DOMAINS OF
LEARNING SCIENCE
COGNITIVE
AFFECTIVE
PSYCHOMOTOR
Educators recognize that
students learn in different
ways, requiring them to
establish teaching methods that
emphasize each student’s
distinctive strengths. These
concepts have influenced the
field of education by
encouraging a more holistic
approach to learning.
Why are the domains of
learning important?
The domains of learning
teach students to think
critically by using methods
that make the most sense to
them. It benefit students by
teaching them various ways
to approach new ideas and
concepts.
The cognitive domain focuses on
six intellectual skills that
educational psychologist Benjamin
Bloom organized based on the
sequence in which students
THE develop them. This concept is
known as Bloom's Taxonomy. For
COGNITIVE each skill, Bloom refers to active
DOMAIN verbs that describe how students
apply what they've learned. The
original Bloom's Taxonomy
includes the following skills that
build from the most basic to the
most complex:
Bloom’s Taxonomy (1956 and 2001)
🔥 Training on Higher-Order Thinking Skills PLP
[Link]
🔥 Training on Higher-Order Thinking Skills PLP
THE AFFECTIVE DOMAIN
The affective domain of learning represents skills that
foster appropriate emotional responses. In this domain
identified by Bloom’s colleague, David Krathwohl,
students understand and develop their feelings, attitudes
and values. Like the cognitive domain, the five areas of
emotional response from simple to complex include:
RECEIVING
Receiving involves a passive awareness of emotions
and feelings and a student must succeed at this level to
learn at later stages. For example, a student at this stage
waits to speak until someone else finishes speaking.
Instructional verbs include ask, choose, identify and use.
RESPONDING
A student actively engages in the learning process by receiving it and reacting to it.
For example, a student participates in a class discussion of a book they read.
Instructional verbs include assist, discuss, read and write.
VALUING
A student values a concept when they express its worth or what it means to them. For
example, a student may write an opinion article about a social topic they feel strongly
about, discussing and defending their stance. Instructional verbs include complete,
explain, propose and study.
ORGANIZING
A student develops a value system by arranging their values or beliefs in order of
priority. For example, a student trying to make honor roll realizes they should prioritize
studying for an upcoming test over going to the movies with friends. Instructional
verbs include arrange, complete, modify and prepare.
CHARACTERIZING
A student acts according to the values they have developed and internalized as a
personal philosophy. For example, a student accepts that cheating is unethical and
completes a difficult assignment independently even though a friend offers to let them
copy their answers. Instructional verbs include display, perform, question and solve.
THE PSYCHOMOTOR DOMAIN
Bloom identified the psychomotor skills domain and educators like
Elizabeth Simpson expanded them into a simple-to-complex order in
the 1970s. The psychomotor domain focuses on physical skills such
as the development of hand-eye coordination and the use of motor
skills. Psychomotor skills help people perform physical tasks in daily
life and at work. The areas of this domain include:
PERCEPTION
Students use sensory cues to guide their motor activities. For
example, a student may listen to a teacher's lesson and write down
corresponding notes. Instructional verbs include distinguish, identify
and select.
SET
Students feel ready to act upon challenges and resolve them. For
example, a student who wants to improve their grade is motivated to
study for their next test. Instructional verbs include assume a position,
demonstrate and show.
GUIDED RESPONSE
Students begin learning complex skills often through trial and error or
following instructions. For example, a student learns how to build a
simple circuit by watching an instructional video. Instructional verbs
include attempt, imitate and try.
MECHANISM
Students develop basic proficiency when performing particular tasks
often through practice. For example, a piano student feels confident
playing a song assigned by their teacher after weeks of practicing.
Instructional verbs include perform, complete and duplicate.
COMPLEX OVERT RESPONSE
Students learn to perform a task with advanced proficiency. For
example, a piano student knows how to play a song without needing to
look at the keys. Instructional verbs include carry out, operate and
perform.
ADAPTATION
Students have developed their skills and can change
them to meet specific requirements. For example, a
culinary student knows how to adjust their recipe to meet
particular dietary restrictions. Instructional verbs include
adapt, change, modify and revise.
ORIGINATION
Students learn how to develop a new skill using
principles learned while gaining the original skill. For
example, a student who has taken ballet classes
choreographs a dance for a recital. Instructional verbs
include create, design and originate.
MEMBERS;
CUYAGBO,
HANNAH JANE
TANILON, ERZEIL
CARANEL, RYAN
JAY
