LEARNING DOMAINS

1. DOMAINS OF LEARNING.
Bloom’s et al (1956) taxonomy of learning refers to a classification of different objectives that
educators set for students. (learning objectives).
It was created under the leadership of educational psychologist Dr. Benjamin Bloom in order to
promote higher forms of thinking in education, such as analyzing and evaluating concepts,
processes, procedures, and principles, rather than just remembering facts (rote learning).
It is most often used when designing educational, training, and learning processes.

2. The Three Domains of Learning:
• They can be categorized into three domains.
• Cognitive: mental skills(knowledge), Affective: growth in feelings or emotional
areas (attitudes or self), and Psychomotor: manual or physical skills ( skills),
sometime loosely described as:
• “Knowing/head”, “Feeling/ heart”, and “doing/hands” respectively.
• Bloom’s Taxonomy is set of three hierarchical models used to classify educational
learning objectives into levels of complexity and specificity.
COGNITIVE DOMAIN OF LEARNING:
• Applying
• Analyzing
• Synthesizing
• Evaluation

3. Cont.
• It is knowledge – based, exhibit memory of the learned material by
recalling facts, terms, basic concepts and answers.
• Knowledge of specific – terminology, specific facts.
• Knowledge of ways and means of dealing with specifics –
conventions, trends and sequences, classifications and categories,
criteria, and methodology.

4. Cognitive Domain
• It involves knowledge and the development of intellectual skills(Bloom,
1956). This includes the recall or recognition of specific facts, procedural
patterns, and concepts that serve in the development of intellectual
abilities and skills.
• There are six major categories of cognitive an processes, starting from the
simplest to the most complex :
• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation

5. Cont.
• Normally the first ones must be mastered before the next one takes place.
Remembering:
• Recall or retrieve previous learned information.
Understanding:
• Comprehending the meaning, translating, interpolation, and interpretation
of instructions and problems. State a problem in one’s own words.
Applying:
• Using the acquired knowledge solve problems in the new situations by
applying acquired knowledge, facts, techniques and rules.

6. Cont.
• Learners should be able to use information gained to solve problems,
identify connections and how they apply. It is important for learners to be
able to use prior knowledge in new situations.
Analyzing:
• Separates material or concepts into component parts so that its
organizational structure may be understood. Distinguishes between facts
and inferences .
• Examine and break information into parts by identifying motives or causes,
make inferences and find evidence to support generalizations.
• Analysis is being able to break down information into component parts and
determine how the parts relate to one another.

7. An Example
• Of analysis is having students summarize something and then analyze
why certain things happen that way.
Synthesizing :
• Builds a structure from diverse elements. It refers the act of putting
parts together to form a whole. Compile information together in a
different way by combining elements in a new pattern or proposing
alternative solutions such as:
• Production of a unique communication
• Production of a plan or proposed set of operations
• Derivation of a set of abstract relations

8. Evaluation
• Present and defend by making judgment about information validity of
ideas or quality of work based on a set of criteria.
- Judgment in terms of internal evidence
- Judgment in terms of external criteria