Concept of Cognitive, Affective,

Psychomotor domain of learning

The cognitive, affective, and psychomotor domains of learning are three
dimensions or categories that educational psychologists and educators
use to classify and understand different types of learning outcomes.
These domains provide a framework for describing the diverse
aspects of learning that encompass cognitive understanding,
emotional development, and physical skills. Each domain represents
a distinct area of human learning and development:
Cognitive Domain
Cognitive Domain: The cognitive domain of learning is concerned
with intellectual processes, knowledge acquisition, and the
development of thinking skills. It involves the mental activities and
processes that lead to understanding, comprehension, problem-
solving, and critical thinking. This domain is often associated with the
development of academic skills and the mastery of subject matter.
Cognitive Domain

Cognition
concerned

Intellectual Knowledge Develop

process acquisition Thinking skills
Cognitive Domain
Understanding/
Comprehension This domain
Mental often associated
activities with academic
Cognition Critical Thinking
and skills and
Involves
Processes mastery of
Leads to
Problem Solving
subject matter
Blooms’s Taxonomy
• Bloom's Taxonomy is a well-known framework that classifies
cognitive learning objectives into different levels of complexity:
• Knowledge: Remembering facts and information.
• Comprehension: Understanding and explaining concepts.
• Application: Applying knowledge to new situations.
• Analysis: Breaking down complex ideas into components.
• Evaluation: Make judgments and assess the value or quality of ideas,
materials, or methods.
• Creating: Generate new ideas, products, or ways of thinking.
Affective Domain
• Affective Domain: The affective domain is related to emotions,
attitudes, values, and the development of social and emotional
skills. It focuses on the emotional and motivational aspects of
learning, as well as the formation of beliefs and attitudes that
influence behavior and decision-making.
Cognitive Domain
Emotions,
Attitude Focuses on Emotional and Motivational aspect of
and Values learning
Affective and
Domain developme as well as the formation of beliefs and attitudes that
nt of social influence behavior and decision-making
and
emotional
skills
• Krathwohl's Taxonomy of the Affective Domain provides a
framework for understanding affective learning objectives:
• Receiving: Being open to experiences or information.
• Responding: Demonstrating interest or a willingness to participate.
• Valuing: Developing a set of values and preferences.
• Organizing: Prioritizing values and resolving conflicts.
• Characterization: Acting consistently with one's values and beliefs.
Psychomotor Domain
• Psychomotor Domain: The psychomotor domain involves physical
skills, coordination, and motor development. It encompasses the
learning of manual or physical activities that require a
combination of muscular control, coordination, and precision. This
domain is particularly relevant for subjects like sports, arts, and
vocational training.
Cognitive Domain
It encompasses the learning of manual or
involves physical activities that require a combination
physical of muscular control, coordination, and
Psychomo
skills, precision.
tor
coordination
, and motor
development relevant for subjects like sports, arts, and
vocational training.
Simpson’s Taxonomy of Psychomotor
Domain
• Simpson's Taxonomy of the Psychomotor Domain provides a classification
of psychomotor learning objectives:
• Perception: Becoming aware of sensory stimuli.
• Set: Being mentally ready to perform a physical action.
• Guided Response: Mimicking a demonstrated action.
• Mechanism: Performing a learned action with precision.
• Complex Overt Response: Combining multiple actions in a coordinated
manner.
• Adaptation: Modifying movements to respond to changing circumstances.
• Origination: Creating new movements or actions.
 Verbs Connected to Cognitive Domain
Remembering
Understanding Applying Analyzing Evaluating
•Evaluate Creating
•Recall •Explain •Apply •Analyze
•Create
•Recognize •Summarize •Use •Evaluate •Judge
•Design
•Paraphrase •Solve •Differentiate •Assess
•Retrieve •Interpret •Demonstrate •Compare
•Produce
•List •Critique •Invent
•Describe •Illustrate •Contrast
•Identify •Compare •Operate •Investigate
•Justify •Generate
•Validate •Develop
•Define •Contrast •Relate •Deduce
•Formulate
•Name •Classify •Execute •Examine •Appraise
•Compose
•Locate •Argue
 Verbs Connected to Affective Domain

Receiving: Responding: Valuing: Organizing: Characterization:

•Accepting •Participating •Appreciating •Integrating •Acting consistently
•Listening •Cooperating •Respecting •Balancing •Modeling
•Noticing •Following •Reconciling
•Evaluating •Demonstrating integrity
•Volunteering •Systematizing
•Observing •Demonstratin •Exhibiting perseverance
•Attending to •Constructing a
•Showing g commitment •Showing empathy
•Sharing personal belief
interest thoughts •Comparing system •Applying principles to
•Being open to •Prioritizing decision-making
 Verbs Connected to Psychomotor Domain

Complex
Guided Overt
Perception: Set: Response: Response: Adaptation: Origination:
•Detect •Prepare •Imitate Mechanism: •Combine •Modify •Create
•Identify •Organize •Execute
•Follow •Integrate •Adjust •Invent
•Recognize •Ready •Perform
•Mimic •Coordinate •Alter •Design
•Plan •Demonstrate
•Differentiate •Replicate •Sequence •Change •Develop
•Propose •Carry out
•Locate •Decide •Copy •Manipulate •Synthesize •Adapt •Construct
•Name •Practice •Operate •Execute a •Customize •Innovate
series of
actions
• The Revised Bloom's Taxonomy is a framework that categorizes
educational objectives based on cognitive complexity. It was revised
by Anderson and Krathwohl in 2001 to update and expand upon the
original Bloom's Taxonomy developed by Benjamin Bloom in 1956.
While the original taxonomy focused primarily on cognitive
objectives, the revised version includes knowledge dimensions in
the form of knowledge categories.
• In the Revised Bloom's Taxonomy, knowledge is divided into four
main dimensions or categories:
1. Factual Knowledge (Remembering): This dimension involves the
recall of basic facts, concepts, and data. It forms the foundational level
of understanding and includes things like remembering dates, names,
formulas, or vocabulary words. Essentially, it is about knowing and
recalling information.
• In the Revised Bloom's Taxonomy, knowledge is divided into four
main dimensions or categories:
2. Conceptual Knowledge (Understanding): This dimension involves
comprehension and understanding of the relationships between facts and
concepts. It goes beyond mere recall and requires students to grasp the
meaning of the information they have learned. It involves explaining
ideas or concepts in one's own words and being able to interpret
information.
• In the Revised Bloom's Taxonomy, knowledge is divided into four
main dimensions or categories:
3. Procedural Knowledge (Applying): This dimension involves the
application of knowledge and skills to solve problems or perform tasks.
It's about using what you know to complete tasks, solve problems, or
apply principles in new situations. It may include skills such as
calculations, problem-solving, or using techniques in a specific context.
• In the Revised Bloom's Taxonomy, knowledge is divided into four
main dimensions or categories:
4. Metacognitive Knowledge (Analyzing, Evaluating, Creating):
This dimension relates to higher-order thinking skills. It involves the
ability to think about one's thinking, plan, and set goals, as well as
evaluate and create new knowledge. Metacognition is essential for
analyzing, evaluating, and synthesizing information to make informed
decisions and generate new ideas.
• In the Revised Bloom's Taxonomy, knowledge is divided into four
main dimensions or categories:
These knowledge dimensions are an integral part of the Revised
Bloom's Taxonomy, helping educators and learners understand the
different levels of cognitive complexity required for various learning
objectives. Instructors can design learning activities and assessments
that align with these knowledge dimensions to promote deeper
understanding and critical thinking skills.
General and Specific Instructional Objectives
• General Instructional Objective - An intended outcome of
instruction that has been stated in general enough terms to encompass
a domain of student performance. This general instructional objective
must be further clarified by a set of specific learning outcomes.
Specific Learning Outcome - An intended outcome of instruction that
has been stated in terms of observable student performance. This
outcome describes the types of performance that are acceptable
evidence of learning.
Student Performance - Any measurable or observable student
response that is a result of learning.
General and Specific instructional objectives
• General Instructional Objectives
• Gronlund (1985):
• Formulate general objectives of instruction that describe types of
behavior students should exhibit in order to demonstrate that they have
learned (What you should know).
• Under each general objective, list up to five specific learning
outcomes (what you should be able to perform).
• Objective:
• By the end of the course, learners will know the basic operations of
Mac System 7.5. (and never use an IBM any more)
• Specific Outcomes:
• Learners will be able to: Install new software.
• Copy and erase files.
• Use Chooser to select a file server and a printer.
• Use Control Panel for setup.
• Add aliases into Apple menu and Startup folder
General Learning Objective
• 1. General Objective (Broad Learning Goal):
• The general objective outlines the overarching goal of the science lesson. It
should convey the broader learning outcomes or concepts that students are
expected to grasp by the end of the lesson. Here's a step-by-step guide to writing
a general objective:
• Step 1: Identify the main scientific concept or theme of the lesson. What is the
central idea or knowledge you want students to acquire?
• Step 2: Determine the level of cognitive skills you want students to engage in.
Are you aiming for understanding, application, analysis, synthesis, or evaluation
of the concept?
• Step 3: Use clear and concise language to craft a sentence that captures the
essence of the general objective.
General Learning Objective
• Example of a General Objective: At the end of this lesson on
photosynthesis, students will demonstrate an understanding of the
fundamental processes involved in photosynthesis and their
significance in the production of energy in plants.
Specific Learning Objectives
• 2. Specific Objectives (Lesson-Specific Learning Outcomes):
• Specific objectives are focused on what students should achieve during the
lesson. They break down the general objective into manageable, measurable,
and actionable outcomes. Here's how to write specific objectives:
• Step 1: Identify the specific content, skills, or tasks that students need to
master in the lesson. Consider what they will do, demonstrate, or
accomplish.
• Step 2: Use action verbs that clearly describe the observable behaviors or
actions students will exhibit. Refer to Bloom's Taxonomy or other
educational taxonomies for appropriate verbs based on the desired cognitive
level.
Specific Learning Objectives
• Step 3: Ensure that the objectives are measurable, meaning that you can
assess whether students have achieved them.
• Step 4: Specify any conditions or criteria that are relevant to the objectives.
• Example of Specific Objectives for a Photosynthesis Lesson:
1.By the end of the lesson, students will be able to identify and label the key
structures involved in photosynthesis, including chloroplasts, thylakoids,
and stroma.
2.Given a diagram of the photosynthesis process, students will be able to
explain the sequence of events, including the absorption of light, the
production of ATP, and the formation of glucose.