MODULE: PROFED01- THE TEACHING PROFESSION

At the end of this module, learners will be able to:

1. Provide the basis for systematization, unity, balance in

teaching;
2. Determine the priorities in an education effort.
3. Know the different functions in domain of learning.

The Three (3) Domains of Learning – Cognitive; Affective;

And Psychomotor (Caps) – It's Application in Teaching and Learning.
Developing and delivering lessons by teachers are integral in the
teaching process.
 MODULE: PROFED01- THE TEACHING PROFESSION

Domains of Learning

Learning is a psychological process. Thus, the assessment of learning, of

necessity, requires the assessment of various psychological processes. In
developing assessment tools (tests), it is important that we first have an
understanding of these psychological processes and how to go about
measuring them. Although there are many psychological models for the process
of learning, for this workbook we have chosen the taxonomy of Behavioral
objectives as useful tool. In Bloom’s taxonomy, there are three fundamental
learning domains: Cognitive, Psychomotor, and Affective.

Affective learning of beliefs, attitudes, and values

Psychomotor learning of physical movements, such as a ballet steps, how to

pitch a curve ball, how to drill out a cavity in a molar, etc.

Cognitive learning of information and the processes of dealing with that

information. There are six levels of Cognitve Learning as specified by Bloom:

1. Basic Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
Generally, it can be said that the first category, Knowledge, is information-
oriented as it stresses the ability to recall existing knowledge. The other five
categories can be termed” Process oriented” because the entall more
sophisticated learner behaviors and competencies that require increasing
degrees of understanding. The following are brief definitions of these six
levels with a suggestion as to how to assesses this level of learning:

Basic Knowledge: To recall and memorize- assessed by direct questions. The

object is to test student’s ability to recall facts, to identify and repeat the
information provided.

Comprehension: To translate form one form to another-assessed by having

students
 MODULE: PROFED01- THE TEACHING PROFESSION

1) Restate material in their own words, 2) reorder or extrapolate ideas,

predict or estimate. Assessment must provide evidence that the students
have some understanding or comprehension of what they are saying.
Application: To apply or use information in a new situation- assessed by
presenting students with a unique situation (i.e. one not identical to that
used during instruction) and have them apply their knowledge to solve the
problem or execute the proper procedure.

Analysis: To examine a concept and break it down into parts- assessed by

presenting student with a unique situation of the same type but not
identical to that used during instruction, and have them analyze the
situation and describe the appropriate procedure or solution to the problem.

Synthesis: To put information together in a unique or novel way to solve a

problem- assessed by presenting students with a unique situation NOT of
the same type used during instruction, and have them solve a problems by
selecting and using appropriate information

Levels of Affective Objectives

Krathwohl’s affective domain taxonomy is perhaps the best known of any of

the affective taxonomies, the taxonomy is ordered according to the principle
of internalization, which is to process whereby a person’s affect toward an
object passes from a general awareness level to a point where the affect is
“internalized” and consistently guides or controls the person’s behavior

Receiving is being aware or sensitive to the existence of certain ideas,

material, or phenomena and being willing to tolerate them. Examples
include: to differentiate to accept to listen ( for), to respond to.

Responding is committed in some small measure to the ideas, materials, or

phenomena involved by actively responding to them. Examples are: to
comply with, to follow, to commend, to volunteer, to spend leisure time in,
to acclaim

Valuing is willing to be perceived by others as valuing certain ideas,

materials, or phenomenas. Examples include: to increase measured
proficiency in, to relinquish, to subsidize, to support, to debate.
 MODULE: PROFED01- THE TEACHING PROFESSION

Organization is to relate the value to those already held and bring it into a
harmonious and internally consistent philosophy. Examples are: to discuss,
to theorize, to formulate to balance, to examine.

Characterization by value or value set is to act consistently in accordance

with the values he or she has internalized. Examples include: to revise, to
require, to be rated high in the value, to avoid, to resist, to manage, to
resolve.

Levels of Psychomotor Objectives

Level Definition Example

1. Observing Active mental attending The learner observes
of a physical event more experienced
person in his/her
performance of the skill,
asked to observe
sequences and
relationships and to pay
particular attention to
the finished product.
Direct observation may
be supplemented by
reading or watching a
video. Thus, the learner
may read about the
topic and then watch a
performance
2. Imitating Attempted copying of The learner begins to
physical behavior acquire the rudiments
of the skill. The learner
follows directions and
sequences under close
supervision. The total
act is not important, nor
is the timing or
coordination
emphasized. The learner
is conscious of
deliberate effort to
imitate the model
 MODULE: PROFED01- THE TEACHING PROFESSION

3. Practicing Trying a specific The entire sequence is

physical activity over performed repeatedly.
and over All aspects of the act are
performed in sequence.
Consciousness effort
fades as the
performance becomes
more or less habitual.
Timing and coordination
are emphasized. Here,
the person has acquired
the skill but is not as
expert

4. Adapting Fine tuning. Making Perfection of the skill,

minor adjustments in Minor adjustments are
the physical activity in made that influence the
order to perfect it. total performance.
Coaching often very
valuable here . This is
now a good player
becomes a better player

The psychomotor domain refers to the use of basic motor skills, coordination,
and physical movement. Bloom’ s search group did not develop in-depth
categories of this domain, claiming lack of experience in teaching these skills.
However, Simpson (1972) developed seven psychomotor categories to support
the original domain. These physical behaviors are learned through repetitive
practice. A learner’s ability to perform these skills is based on precision, speed,
distance and technique.
MODULE: PROFED01- THE TEACHING PROFESSION

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