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Maria Rizza Fernandine R. de Asis

The three domains of learning objectives were first developed between 1956-1972 and include the cognitive, affective, and psychomotor domains. [1] The cognitive domain was first developed by Benjamin Bloom in 1956 and revised by Krathwol and Anderson in 2001. [2] The affective domain focuses on feelings and emotions and was developed by David Krathwol. [3] The psychomotor domain involves physical skills and was developed by Anita Harrow in the 1970s.

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43 views

Maria Rizza Fernandine R. de Asis

The three domains of learning objectives were first developed between 1956-1972 and include the cognitive, affective, and psychomotor domains. [1] The cognitive domain was first developed by Benjamin Bloom in 1956 and revised by Krathwol and Anderson in 2001. [2] The affective domain focuses on feelings and emotions and was developed by David Krathwol. [3] The psychomotor domain involves physical skills and was developed by Anita Harrow in the 1970s.

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Maria Rizza Fernandine R.

de Asis
 First developed and described between 1956 –
1972

1. Cognitive Domain – Benjamin Bloom


2. Affective Domain - David Krathwol
3. Psychomotor Domain - Anita Harrow
 First developed by Bloom in 1956, and
revised by Krathwol and Anderson in 2001
.
Feelings or emotions.
This area is concerned
with feelings or emotions. Characterization
Again, the taxonomy is
arranged from simpler
feelings to those that are Organization
more complex.
Valuing
Responding
Receiving
Krathwohl, D.R., Bloom,B.S. and Masia, B. B. (1964).Taxonomy of educational objectives,
Book II. Affective domain. New York, NY. David McKay Company, Inc.
 This refers to the learner’s sensitivity to
the existence of stimuli – awareness,
willingness to receive, or selected
attention.
feel sense capture pursue attend
experience perceive
 This refers to the learners’ active attention to
stimuli and his/her motivation to learn –
acquiescence, willing responses, or feelings
of satisfaction.
contribute enjoy
conform allow
cooperate
satisfy
 This refers to the learner’s beliefs and
attitudes of worth – acceptance,
preference, or commitment to a value

believe seek respect searc


justify h persuade
 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. As
values or beliefs become internalized, the leaner
organizes them according to priority.

examine clarify
create integrate
systematize
 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. At
this level the learner is capable of practicing and
acting on their values or beliefs.
internalize review
resolve judge
conclude
Anita Harrow (1970s)
PHYSICAL PSYCHOMOTOR
 simply something that  There is a very clear
supports another area — educational intention for growth
affective or cognitive to occur in the
 Ex. looking through a psychomotor/kinesthetic
microscope, and then domain.
identifying and drawing cells.  Ex. Students can gain
 The learner is using the appreciation (affective) for the
physical action to achieve the culture through conducting
cognitive objectives — identify, investigations or listening to
recognize, and differentiate stories while learning the
dances from other countries.
varied types of cells.  Learning dance steps would fall
under “skilled movements” in
the psychomotor domain.
1. Reflex movements
2. Fundamental movements
3. Perceptual abilities
4. Physical abilities
5. Skilled movements
6. Nondiscursive communication
 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). These movements are involuntary
being either present at birth or emerging
through maturation.
 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.
 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.
 Objectives in this area should be related
to endurance, flexibility, agility, strength,
reaction-response time or dexterity.
 Objectives in this area refer to skills and
movements that must be learned for
games, sports, dances, performances, or
for the arts.
 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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