Lear

ning
and D
Taxo omains
nomi
es
Valenc
ia, M.T
 DO MA I NS
LEARN IN G

•Cognitive Knowledge 
•Affective Attitude 
•Psychomotor Skills 

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 XONO M IES
RNING TA
LEA

Learning taxonomies are commonly

utilized as a way of describing
different kinds of learning behaviors.

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 iv e D om a in
Co g n it

The cognitive domain aims
to develop the mental
skills and the acquisition of
knowledge of the
individual.

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 Bloom’s Old Taxonomy Bloom's Revised Taxonomy
(NEW)
•Knowledge (recall of •Remembering
information) •Understanding
•Comprehension (understanding •Applying
of meaning) •Analyzing
•Application (use of concept) •Evaluating
•Analysis (deconstruction of •Creating
concept)
•Synthesis (combination of
information to create meaning)
•Evaluation (judgment of
concept)
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6
 ive D o ma in
Af f ec t

The affective domain

involves our
feelings, emotions and
attitudes.

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Affective Domain

•Receiving (passively paying

attention)
•Responding (actively learning
and reacting)
•Valuing (attaching worth to
information)
•Organizing (arranging and
elaborating on information)
•Characterizing (valuing belief
that influences behavior)

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 to r D o ma i n
Psych o mo

The psychomotor domain

is comprised of utilizing
motor skills and
coordinating them.

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Psychomotor Domain

•Perception (sensory guiding of motor

activity)
•Set (feeling ready to act)
•Guided Response (beginning to learn
complex skills)
•Mechanism (developing basic
proficiency)
•Complex Overt Response (performing
with advanced skill)
•Adaptation (modifying movement to
meet special circumstances)
•Origination (creating situation-specific 10
movements)
 ax o no m y
SOLO T

SOLO, which stands for the Structure of

the Observed Learning Outcome, is a means of
classifying learning outcomes in terms of their
complexity, enabling us to assess students’ work in terms
of its quality not of how many bits of this and of that they
have got right.

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1.Pre- Structural: at this level the
learner is missing the point.
2.Uni- Structural: a response based
on a single point.
3.Multi- Structural: a response with
multiple unrelated points.
4.Relational: points presented in a
logically related answer.
5.Extended abstract: demonstrating
an abstract and deep understanding
through unexpected extension.

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ADD A FOOTER 13
 o’s N ew
Marzan
Tax onom y

Developed to respond to the shortcomings of

the widely used Bloom’s Taxonomy and the
current environment of standards-based
instruction, Marzano’s model of thinking
skills incorporates a wider range of factors
that affect how students think and provides
a more research-based theory to help
teachers improve their students’ thinking.

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The Three Systems and Knowledge

Self-System
Beliefs About the Importance of Beliefs about Efficacy  Emotions Associated with
Knowledge  Knowledge
Metacognitive System
Specifying Learning Goals Monitoring the Execution Monitoring Clarity  Monitoring Accuracy
of Knowledge 

Cognitive System
Knowledge Retrieval  Comprehension Analysis Knowledge Utilization
Recall Synthesis Matching Decision Making
Execution Representation Classifying Problem Solving
Error Analysis Experimental Inquiry
Generalizing Investigation
Specifying

Knowledge Domain
Information   Mental Procedures Physical Procedures 15
Knowledge Domain

Knowledge Domain
Information   Mental Procedures Physical Procedures

consists of organizing can range from The degree to

ideas, such as complex processes, which physical
principles, such as writing a term procedures
generalizations, and paper to simpler tasks figure into
details, such as such as tactics, learning varies
vocabulary terms and algorithms, and single greatly by
facts. rules. subject area.
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Cognitive System
Cognitive System
Knowledge Retrieval  Comprehension Analysis Knowledge Utilization
Recall Synthesis Matching Decision Making
Execution Representation Classifying Problem Solving
Error Analysis Experimental Inquiry
Generalizing Investigation
Specifying

Retrieval involves requires identifying Analysis are The processes of using

recalling what is important matching, knowledge are especially
information from to remember and classifying, important components of
permanent placing that thinking for project-
error analysis,
memory. information into based learning since they
generalizing,
include processes used
appropriate and specifying.
by people when they 17
categories.
want to accomplish a
specific task.
Metacognitive System

Metacognitive System
Specifying Learning Monitoring the Execution Monitoring Clarity  Monitoring Accuracy
Goals of Knowledge 

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Self-System
Self-System
Beliefs About the Importance of Beliefs about Efficacy  Emotions Associated with
Knowledge  Knowledge

Effective learners use

determine refers to people’s their metacognitive
how important beliefs about their skills to help them
ability to deal with negative
the task is to accomplish a task emotional responses
his/her. successfully. and take advantage of
positive responses.
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