Learning objectives play an important role in the design of instructional units or courses. These objectives are usually spread in three learning domains: cognitive, emotional and psychomotor. Each domain underlines the consequences of specific types of learning related to knowledge (thinking), approach (emotion), and skill (work). Instructural designers and subject matter specialists (SMEs) use these objectives to composition and clarify the classifications of learning as framework. These structures bring clarity and help align teaching strategies with the results of desired learning.
Classification the purpose of learning
Taxonomy provides a systematic method:
- Classify learning behavior from simple to complex.
- Define clear directive goals.
- Design measureable and observable learning results.
- The learner should align teaching methods with expectations.
Three learning domains
Each domain has general objective and specific objectives. Common objectives underline wide goals for a course or program, while specific objectives describe the average and observable behaviors that students must display after instructions. For example, in a meal and nutrition course, a common purpose can be: understand the components of a balanced diet. A related specific purpose can be: Identify at least five major components of a balanced diet or define the term “balanced diet”. Each specific purpose begins with an action – such as identity, defined or described – which clearly indicates an observation and average result. This ensures that learning hopes are accurate and assessable.
| Scope | Developed by | Focus area |
| cognitive | BS Bloom et al. (1956) | Intellectual skills and knowledge |
| Stimulating | Krathohohl et al. (1964) | Approach, value and feelings |
| Mental | Anita Hero (1972) | Physical and motor skills |
cognitive domain
Cognitive domains involve the development of intellectual abilities and relate to the memory of knowledge or application of recognition and thinking skills.
Six levels of cognitive learning consequences
| level | Description | Example action action |
| 1. Covalelage | From facts to principles, remember the material already learned. | Name, defined, label, state, selects |
| 2. Understanding | Understanding the meaning of material; Explaining and summarizing the material. | Explains, translates, summarizes, compare |
| 3. Application | Using materials learned in new and solid conditions; Applying concepts or rules. | Solution, use, related, production, predicts |
| 4. Analysis | Breaking the complex material into parts and understanding their relationship or structure. | Recognizes, distinguishes, shows, sub -division |
| 5. Synthesis | Combination of elements for a new structure or planning; Production of new output. | Cardenized, design, rearranged, reconstruction |
| 6. Evaluation | Price decisions based on criteria and standards; The highest level sensation. | Evaluates, justifies, supports, compare |
Emotional domain
Emotional domain focuses on approach, emotions, values ​​and interests that affect learning. Developed by krathwohl and colleagues, it emphasizes attudinal changes and emotional development.
key features:
- Interest, praise, value and emotional reactions include.
- Close to both cognitive and behavior changes.
- Effective learning is necessary and often integrated with face to face instructions or audio-visual media, especially in distance education.
Five stages of affectionate learning
| level | Description | Example action action |
| 1. Reception | Desire to participate in special stimuli (eg, lesson, activity). The learner becomes aware and sensitive to the existence of stimuli. | Choles, describes, recognizes, selects, responds |
| 2. answer | Active participation and participation in learning activities. The learner shows inspiration and interest (eg, participating in classrooms, participating in discussions). | Discussion, demonstration, answer, presents, writes |
| 3. Evaluation | The learner attaches value or value for an object, behavior or event (eg, respecting civil duties). | Report, completes, tells, justifies, studies |
| 4. Organization | To integrate various values, resolve conflicts, and create a consistent value system (eg, making a career plan with social and economic balance). | Organized, combination, modifies, prepares |
| 5. Characteristic | Internalization of values ​​in frequent behavior patterns. These values ​​shape the personality and way of life of the learner. | Displays, hear, modifies, resolves, uses, verify |
Psychomotor domain
The psychomotor domain addresses the development of physical and motor skills, including the movement, coordination and use of motor-skill areas.
key features:
- Related to skill-based learning (eg, driving, painting, swimming).
- Often mastery requires face-to-face instructions, especially in distance education.
- Learning progresses from simple motor activities to complex, coordinated behavior.
Three features of psychomotor learning
- Response series: sequential motor movements (eg, swimming stroke).
- Movement Coordination: Integration of sensory input and motor output (eg, a bicycle ride).
- Response pattern: mastered behavior is smoothly and without error (eg, typing without looking).
Seven stages of psychomotor learning
| stage | Description | Example action action |
| 1. perception | Using emotion organs to guide physical activity. To be aware of sensory signs that is a direct movement. | Choles, recognizes, selects, is related |
| 2. Set | Readiness to take action. A mental, emotional or physical nature to work. | Start, move, reaction, volunteer |
| 3. Guided response | Early skill development under instruction. Imitation and testing-testing are involved in learning. | Assembly, build, sketch, manipulation, manufactures |
| 4. Mechanism | The learned response becomes habitual with an increase in confidence and efficiency. | Displays, remedies, organize, construct |
| 5. Complex overtus reaction | Efficient performance of complex motor functions with accuracy and efficiency. | Assembly, construction, improvement, manipulations, organizes |
| 6. Adaptation | The ability to modify motor skills to fit special conditions or solve problems. | Adapts, Relyrannges, Reogganizes, Revises |
| 7. Produce | Creating new movement patterns to solve unique functions or challenges. | Organized, combination, design, origin |
Consideration of Overview Learning Results (Single) Classification
Developed by: John Bigs and Kevin Kolis (1982)
Objective: systematically to describe how the student’s understanding during the learning process increases in complexity.
key features:
- Single classification classifies the results of learning based on their structural complexity.
- This applies to both quantitative and qualitative aspects of learning.
- Describes learning as a hierarchy, proceeds to understand the simple to complex levels.
Classification of revised bloom
| level | Description | Learning results (action action) |
| 1. Remember | Remember or recall knowledge from memory. | Recall, remember |
| 2. Understand | Understand the meaning of the material using clarification, interpretation or summary. | Classes, briefly, explain, interpret, compare, compare |
| 3. apply the | Use knowledge or procedures in new situations. | Execute |
| 4. Analysis | Break the material in parts to understand its structure and relationship. | Disappear |
| 5. do the Evolution | Decide on the basis of criteria and standards. | Investigation, check, assess |
| 6. Make | Mix elements in a new whole or propose original solutions. | Generate |
Classification of original vs modified bloom
| aspect | Basic Bloom Taxonomy (1956) | Taxonomy of Revised Bloom (2001) |
|---|---|---|
| structure | Single dimension (cognitive process) | Two-dimensional structure: 1. Cognitive process dimensions (verb) 2. Knowledge amplitude (Type of knowledge) |
| Level (hierarchy) | 1. Knowledge 2. Understanding 3. Application 4. Analysis 5. Synthesis 6. Evaluation |
1. Remember 2. Understand 3. apply the 4. Analysis 5. do the Evolution 6. Make (Place of “synthesis”) |
| vocabulary | Use Noun (Eg, “knowledge”) | Use Action (Like, “remember”) |
| highest level | Evaluation (top level) | Make (Now highest level) |
| Additional dimensions | nobody | Involved Knowledge amplitude, – factual – ideological – procedural – Metacognative |
| Center | Emphasize cognitive skills alone | More dynamic- combines cognitive processes with type of knowledge |
Q. Match the levels of the original taxonomy (column A) of the bloom with their correct details (column B):
| Column A | Column b |
| A. Knowledge | 1. Decision on the basis of criteria |
| B analysis | 2. Breaking material in component parts |
| C. Evaluation | 3. Remember facts, conditions and basic concepts |
| D. Synthesis | 4. Combination of parts to create a new complete |
Option:
A. A -3, B -2, C -1, D -4
B. A-1, B-2, C-3, D-4
C. A-3, B-4, C-1, D-2
D. A -2, B -1, C -4, D -3
Correct Answer: A. A -3, B -2, C -1, D -4
Q. Which of the following is the characteristics of the classification of modified blooms?
- It introduces a two-dimensional structure that separates knowledge from cognitive processes.
- The highest level modified version has “evaluation”.
- It uses actions such as “generate”, “plan” and “production”, which under “Create”.
- Knowledge dimensions include factual, conceptual, procedural and metagogical knowledge.
Option:
A and b only
B. A, C, and D only
C. A, B, and D only
D. All of the above
Correct Answer: B. A, C, and D only
Q. Statement I: Taxonomy of the revised bloom includes both knowledge type and cognitive process.
Statement II: This was done to integrate both action and materials to create a unilateral outline.
Option:
A. Both statements I and II are true.
B. Both statements I and II are false.
C. Statement I is true, but statement II is incorrect.
D. Statement I is incorrect, but statement II is true.
Correct Answer: c. Statement I is true, but statement II is incorrect.
Q. Arrange the following levels of affectionate domain (Kratavohal et al.) For the lowest level internalization of the lowest level in the correct sequence:
- Organization
- get
- Characteristic
- Give importance of things
- answer
Option:
A. 2 – 5 – 4 – 1 – 3
B. 5 – 2 – 4 – 1 – 3
C. 2 – 4 – 5 – 1 – 3
D. 1 – 2 – 5 – 4 – 3
Correct Answer: A. 2 – 5 – 4 – 1 – 3
A teacher asks students to analyze the energy use of their school and propose environmentally friendly reforms. At what level of the modified bloom has this activity the most aligned?
- Understand
B. Apply
C. Analysis
D. Make
Correct Answer: D. Make
Download Bloom Taxonomy Study Notes PDF
Bloom taxonomy, purpose, domain, direct links to download examples are given below.
Download Bloom Taxonomy Study Notes PDF
sharing is Caring!
