EUDC 5210 Unit 4: Domains of Learning

Discussion Assignment

In the discussion forum, you are expected to participate often and engage in deep levels
of discourse. Please post your initial response as early in the unit as possible and
continue to participate throughout the unit. You are required to post an initial response to
the question/issue presented in the Forum and then respond to at least 3 of your
classmates’ initial posts. You should also respond to anyone who has responded to
you.

Think about your current or previous teaching positions; perhaps consider a previous job
not-related to teaching. Drawing from your own content area or previous work
experiences, focus on the (1) lowest level and the (2) highest level of one domain
taxonomy. Select either affective, cognitive, or psychomotor; do not include all three. In
your post, share with peers how you implement both the lowest and highest levels of
domain taxonomy in your classroom or workplace for one part of a lesson or task.

For example, if you select the cognitive domain, how do you have students ‘recall’
information (low level) and how do you have students ‘evaluate’ information (high level)?

To inspire your post, think about what enrichment activities you include (or would
include) in your class, what formative strategies you use, and what products or
presentations you allow students to submit. These are only suggestions and you do not
need to necessarily address each of these considerations.

When you reply to peers, please comment on the appropriateness of the activity. Does
the teacher task accurately reflect the low level and high level of the chosen domain
taxonomy? Can you offer any suggestions?

Discussion Forums will be peer-assessed using this rubric.

Bloom (1956) and Anderson and Krathwohl’s (2001) classify knowledge or remembering as

the lowest level of the cognitive domain. Knowledge or remembering is the ability to recall

previously taught content. It involves using memory to generate or retrieve definitions, facts.

The following are some verbs that relate to this function: know, identify, relate, list, define,

recall, memorize, repeat, record, name, recognize, acquire, label, arrange, memorize,

recognize, and state (Bloom’s Taxonomy, n.d.b) ; (Wilson,(n.d)).

Based on my prior lessons in English classes to Speakers of Other Languages, I would

typically employ the following strategies to help my students recall information (Escreet, B.

(n.d.).

1. Using flashcards or pictures. I found using flashcards very useful in recalling

previous lessons, for instance, in grammar and vocabulary I would ask my students

to recall, identify, recognize, define, memorize, tenses of verbs, and parts of speech. I

discovered that using flashcards as a backup tool in the event that an interactive board

is not available was a very effective way to retrieve information from both my

primary and secondary education classes.

2. Using quick knowledge quizzes in different formats. In my English lessons, I

discovered that using quick quizzes is the easiest method to practice retrieval skills,

for example, in my reading lesson, I would ask my students to recall, name, or

identify the characters or setting of the previous story using a paper and pen, mini-

whiteboard, or integrating interactive online applications such as Kahoot, Bamboozel,

Nearpod, Wordwall, and so on. Students would interact more deeply and

meaningfully with the material being covered in class if active learning activities were

used. This would increase information retention and provide a stronger foundation for

newly learned concepts (Along, n.d.).

3. Using Total Physical Response (TPR). The Total Physical Response (TPR)

approach uses physical movement to respond to spoken input in order to teach

vocabulary or language concepts (TPR), n.d.). This approach is very effective in my

English primary classes because primary kids love to learn using body movements.

For instance, I would typically use TPR as my starter or closure activity in my English

lessons to help students remember vocabulary and grammar concepts.

The highest level of the cognitive domain according to Bloom’s Taxonomy is evaluation. It is

the ability to assess, verify, and even critique the material of a piece of content for a

particular goal. The following are some verbs that relate to this domain: judge, assess,

compare, evaluate, conclude, measure, deduce, argue, decide, choose, rate, select estimate,

validate, consider, appraise, value, criticize, and infer (Bloom’s Taxonomy, n.d.b).

On the other hand, according to Anderson and Krathwohl’s (2001). The highest level of

cognitive domain according to the revised taxonomy is creating. Creating is putting elements

together to form a coherent or functional whole; reorganizing elements into a new pattern or

structure through generating, planning, or producing. It requires to put parts together in a new

way, or synthesize parts into something new and different thus creating a new form or

product. This process is the most challenging mental function in the new taxonomy (Wilson,

n.d)).

Considering Bloom’s taxonomy, and Anderson and Krathwohl’s taxonomy highest order

thinking skill (evaluation and creating). I would incorporate the following methods in my

English lessons to align with these skills:

1. Grammar Manipulatives (Lauralee, n.d.). Students would construct sentences and

assess the use of various conjunctions, phrase placements, and verb usage while

holding language in their hands and adhering to various punctuation rules

2. Writing an essay. Having learned the different parts of speech, sentence structure,

punctuation rules, and agreement guidelines, students would write or create an essay

and use the writing rubrics to judge and critique their essay. By incorporating

grammar rules into writing, students would be able to create an essay, and by using

the rubric students would be able to apply their evaluating skill.

 3. Summarizing, making a meme character, and creating a mind map (Barber,

2016). In my reading class, I would usually ask my students to summarize, make a

meme character, or a story map after the reading lesson. This activity aims to foster

students' creative thinking and evaluating skills based on the information learned from

the given story. For example, students would write a summary by evaluating the

character's motives, the setting, or the ending of the story, or create a story map by

putting all the elements of the story character, setting, conflict, plot and theme, and

judge the best character in the story and make a meme about it through an image or a

video presentation.

In conclusion, drawing from my prior experience teaching ESL to elementary, middle,

and high school students, I can attest to the importance of incorporating various teaching

and assessment methods when it comes to grammar, vocabulary, and reading lessons.

Doing so will help students retain information, exhibit critical thinking, and improve their

assessment skills.

References

Along. (n.d.). How to engage students in active learning

Along. https://www.along.org/articles/how-to-engage-students-active-learning

Barber, S. (2016, November 11). 6 Techniques for building reading skills—in any subject.
Edutopia. https://www.edutopia.org/article/6-techniques-building-reading-skills-susan-barber

Bloom’sTaxonomy.(n.d.b).https://mason.gmu.edu/~ndabbagh/cehdclass/Resources/IDKB/
bloomstax.htm

Escreet, B. (n.d.). Retrieval Practice Ideas and Strategies. Twinkl.

https://www.twinkl.com.ph/blog/retrieval-practice-ideas-and-strategies

Lauralee. (n.d.). Mastering Teaching Grammar: Bloom’s Taxonomy approach.

Language Arts Classroom. https:// languageartsclassroom.com teaching- grammar-via-
blooms-taxonomy

Total Physical Response (TPR). (n.d.). the teacher toolkit.

https://www.theteachertoolkit.com/index.php/tool/total-physical-response-tpr

Wilson, O. L. (n.d). The three domains of learning: cognitive, affective and

psychomotor/kinesthetic. TheSecondprinciple. http://thesecondprinciple.com/wp-content/
uploads/2016/10/The-Three-domains-of-learning-10-2016.pdf

Wilson, O. L. (n.d). The three domains of learning: cognitive, affective and

psychomotor/kinesthetic. TheSecondprinciple. http://thesecondprinciple.com/wp-
content/uploads/2016/10/The-Three-domains-of-learning-10-2016.pdf
Krathwohl, D.R., Bloom,B.S. and Masia, B. B. (1964).Taxonomy of educational objectives,

Book II. Affective domain. New York, NY. David McKay Company, Inc

Taxonomies of the Cognitive Domain

Bloom’s Taxonomy 1956 Anderson and Krathwohl’s Taxonomy 2001

1. Knowledge: Remembering or retrieving
previously learned material.
Examples of verbs that relate to this
function are:
know identify relate list define recall
memorize repeat record name
recognize acquire
2. Comprehension: The ability to grasp or
construct meaning from material. Examples of
verbs that relate to this function are: restate
locate report recognize explain express identify
discuss describe discuss review infer illustrate
interpret draw represent differentiate conclude
3. Application: The ability to use learned
material, or to implement material in new and
concrete situations. Examples of verbs that
1. Remembering: Recognizing or recalling
knowledge from 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
 relate to this function are: apply relate develop
translate use operate organize employ
restructure interpret demonstrate illustrate
practice calculate show exhibit d
4. Analysis: The ability to break down or
distinguish the parts of material into its
components so that its organizational structure
may be better understood.Examples of verbs
that relate to this function are: analyze
compare probe inquire examine contrast
categorize differentiate contrast investigate
detect survey classify deduce experiment
scrutinize discover inspect dissect discriminate
separate
5. Synthesis: The ability to put parts together to
form a coherent or unique new whole.
Examples of verbs that relate to this function
are: compose produce design assemble create
prepare predict modify tell plan invent
formulate collect set up generalize document
combine relate propose develop arrange
construct organize originate derive write
propose
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 assess compare evaluate
conclude measure deduce argue decide choose
rate select estimate validate consider appraise
value criticize infer
material is used through 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 a necessary
part of the precursory behavior before one
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, or producing.
Creating requires users to put parts together in
a new way, or synthesize parts into something
new and different thus creating a new form or
product. This process is the most difficult
mental function in the new taxonomy

The Affective or Feeling Domain: Like cognitive objectives, affective objectives can also be divided
into a hierarchy (according to Krathwohl). This area is concerned with feelings or emotions. Again,
the taxonomy is arranged from simpler feelings to those that are more complex. This domain was
first described in 1964 and as noted before is attributed to David Krathwohl as the primary author.

1. Receiving This refers to the learner's sensitivity to the existence of stimuli - awareness,
willingness to receive, or selected attention. feel sense capture experience pursue attend perceive

2. Responding This refers to the learners' active attention to stimuli and his/her motivation to learn -
acquiescence, willing responses, or feelings of satisfaction

conform allow cooperate contribute enjoy satisfy

3. Valuing This refers to the learner's beliefs and attitudes of worth - acceptance, preference,
or commitment. An acceptance, preference, or commitment to a value.

Believe seek justify respect search persuade

4. Organization This refers to the learner's internalization of values and beliefs involving (1) the
conceptualization of values; and (2) the organization of a value system. As values or beliefs
become internalized, the leaner organizes them according to priority.
Examine clarify systematize create integrate
5. Characterization - the Internalization of values This refers to the learner's highest of
internalization and relates to behavior that reflects (1) a generalized set of values; and (2) a
characterization or a philosophy about life. At this level the learner is capable of practicing
and acting on their values or beliefs. Internalize review conclude

Affective domain Psychomotor domain

Receiving Willingness to attend Imitation Repeating a simple action
to particular that has been demonstrated
experience
Responding Willingness to Manipulation Practice of an action that
participate actively in has been imitated but only
an experience learned partially
Valuing Perception of Precision Quick, smooth execution of
experience as an action that has been
worthwhile practiced
Organization Coordination of Articulation Execution of an action not
valued experiences only with precision, but also
into partially with modifications
coherent wholes appropriate to new
 circumstances
Characterization by a Coordination of Naturalization Incorporation of an action
value complex valued experiences into the motor repertoire,
and of organized sets along with experimentation
of experiences into a with new motor actions
single comprehensive
value hierarchy

Seifert, K., & Sutton, R. (2009). Educational Psychology - Second Edition. Open
Textbooks Library. https://open.umn.edu/opentextbooks/textbooks/153 Licensed under a
Creative Commons Attribution 3.0 License

 Complete the reading: pp 219-223. Seifert provides useful tables which examine
each of the domains and their respective levels of complexity by providing
classroom examples. These realistic examples should better illuminate how the
domains might manifest in your classroom.

Bloom’s Taxonomy. (n.d.). https: /web.njit.edu /~ronkowit/ presentations/pages/ bloom.htm

Evaluation is concerned with the ability to judge the value of material

(statement, novel, poem, research report) for a given purpose
Knowledge
Knowledge is defined as the remembering of previously learned material. This
may involve the recall of a wide range of material, from specific facts to
complete theories, but all that is required is the bringing to mind of the
appropriate information. Knowledge represents the lowest level of learning
outcomes in the cognitive domain. Examples of learning objectives at this level
are: know common terms, know specific facts, know methods and procedures,
know basic concepts, know principles.

Wilson, O. L. (2016). Anderson and Krathwohl Bloom’s Taxonomy Revised. Understanding

the New Version of Bloom’s Taxonomy.
https://quincycollege.edu/wp-content/uploads/Anderson-and-Krathwohl_Revised-Blooms-
Taxonomy.pdf
Bloom’s Taxonomy 1956

Knowledge: Remembering or retrieving previously learned material. Examples of verbs that relate
to this function are: know identify relate list define recall memorize repeat
record name recognize acquire

Anderson and Krathwohl’s Taxonomy 2001

Remembering: Recognizing or recalling knowled ge from memory. Remembering is when memory is

used to produce or retrieve definitions, facts, or lists, or to recite previously learned information

Drawing from your own content area or previous work experiences, focus on the (1)
lowest level and the (2) highest level of one domain taxonomy. Select either affective,
cognitive, or psychomotor; do not include all three. In your post, share with peers how
you implement both the lowest and highest levels of domain taxonomy in your classroom
or workplace for one part of a lesson or task.

For example, if you select the cognitive domain, how do you have students ‘recall’
information (low level) and how do you have students ‘evaluate’ information (high level)?

To inspire your post, think about what enrichment activities you include (or would
include) in your class, what formative strategies you use, and what products or
presentations you allow students to submit. These are only suggestions and you do not
need to necessarily address each of these considerations.

Bloom’s Taxonomy 1956

Knowledge: Remembering or retrieving previously learned material. Examples of verbs that relate
to this function are: know identify relate list define recall memorize repeat
record name recognize acquire