The Three Domains of Learning Dr. Verkler EDG 4410 Teaching Strategies and Classroom Management University of Central Florida, Orlando, FL Fall 2014

Domains of Learning Each lesson plan must include goals/objectives, or statements indicating what students should be able to do at the end of a period of instruction. Each lesson plan must include goals/objectives, or statements indicating what students should be able to do at the end of a period of instruction. These goals are known as goal statements, goals objectives, objectives, or learning targets. These goals are known as goal statements, goals objectives, objectives, or learning targets. Each objective falls within at least one of three domains (or categories) of learning. Each objective falls within at least one of three domains (or categories) of learning.

The Affective Domain Objectives reflecting underlying emotions, feelings, or values are said to come from the affective domain. Objectives reflecting underlying emotions, feelings, or values are said to come from the affective domain. The affective domain contains five levels, each of which builds upon the other. The affective domain contains five levels, each of which builds upon the other. Example: The music student will appreciate music from the Baroque period. Example: The music student will appreciate music from the Baroque period.

Hierarchical Levels of the Affective Domain Receiving (Attending) Receiving (Attending) Responding Responding Valuing Valuing Organization Organization Characterization by a value or value complex: One behaves in a manner consistent with one’s value system. Characterization by a value or value complex: One behaves in a manner consistent with one’s value system.

Levels of the Affective Domain LevelDescriptionVerbsObjective ReceivingBeing aware of, or attending to something in the environment. Listen Notice Tolerate Listen attentively to badminton introduction. RespondingShowing some new behavior as a result of experience. Comply Enjoy Follow Voluntarily help set up badminton nets. ValuingShowing some definite involvement or commitment. Carry out Express Attend optional badminton match. OrganizationIntegrating a new value into one's general set of values relative to other priorities. Choose Consider Prefer Purchase own badminton racket. CharacterizationActing consistently with the new value; person is known by the value. Act on Depict Exemplify Join intramurals to play badminton twice per week. Table developed by W. Huitt (1998)

Psychomotor Domain Objectives in this domain deal with movement. Objectives in this domain deal with movement. Example: The dance student will perform all 5 basic positions of ballet with 100% accuracy. Example: The dance student will perform all 5 basic positions of ballet with 100% accuracy.

Psychomotor Domain Hierarchy Moving – gross motor control, such as skipping and running Moving – gross motor control, such as skipping and running Manipulating – fine motor coordination, such as writing, drawing, cutting Manipulating – fine motor coordination, such as writing, drawing, cutting Communicating – communication of ideas and feelings, such as body language, gestures, and facial expressions Communicating – communication of ideas and feelings, such as body language, gestures, and facial expressions Creating – represents the student’s coordination of thinking, learning, and behaving in all three domains (such as drama, dance, art, etc.) Creating – represents the student’s coordination of thinking, learning, and behaving in all three domains (such as drama, dance, art, etc.)

Cognitive Domain Objectives that deals with level of thinking required of the student Objectives that deals with level of thinking required of the student Most objectives in the schools tend to come from the cognitive domain. Most objectives in the schools tend to come from the cognitive domain. Cognitive domains most referred to: Cognitive domains most referred to: –Bloom’s Taxonomy of Educational Objectives; six hierarchical levels. –Anderson and Krathwohl’s Taxonomy Revision of Bloom’s Taxonomy Revision of Bloom’s Taxonomy Flips the last two levels of Bloom’s Taxonomy Flips the last two levels of Bloom’s Taxonomy

Cognitive Domain New Model: Anderson and Krathwohl’s Taxonomy (2000) New Model: Anderson and Krathwohl’s Taxonomy (2000) Very similar to Bloom’s Taxonomy, except for switching of the two highest levels. Very similar to Bloom’s Taxonomy, except for 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 Taxonomy of Educational Objectives Knowledge: requires students to memorize and recall information Knowledge: requires students to memorize and recall information Comprehension: requires students to demonstrate some level of understanding Comprehension: requires students to demonstrate some level of understanding Application: requires students to use previously acquired information in a setting other than that in which it was learned. Students are required to transfer their skills to another setting/situation. Application: requires students to use previously acquired information in a setting other than that in which it was learned. Students are required to transfer their skills to another setting/situation.

Levels of Bloom’s Taxonomy of Educational Objectives Analysis: requires students to draw relationships among ideas or to compare/contrast; break down information. Analysis: requires students to draw relationships among ideas or to compare/contrast; break down information. Synthesis: requires students to draw from what he/she has learned and produce something unique. Highest level in Anderson and Krathwohl’s model. Synthesis: requires students to draw from what he/she has learned and produce something unique. Highest level in Anderson and Krathwohl’s model. Evaluation: requires students to form judgments about the value or worth of something and to substantiate his/her judgment. Next to the highest level in Anderson and Krathwohl’s model. Evaluation: requires students to form judgments about the value or worth of something and to substantiate his/her judgment. Next to the highest level in Anderson and Krathwohl’s model.

Levels of the Cognitive Domain LevelDescriptionVerbsObjective KnowledgeTo 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 Explain Interpret Explain purpose of cognitive domain. ApplicationTo utilize information to complete a task with limited direction. Compute Solve Use Write objective for levels of cognitive domain. AnalysisTo classify and relate assumptions or evidence. Contrast Examine Compare cognitive & affective domains. SynthesisTo integrate or combine ideas into a new product or plan. Design Develop Organize Design way to write objectives that combines 3 domains. EvaluationCritique idea based on specific standards and criteria. Appraise Judge Justify Judge effectiveness of writing objectives using taxonomy. Table developed by W. Huitt (1998)