Domains of Learning: Experience

LESSON 4
DOMAINS OF LEARNING
EXPERIENCE
Task 1: Rate Yourself. Ask a teacher to have a personal assessment as regards

the knowledge on the following domains by marking check () on the
appropriate box and how are these knowledge domains being enriched.
Name of school observed: __________________________________

Teacher: (Optional) __________________________________
Rate yourself from 1 to 5. One as novice and five as proficient

in the domains.
Knowledge
1 2 3 4 5
Domain
Content Knowledge
Technological
Knowledge
Pedagogical
Knowledge
How did you develop/enrich the three knowledge domains?

1. Content Knowledge
_________________________________________________________
_________________________________________________________
2. Technological Knowledge
_________________________________________________________
_________________________________________________________
3. Pedagogical Knowledge
_________________________________________________________
_________________________________________________________
Field Study 1│ 1
A. Make graphic organizers of the Original and Revised Bloom’s
Taxonomy of Learning
EXCHANGE
Answer the following questions.
1. What are the changes of the terminology?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. What are the alterations of the structure?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. What are the deviations of the emphasis?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
4. How are you going to apply the schema in designing your lesson?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
5. How can you activate the learner’s engagement using the Revised Bloom’s
Taxonomy? Give one example in each level.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
EXPOUND
Learning is any relatively permanent modification in behavior that takes
place everywhere. People learn mental skills, develop attitudes and
acquire new physical skills as to performing the daily activities. These
domains of learning can be categorized as cognitive domain (knowledge),
affective domain (attitudes) and psychomotor domain (skills). This
categorization is best explained by a group of researchers led by Benjamin
Bloom in 1956 and later based on the analysis of Anderson and
Krathwohl in 2001 revision of Bloom’s original.
A productive approach in implementing the classroom is the framework;
Content knowledge, Technological and Pedagogical knowledge. By differen-
tiating among these three types of knowledge in order to enhance learners’
learning experience:
1. content (what is being taught)
2. technological (effective educational technology integration)
3. pedagogical (how the teacher imparts that content)
The three types are important package for the teacher because the
technology being applied must interconnect the content and support the
pedagogy in order to augment the learning know-how. These triangulated
areas constitute the three domains of learning, which considers the
relationships among all areas and acknowledge that facilitators are acting
within this learning environment. The domains of learning are a tool for
understanding how people think (cognitive), feel (affective) and act
(psychomotor).
In 1956, Benjamin Bloom, et. al, developed a research on the major
areas of learning and thinking and classified them into three large groups
called the domains of learning:
1. cognitive (thinking)
2. affective (feeling)
3. psychomotor (doing)
The domains of learning are used in instructional design to write
goals and objectives for a curriculum. This serves as a means for the
classroom facilitators to adopt about involvedness and extensiveness
of the topics when developing lesson plans. Pedagogy is defined as the art
and science of teaching. Teaching is both an art and science. The art of
teaching involves creative aspects like instructional design anddeveloping
classroom presentation skills. On the other hand, the science of
teaching is based on educational psychology and research and deals
with the learning theories and preferences, how people think, the
domains of learning and other aspects of learning.
Recall that while it is good to fully understand the history of the older
version of cognitive domain, the newer version has a number of tough
advantages that make it a better optimum for planning instruction in the
learner-centered classroom. One of the major deviations that occurred
between the old and the newer updated version is that the two highest
forms of cognition have been reversed. In the older version, the listing from
simple to most complex functions was ordered as knowledge, comprehension,
application, analysis, synthesis, and evaluation. In the newer version, the
steps change to verbs and are arranged as remembering, understanding,
applying, analyzing, evaluating, and the last and highest function, creating.
Like cognitive objectives, affective domain can also be divided into a
hierarchy that is concerned with feelings or emotions. It is arranged from
simpler feelings to those that are more complex; receiving, responding,
valuing, organizing and characterizing. Since emotion draws both attention
and channels strong residual memory, it behooves all dedicated and artful
facilitators to include affective objectives, no matter what the discipline or
area of study.
Learning within one domain of learning is often interdependent with
another domain. Psychomotor skills development entails cognitive knowledge
of the parts, concepts and processes for practice to be most effective. Some
educational learning models boost an environment where students do a high
amount of experimenting as a means to learn, but even in these situations,
the learner should be guided and mentored by the facilitator. These learning
circumstances are most successful with learners who possess high level of
self-directedness (ability to easily motive themselves who have a passion for
learning). Psychomotor domain terms are reflex movements, fundamental
movements, perceptual abilities, physical abilities, skilled movements and
non-discursive communication.

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LESSON 4

Task 1: Rate Yourself. Ask a teacher to have a personal assessment as regards

Name of school observed: __________________________________

Rate yourself from 1 to 5. One as novice and five as proficient

How did you develop/enrich the three knowledge domains?

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