State and explain the Domains of Learning
What will be an ideal response?
The Domains of Learning are comprised of three different complexity levels of behavior, which are referred to as the 1) Cognitive Domain where there is evidenced development of intellectual abilities and skills, 2) Affective Domain, which addresses development of attitudes, beliefs, and values, and 3) Psychomotor Domain, which refers to coordination of physical movements and performance.
The Cognitive Domain moves in an hierarchical manner with the higher-level objectives being dependent on, lower-level cognitive skills. The Taxonomy of education objectives in the Cognitive Domain (Bloom, et al., 1984) move upward from the lowest level of knowledge to comprehension, application, analysis, synthesis, and evaluation at the highest level. These are also referred to as Less Authentic and More Authentic.
? At the knowledge level objective are related to students remembering or recalling information such as facts, terminology, problem-solving strategies, and rules. Some action verbs that describe learning outcomes at the knowledge level are: define, describe, identify, label, list, match, name, outline, recall, recite, select, and state.
? At the comprehension level objectives require some degree of understanding. Students are expected to be able to change the form of a communication; translate, restate what has been read; see connections or relationships among parts of a communication through interpretation; or draw conclusions or see consequences from information. Some action verbs that describe learning outcomes at the comprehension level include. Convert, defend, discriminate, distinguish, estimate, explain, extend, generalize, infer, paraphrase, predict, and summarize.
? At the application level objectives are written that require the student to use previously acquired information in a setting other than the one in which it was learned. Application objectives differ from comprehension objectives in that application requires the presentation of a problem in a different and often applied context. Thus the students can rely on neither the content nor the context in which the original leaning occurred to solve the problem. Some action verbs include, change, compute, demonstrate, develop, modify, operate, organize, prepare, relate, solve, transfer, and use.
? At the analysis level the objectives require the student to identify logical errors, or to differentiate among facts, opinions, assumptions, hypotheses, and conclusions. Students at this level are expected to draw relationships among ideas and to compare and contrast these. Some action verbs that describe learning outcomes at the analysis level include, break down, deduce, diagram, differentiate, distinguish, illustrate, infer, outline, point out, relate, separate out, and subdivide.
? At the synthesis level students are required to produce something unique or original. They are expected to solve some unfamiliar problem in a unique way or to combine parts to form a unique or novel solution. Some action verbs that describe learning outcomes at the synthesis level include, categorize, compile, compose, create, design, devise, formulate, predict, and produce.
? At the evaluation level objectives required of the student result in calling for judgments, and making of decision about the value of methods, ideas, probe, or products that have a specific purpose. Students are expected to state the bases for their judgments or principles they draw on to reach their conclusions. Action verbs that describe leaning outcomes that the evaluation level include, appraise, compare, contrast, criticize, defend, judge, justify, support, and value.
The Affective Domain moves in an hierarchical manner, just as presented in the Cognitive Domain. The Taxonomy delineates five levels of affective behavior ranging from the receiving level to the characterization level. As an individual moves up the hierarchy, more involvement, commitment, and reliance on oneself occurs, as opposed to having one's feelings, attitudes, and values dictated by others.
? At the receiving level objectives require the student to be aware of, or to passively attend to certain phenomena and stimuli. At this level students are expected to simply listen or be attentive. Some action verbs related to the receiving level include, attend, be aware, control, discern, hear, listen, look, notice, and share.
? At the responding level objectives address the student complying with given expectations by attending or reacting to certain stimuli. Students are expected to obey, participate, or respond willingly when asked or directed to do something. Some action verbs related to this level are, applaud, comply, discuss, follow, obey, participate, play, practice, and volunteer.
? At the valuing level there is the addressing of students displaying behavior consistent with a single belief or attitude in situations where he or she is neither forced, nor asked to comply. Students are expected to demonstrate a preference or display a high degree of certainty and conviction. Some action verbs for this level in the Affective Domain are, act,
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