Samuel S.
Celino
Reflection 1
Bloom and his colleagues developed a
classification system for the levels of
cognitive skills. The classification system
they created is often referred to as
Bloom’s Taxonomy. The word taxonomy
simply means classification or structures.
Bloom’s Taxonomy classifies thinking
according to six cognitive levels of
complexity: knowledge, comprehension,
application, analysis, synthesis, and
evaluation. This was later revised in order
to fit the more outcome-focused modern
education objectives. The two major
changes are: the names in the six
categories were changed from noun to
active verb, and the arrangement of the
order of the last two highest levels.
Then categories can be thought of as
degrees of difficulties. The taxonomy is
arranged so categories proceed from
simplest to more complex levels. The
categories are also ordered from concrete
to abstract.
Reflection 2
When I was in high school, I used to
critique exams or quizzes that only
encourage students to memorize
lessons, as I see it to be an ineffective
way of learning. I could say I was right
about my observations, however, I
realized today that “memorization”
was only the first level of learning, or
the “remembering” phase. Recalling
how my teachers facilitated the rest of
the school year, I also realized that
there were different activities
conducted to level up the learning. This
allowed the students to understand
the lesson in their own terms, and
eventually creating their own ideas
based on what they learned.
This concept is also applicable to how
we trained our employees when I
worked as a Team Leader in one of the
BPO companies. Identifying the
learning outcomes for the new
employees could have been more
effective if the rest of the levels in
Bloom’s Taxonomy was also executed.
In essence, the cognitive domain has
an important role in facilitating
learning, developing a comprehensive
list of instructional objectives, and in
developing learning outcomes.
Reflection 3
Norman G. Leaderman, a Professor at Illinois
Institute of Technology with PhD in Science, said
that in recent years, Bloom’s Taxonomy has been
looked upon in a negative way because people often
associate it with behavioristic psychology.
According to him, it is wrong to assume that Bloom’s
Taxonomy is only tied to behaviorism, but because
it specified observable behaviors, this connection
has been made. In the end, he stated that no matter
what your theory of preference, teachers must have
students do something in order to determine if they
have learned what was desired.
In a research study conducted by the faculty of
education in Cyprus International University, that
aimed to determine the association of Cognitive,
Affective, Psychomotor, and Intuitive Domains in
Education, it was concluded that as the students’
academic achievement (cognitive-psychomotor)
increases, their affective features also increase or
vice versa. Based on the data gathered, it can be said
that there is a high level of positive significant
correlation between cognitive-psychomotor
learning outcomes and affective learning outcomes.
Also, a significant association was found between
cognitive domain and attitude and motivation. The
significant high and positive correlation between
cognitive-psychomotor learning outcomes and
affective learning outcomes can be considered to
prove the association of these domains with each
other. In this context, it can also be said that
cognitive-psychomotor and affective learning
outcomes are not independent.
References:

Faculty of Education, Cyprus International University, Cyprus, (2017). “Association of Cognitive, Affective, Psychomotor, and Intuitive Domains in
Education, Sönmez Model”, University Journal of Educational Research, 354.

http://www.hrpub.org

http://www.researchgate.net