The Three Domains The Three Domains of Learning of Learning

Dr. VerklerDr. VerklerEDG 4410EDG 4410

Teaching Strategies and Classroom Teaching Strategies and Classroom ManagementManagement

University of Central Florida, Orlando, FLUniversity of Central Florida, Orlando, FLFall 2014Fall 2014

Domains of LearningDomains of Learning

Each lesson plan must include Each lesson plan must include goals/objectives, or statements indicating goals/objectives, or statements indicating what students should be able to do at the what students should be able to do at the end of a period of instruction. end of a period of instruction.

These goals are known as goal These goals are known as goal statements, goals objectives, objectives, statements, goals objectives, objectives, or learning targets. or learning targets.

Each objective falls within at least one of Each objective falls within at least one of three domains (or categories) of learning. three domains (or categories) of learning.

The Affective DomainThe Affective Domain Objectives reflecting underlying Objectives reflecting underlying

emotions, feelings, or values are said emotions, feelings, or values are said to come from the affective domain. to come from the affective domain.

The affective domain contains five The affective domain contains five levels, each of which builds upon the levels, each of which builds upon the other. other.

Example: Example: The music student will The music student will appreciate music from the Baroque appreciate music from the Baroque period. period.

Hierarchical Levels of the Hierarchical Levels of the Affective DomainAffective Domain

Receiving (Attending)Receiving (Attending) RespondingResponding ValuingValuing OrganizationOrganization Characterization by a value or value Characterization by a value or value

complex: One behaves in a manner complex: One behaves in a manner consistent with one’s value system. consistent with one’s value system.

Levels of the Affective DomainLevel Description Verbs Objective

Receiving Being aware of, or attending to something in the environment.

ListenNoticeTolerate

Listen attentively to badminton introduction.

Responding Showing some new behavior as a result of experience.

Comply EnjoyFollow

Voluntarily help set up badminton nets.

Valuing Showing some definite involvement or commitment.

Carry out Express

Attend optional badminton match.

Organization Integrating a new value into one's general set of values relative to other priorities.

ChooseConsider Prefer

Purchase own badminton racket.

Characterization Acting consistently with the new value; person is known by the value.

Act on DepictExemplify

Join intramurals to play badminton twice per week.

Table developed by W. Huitt (1998)

Psychomotor DomainPsychomotor Domain

Objectives in this domain deal Objectives in this domain deal with movement. with movement.

Example: Example: The dance student will The dance student will perform all 5 basic positions of perform all 5 basic positions of ballet with 100% accuracy. ballet with 100% accuracy.

Psychomotor Domain Psychomotor Domain HierarchyHierarchy

Moving – gross motor control, such as skipping Moving – gross motor control, such as skipping and runningand running

Manipulating – fine motor coordination, such as Manipulating – fine motor coordination, such as writing, drawing, cuttingwriting, drawing, cutting

Communicating – communication of ideas and Communicating – communication of ideas and feelings, such as body language, gestures, and feelings, such as body language, gestures, and facial expressionsfacial expressions

Creating – represents the student’s coordination Creating – represents the student’s coordination of thinking, learning, and behaving in all three of thinking, learning, and behaving in all three domains (such as drama, dance, art, etc.)domains (such as drama, dance, art, etc.)

Cognitive DomainCognitive Domain

Objectives that deals with level of thinking Objectives that deals with level of thinking required of the studentrequired of the student

Most objectives in the schools Most objectives in the schools tend to come from the cognitive tend to come from the cognitive domain. domain.

Cognitive domains most referred to: Cognitive domains most referred to: – Bloom’s Taxonomy of Educational Objectives; six Bloom’s Taxonomy of Educational Objectives; six

hierarchical levels. hierarchical levels. – Anderson and Krathwohl’s Taxonomy Anderson and Krathwohl’s Taxonomy

Revision of Bloom’s TaxonomyRevision of Bloom’s Taxonomy Flips the last two levels of Bloom’s TaxonomyFlips the last two levels of Bloom’s Taxonomy

Cognitive DomainCognitive Domain New Model: Anderson and Krathwohl’s Taxonomy New Model: Anderson and Krathwohl’s Taxonomy

(2000)(2000) Very similar to Bloom’s Taxonomy, except for Very similar to Bloom’s Taxonomy, except for

switching of the two highest levels. switching of the two highest levels. Anderson and Krathwohl’s Anderson and Krathwohl’s

Bloom’s Taxonomy Taxonomy Bloom’s Taxonomy Taxonomy

Levels of Bloom’s Levels of Bloom’s Taxonomy of Educational Taxonomy of Educational

Objectives Objectives Knowledge: requires students to Knowledge: requires students to

memorize and recall informationmemorize and recall information Comprehension: requires students to Comprehension: requires students to

demonstrate some level of understandingdemonstrate some level of understanding Application: requires students to use Application: requires students to use

previously acquired information in a previously acquired information in a setting other than that in which it was setting other than that in which it was learned. Students are required to transfer learned. Students are required to transfer their skills to another setting/situation. their skills to another setting/situation.

Levels of Bloom’s Levels of Bloom’s Taxonomy of Educational Taxonomy of Educational

Objectives Objectives Analysis: requires students to draw relationships Analysis: requires students to draw relationships

among ideas or to compare/contrast; break down among ideas or to compare/contrast; break down information.information.

Synthesis: requires students to draw from what Synthesis: requires students to draw from what he/she has learned and produce something unique. he/she has learned and produce something unique. Highest level in Anderson and Krathwohl’s Highest level in Anderson and Krathwohl’s model.model.

Evaluation: requires students to form judgments Evaluation: requires students to form judgments about the value or worth of something and to about the value or worth of something and to substantiate his/her judgment. substantiate his/her judgment. Next to the Next to the highest level in Anderson and Krathwohl’s highest level in Anderson and Krathwohl’s model. model.

Levels of the Cognitive DomainLevel Description Verbs Objective

Knowledge To recall or recognize information in some pre-arranged form.

Define List

Define levels of cognitive domain.

Comprehen-sion

To understand meaning of information based on prior learning.

Describe ExplainInterpret

Explain purpose of cognitive domain.

Application To utilize information to complete a task with limited direction.

ComputeSolveUse

Write objective for levels of cognitive domain.

Analysis To classify and relate assumptions or evidence.

ContrastExamine

Compare cognitive & affective domains.

Synthesis To integrate or combine ideas into a new product or plan.

Design DevelopOrganize

Design way to write objectives that combines 3 domains.

Evaluation Critique idea based on specific standards and criteria.

AppraiseJudgeJustify

Judge effectiveness of writing objectives using taxonomy.

Table developed by W. Huitt (1998)