The Three Types of Learning
Benjamin Bloom and a committee of colleagues in 1956 identifies three (3) domains od
educational activities;
1. cognitive-referring to mental skills
2. Affective- referring to growth in feeling or emotion
3. psychomotor-referring to manual or physical skills
These terms were translated to simple terms commonly used by teacher as knowledge,
skills and attitudes (KSA).
In mid-nineties, a former student of Bloom, Lorin Anderson, reviewed the cognitive
domain objectives and effected some changes.
BLOOMS TAXONOMY 1956
1. KNOWLEDGE: Remembering or retrieving previously learned material. Examples of
verbs that relate to this function are:
know define record
identify recall name
relate list memorize recognize
repeat acquire
2. COMPREHENSION: The ability to grasp or construct meaning from material.
Examples of verbs that relate to this function are:
restate identify illustrate
locate discuss interpret
report describe draw
recognize discuss represent
explain review differentiate
express infer conclude
3. APPLICATION: The ability to used learned material or to implement material in new
and concrete situations. Examples of verbs that relate to this function are:
apply organize practice
relate employ calculate
develop restructure show
translate interpret exhibit
use demonstrate dramatize
operate illustrate
4. ANALYSIS: the ability to break down or distinguish the parts o material into
components so that its organizational structure may be better understood. Examples of
verbs that relate to this function are :
analyze differentiate experiment
compare contrast scrutinize
probe investigate discover
inquire detect inspect
examine survey dissect
contrast classify discriminate
categorize deduce separate
5. SYNTHESIS: the ability to put parts together to form a coherent and unique new
whole. Examples of verbs that relate to this function are:
compose plant propose
produce invent develop
design formulate arrange
assemble collect construct
create set organize
prepare up originate
predict generalize derive
modify document write
tell combine propose
relate
6. EVALUATION: the ability to judge, check, and even critique the value of material for
a given purpose. Examples of verbs that relate to this function are:
judge argue validate
assess decide consider
evaluate choose appraise
conclude rate value
measure select criticize
deduce estimate infer
ANDERSONS AND KRATHWOLS TAXONOMY 2001
1 REMEMBERING
Recognizing or recalling knowledge for memory. Remembering is when memory is used
to produce or retrieve definitions, facts, or lists, or to recite previously learned information.
2. UNDERSTANDING
Constructing meaning from different types of functions be they written or graphic
messages or activities like interpreting, exemplifying, classifying, summarizing, inferring,
comparing or explaining.
3. APPLYING
Carrying out or using a procedure through executing or implementing. Applying relates
to or refers to situations where learned material is used thorough products like models,
presentations, interviews or simulations.
4. ANALYZING
Breaking materials or concepts into parts, determining how the parts relate to one another
or how they interrelate or how the parts relate to an overall structure or purpose. Mental actions
included in this function are differentiating, organizing and attributing, as well as being able to
distinguish between the components or parts. When one is analyzing, he/she can illustrate this
mental function by creating spreadsheets, surveys, charts or diagrams or graphic representations.
5. EVALUATING
Making judgments based on criteria and standards through checking and critiquing.
Critiques, recommendations and reports are some of the products that can be created to
demonstrate the processes of evaluation. In the newer taxonomy, evaluating comes before
creating as it is often necessary part of the behavior before ones creates something.
6. CREATING
Putting elements together to form a coherent or functional whole, reorganizing elements into a
new pattern or structure through generating, planning on producing, planning or producing
creating requires users to put parts together in a new way or synthesize parts into something new
form or product. This process is the most difficult mental function in the new taxonomy
Blooms also identified specific types of knowledge as:
Terminology Criteria
Specific facts Methodology
Conventions Principles and generalizations
Trends and sequences\ Theories and structures
Classification and categories
Four (4) Categories of Knowledge
1. Factual Knowledge-refers to facts such as essential facts, terminology, details or
elements. Student must know or be familiar with it I order to understand a discipline or
solve a problem in it.
2. Conceptual Knowledge-refers to the interrelationship of facts. It is facts put together
within a larger structure that enable them to function together. It is knowledge of
classifications, primciples, generalizations, theories, models or structures pertinent to a
particular disciplinary area.
3. Procedural Knowledge-this is knowing how to do soething, refers to the information
or knowledge that help students to do something specific to discipline, subject or area of
study it includes knowledge of methods of inquiry, criteria for using skills, algorithms,
techniques and methods.
4. Metacognitive Knowledge-it is knowing that you know. Tis is hinking about thinking
in a purposeful way. It is awareness and knowledge of ones own cognition. It is reflective
knowledge about how to go about solving problems and cognitive task. It includes
contextual and conditional knowledge and knowledge of self.
SUBJECT : SS117: ASSESSMENT AND EVALUATION IN SOCIAL STUDIES
TOPIC: CHAPTER 3: PROGRAM OUTCOMES AND STUDENT LEARNING
OUTCOMES
THREE TYPES OF LEARNING
MATERIALS: cartolina, marker
REFERENCE: ASSESSMENT OF LEARNING pages 22-27
SUBMITTED BY: Angelica Tolentino
SUBMITTED TO: Dennis Ellaso, MBA
RUBRICS FOR REPORTING
CRITERIA % Score
1.Completenes of Information 40%
2.Manner of Presentation 50%
Usage and Applicability of Teaching Aid
Mastery of Report
3.Question and Answer 10%
Able to generate participation in the class
Able to answer intelligently
Total