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Taxonomy of Objectives in Three Domains

The document discusses the taxonomy of educational objectives in three domains: cognitive, affective, and psychomotor. It defines taxonomy as a classification system that arranges educational goals by complexity into levels that are best achieved sequentially. The cognitive domain involves objectives like critical thinking and focuses on knowledge. The affective domain deals with attitudes, emotions, and values. The psychomotor domain concerns physical skills. Benjamin Bloom established the original taxonomy, which was later revised by his students Lorin Anderson and David Krathwohl to better reflect 21st century skills. The taxonomy provides an organized framework to clarify objectives for teachers and students.

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Edel Guyuran Villanueva
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29 views

Taxonomy of Objectives in Three Domains

The document discusses the taxonomy of educational objectives in three domains: cognitive, affective, and psychomotor. It defines taxonomy as a classification system that arranges educational goals by complexity into levels that are best achieved sequentially. The cognitive domain involves objectives like critical thinking and focuses on knowledge. The affective domain deals with attitudes, emotions, and values. The psychomotor domain concerns physical skills. Benjamin Bloom established the original taxonomy, which was later revised by his students Lorin Anderson and David Krathwohl to better reflect 21st century skills. The taxonomy provides an organized framework to clarify objectives for teachers and students.

Uploaded by

Edel Guyuran Villanueva
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Taxonomy of

Objectives in Three
Domains
Objectives
At the end of the lesson, the students will be able to:

❑ Define taxonomy of objectives.

❑ Determine the three domains of learning.

❑ Discuss the three domains of learning and the individual involved in the study.

❑ Create your own list of goals in accordance with the topic.


Taxonomy
• Taxonomy classifies information into a hierarchy of levels. Domain
taxonomies reveal that what educators want students to accomplish
(expressed by educational objectives) can be arranged into level of
complexity, and that those levels are best fulfilled sequentially.
Taxonomy of Educational Objectives
• It is the classifications of the different objectives and skills that educators set
for their students.

• To motivate the educators to create a more holistic form of education.


Three Domains of
Learning
• Cognitive

• Affective

• Psychomotor
Cognitive Domain
• The cognitive domain of Bloom’s taxonomy of learning tries to cater to Bloom’s
taxonomy objectives such as critical thinking, problem-solving and creating and
enhancing a knowledge base. Bloom’s original taxonomy was revised by his old
students Lorin W. Anderson and David R. Krathwohl in 2001. The different levels
of the cognitive domain are shown in the diagram
Levels of Cognitive Domain
Affective Domain
• Skills in the affective domain describe the way people react emotionally and their
ability to feel other living things’ pain or joy. Affective objectives typically target
the awareness and growth in attitudes, emotions, and feelings. There are five levels
in the affective domain moving through the lowest order processes to the highest:
Levels of Affective Domain
Receiving
• The lowest level; the student passively pays attention. Without this level, no
learning can occur. Receiving is about student memory and recognition as well

• Attending the learning session


• Be aware of what knowledge is being imparted.
• Be willing to hear/ receive the knowledge that is being imparted
• Be attentive to listen to whatever the knowledge being imported.
Responding
• The student actively participates in the learning process, not only attends to a
stimulus; the student also reacts in some way

• Be willing
• React
• Be satisfied to respond ( be motivated to respond)
Valuing
• The student attaches a value to an object, phenomenon, or piece of information.
The student associates a value or some values to the knowledge they acquired.

• Attach value to the phenomenon


• Strongly associated with the topic
• Demonstrate commitment to a certain value
Organization
• The student can put together different values, information and ideas and
accommodate them within his/her own schema:; comparing, relating and
elaborating on what he has been learned

• Prioritize different value, resolve conflicts.


• Emphasis prioritize to other people
Characterization by value set
• The student at this level tries to build abstract knowledge

• Completely internalize his/her values and behave in accordance


• Be predictable in his/her behavior and in supporting these values
• Let his/her value system control behavior.
Psychomotor Domain
• The psychomotor objective is specific to physical function, reflex actions and body
movements to interpret information and learn. It implies that physical activity
supports or is a vehicle for cognitive growth and furthering knowledge or skills.
The learner uses physical action to achieve a cognitive or affective objective. It is
further divided into 5 levels, these are:
Levels of Psychomotor Domain
Imitation
• Directly copy action seen
• Replicate what’s directly observed
Manipulation
• Reproduce activity by instruction.
• Reproduce activity by memory
Precision
• Execute skill independent of help
Articulation
• Adapt expertise to complete a non- standard objective.
Naturalization
• Automate skills
• Unconscious mastery skills.
Persons Involved in
the Study of Three
Domains
Benjamin Bloom
Benjamin Samuel Bloom (February 21, 1913 – September 13,
1999) was a famous American educational psychologist and one
of the most significant educators of the 20th century. His
involvement in the classification of educational objectives
(Bloom’s taxonomy) and the theory of mastery learning has left an
unforgettable trace in education.

His work has influenced the educational practices of teachers,


pedagogues, and educators all across the world. As an educator
himself, Bloom understood the power of research and of relevant
questions in finding answers.
David Krathwohl
Krathwohl was a co-author of Taxonomy of Educational
Objectives: Cognitive Domain, senior author of Taxonomy of
Educational Objectives: Affective Domain, and co-editor of A
Taxonomy for Learning, Teaching, and Assessing: A Revision of
Bloom’s “Taxonomy of Educational Objectives.”
Lorin Anderson
Lorin Anderson, a former student of Bloom, and David
Krathwohl (2001) updated and revised the Bloom’s Taxonomy
reflecting relevance to 21st century work for both students and
teachers. The revisions they made in the Bloom’s Taxonomy
appear fairly minor; however, they do have significant impact on
how people use the taxonomy.
Why use Taxonomy of
Objectives?
1.Objectives (learning goals) are important to establish in a pedagogical interchange
so that teachers and students alike understand the purpose of that interchange.
2.Organizing objectives helps to clarify objectives for themselves and for students.
3.Having an organized set of objectives help teachers to
- plan and deliver appropriate instruction;
- design valid assessment task and strategies; and
- ensure that instruction and assessment are aligned with objectives.
Thank you!

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