and preferences into a value system and then to decide which ones will be dominant.
Abstract FormulateBalance Select
Compare Systemize
Decide Theorize
Define
Valuing
Display behavior consistent with a single belief or attitude in situations where one is neither forced or asked to comply. One is expected to demonstrate a preference or display a high degree of certainty and conviction.
Act ExpressArgue Help
Convince OrganizeDebate Prefer
Display
Responding
One is required to comply with given expectations by attending or reacting to certain stimuli. One is expected to obey, participate, or respond willingly when asked or directed to do something.
Applaud ParticipateComply Play
Discuss Practice
Follow Volunteer
Obey
Receiving
One is expect to be aware of or to passively attend to certain stimuli or phenomena. Simply listening and being attentive are the expectations.
Attend Listen
Be aware Look
Control Notice
Discern Share
Hear
Psychomotor domain
Level DescriptionAction Verbs Describing
Learning Outcomes
Naturalization (Automate, become experts)
High level of proficiency is necessary. The behavior is performed with the least expenditure of energy, becomes routine, automatic, and spontaneous.
Automatically Spontaneously
Effortlessly With ease
Naturally With perfection
Professionally With poise
Routinely
Articulation (Combine, integrate related skills)
Requires the display of coordination of a series of related acts by establishing the appropriate sequence and performing the acts accurately, with control as well as with speed and timing.
Confidence SmoothnessCoordination Speed
Harmony Stability
Integration Timing
Proportion
Develop Precision
Requires performance of some action independent of either written instructions or a visual model. One is expected to reproduce an action with control and to reduce errors to a minimum.
Accurately Proficiently
Errorlessly With balance
Independently With control
Manipulation (Follow instructions)
Performance of an action with written or verbal directions but without a visual model or direct observation. The action may be performed crudely or without neuromuscular coordination at this stage. Notice that the action verbs are the same as those for the imitation stage. The difference is that these actions are performed with the aid of written and verbal instruction, not visual demonstration.
Align Place
Balance Repeat
Follow Rest (on)
Grasp Step (here)
Hold
Imitation (Copy)
The learner observes and then imitates an action. These behaviors may be crude and imperfect. The expectation that the individual is able to watch and then repeat an action.
Align Place
Balance Repeat
Follow Rest (on)
Grasp Step (here)
Hold
To be used in writing lesson outcomes and lesson objectives
http://assessment.uconn.edu/primer/taxonomies1.html
Action words for Lower Division course ILOs
(unshaded area)
Action words for Upper Division course ILOs
(Unshaded area)
Domains of Learning:K-SAM Model
• Knowledge: what the qualification holders know• Skills: what the qualification holders can do• Attitudes, Values, Professionalism and Vision for
life: how the qualification holders think and behave• Mind-set and Paradigm: how the qualification
holders perceive the world
Students with DA • Function at higher cognitive
level => achieve appropriate LOs
• Shows interest & curious in what he is learning
• Committed & wants to do well • Has clear academic and career
plans • What they learn is important
for them • Expect answers to questions • Comes prepared for a class • Worry on understanding, not
on learning by rote • Self-learn and need little help • Recognize new material as
building on previous work • Do not try to remember a list of
disjointed facts • Interacting actively • Comprehend the big picture,
Make connections between different modules/ courses
• Link course contents to real life • Focus on the central argument
or concepts needed to solve a problem.
• Distinguish between argument and evidence.
• Distinguish principles from examples
DA Encouraged by Teachers • Showing personal interest in
the subject. • Bringing out the structure of
the subject. • Concentrating on and ensuring
plenty of time for key concepts. • Confronting students'
misconceptions. • Engaging students in active
learning. • Using assessments that require
higher cognitive skills • Relating new material to what
students already know • Allowing students to make
mistakes without penalty and rewarding the effort.
• Being consistent and fair in assessing declared intended learning outcomes, and hence establishing trust (constructive alignment).
SA Encouraged by Teachers
• Conveying disinterest or even a negative attitude to the material.
• Presenting material as a series of unrelated facts
• Allowing students to be passive. • Assessing for independent facts
(SAQs). • Rushing to cover too much
material. • Emphasizing coverage at the
expense of depth. • Creating undue anxiety or low
expectations of success by discouraging statements or excessive workload.