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The Three Types of Learning

The document discusses three types of learning: cognitive, affective, and psychomotor. It describes these domains and provides examples. Specifically: - Cognitive refers to mental skills like knowledge, comprehension, and application. It includes recall, understanding concepts, and problem-solving. - Affective refers to growth in feelings and attitudes. It involves how people deal with things emotionally, like their motivations and values. - Psychomotor refers to physical skills and coordination. It involves abilities like physical movement and motor skills. The domains are organized into hierarchical categories of increasing complexity, from remembering to creating for cognitive, and observing to adapting for affective. Later theorists like Kendall and Manzano

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Regine Quijano
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62 views5 pages

The Three Types of Learning

The document discusses three types of learning: cognitive, affective, and psychomotor. It describes these domains and provides examples. Specifically: - Cognitive refers to mental skills like knowledge, comprehension, and application. It includes recall, understanding concepts, and problem-solving. - Affective refers to growth in feelings and attitudes. It involves how people deal with things emotionally, like their motivations and values. - Psychomotor refers to physical skills and coordination. It involves abilities like physical movement and motor skills. The domains are organized into hierarchical categories of increasing complexity, from remembering to creating for cognitive, and observing to adapting for affective. Later theorists like Kendall and Manzano

Uploaded by

Regine Quijano
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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The Three Types of Learning

Believing that there were more than one (1) type of learning, Benjamin Bloom and a committee of colleagues in 1956,
identified three domains of educational activities; cognitive, referring to mental skills; affective referring to growth in
feeling or emotion; and psychomotor, referring to manual or physical skills. These terms were regarded as too technical
by practicing teachers and so the domains were translated to simpler terms commonly used by teachers; knowledge,
skills, and attitudes (KSA).

Knowledge
Knowledge is the condition of being aware of something. It is the cognitive processing of
information. It includes the recall, recognition, understanding, application, and evaluation of facts,
patterns, and concepts.
Knowledge can be measured with written or oral exams where a person documents or explains.
what they know.
Knowledge of the facts and concepts form the foundation for the ability to apply the skills to
perform a task or to modify an attitude. A person would need to have a basic knowledge of the
subject before developing the skill or attitude. For example, a person would need to learn the
ingredients and steps involved in making cookies (knowledge) before they actually perform the task of making them
(skill).

Skills
- relate to the ability to physically perform an activity or task. It includes physical movement,
coordination, dexterity, and the application of knowledge.
Competency and proficiency in the execution of skills require training and practice. Skills are
measured in terms of speed, precision, and/or technique through observation or monitoring.
Attitudes
-is a way of thinking or feeling about someone or something. It includes the manner in
which a person may deal with things emotionally, and it is often reflected in a person's behavior.
A person's attitude can significantly affect feelings, values, appreciation, and motivations towards
something.
KSA Examples of pagsuLearning
Knowledge -the parts of an automobile
-the ingredients for making cookies
-the names of the world leaders
Skills >how to fix and automobile.
 How to make cookies
 How to send an email
Attitudes -to appreciate other people’s contributions.
-to be motivated to work hard
-to value good customer relations.
These domains are organized into categories or levels and arranged in hierarchical order from the simplest
behavior to the most complex behavior. To ensure that the learning outcomes are measurable, demonstrable and
verifiable, the outcomes should be stated as concrete and active verbs. In mid-nineties, a former student of Bloom, Lorin
Anderson, reviewed the cognitive domain objectives and effected some changes. The two most prominent of these are (a)
changing the names in the six subdivisions from noun to verb and (b) slightly re-arranging the order.

Domain 1: Cognitive Knowledge


Categories/Levels Outcomes Verbs Learning Outcomes Statement
Remembering: -define, describe, identify, Recite the multiplication tables; match the word with
recall of previously learned label, match, list, name, the parts of the picture of a sewing machine.
information outline, recall, recognize,
reproduce, select, state
Understanding: distinguish, estimate, explain, Explain in one’s own words the stages in the life cycle
comprehending the meaning, give example, interpret, of a butterfly; distinguish the different geometric
translation and interpretation paraphrase, and summarize. figures.
of instructions; state a
problem in one’s own word.
Applying: using what was apply, change, compute, Use a mathematical formula to solve an algebra
learned in the classroom into construct, demonstrate, problem; prepare daily menus for one week for a
similar new situations discover, modify, prepare, family of six.
produce, show, solve, use.

Analyzing: separating analyze, compare, contrast. Observe a classroom and list down the things to be
materials or concepts into diagram, differentiate, improved differentiate the parts of a tree
component parts to distinguish, illustrate, outline,
understand the whole. select.

Evaluating: judging the compare, conclude, criticize, Defend a research proposal; select the most effective
value of an idea, object, or critique, defend, evaluate, solution; critique a class demonstration
material relate, support, justify

Creating: building a categorize, combine, Compile personal records and documents into a
structure or pattern; putting compile, compose, devise, portfolio; write a syllabus for a school subject
parts together design, plan, organize, revise,
rearrange, generate, modify

Domain II: PSYCHOMOTOR (SKILLS)


In the early seventies, E Simpson, Dave and A.S. Harrow recommended categories for the Psychomotor Domain
which included physical coordination, movement and use of the motor skills body parts. The development of these
skills requires constant practice in accuracy and speed. Simpson contributed 7 categories, Dave 5 categories, and
Harrow 6 categories.
DOMAIN III : AFFECTIVE DOMAIN
The affective domain refers to the way in which we deal with situations emotionally such as feelings, appreciation,
enthusiasm, motivation, values, and attitude. The taxonomy is ordered into 5 levels as the person progresses towards
internalization in which the attitude or feeling consistently guides or controls a person’s behavior.
CATEGORIES/LEVELS OUTCOMES VERBS
OBSERVING Watch, detect, distinguish, differentiate, describe,
relate and select
IMITATING Begin, explain, move, display, proceed, react, show,
state, and volunteer.
PRACTICING Bend, calibrate, construct, differentiate, disseminate,
display, fasten, fix, grasp, grind, handle, measure,
mix, operate, and manipulate
ADAPTING Organize, relax, shorten, sketch, unite, re-arrange,
compose, create, design and originate.

Kendall’s and Manzano’s New Taxonomy


Kendall and Manzano instead of categorizing
learning activities which Bloom and Anderson did,
reframed the three domains of knowledge (information,
mental procedures and psychomotor procedures) by
describing six levels of processing knowledge.
The first four levels of processing are cognitive,
beginning with the lowest (retrieval) then moving
upward with increasing cognitive complexity –
comprehension, analysis, and knowledge utilization.
The fifth level of processing, the metacognitive
system, involves the learner’s specification of learning
goals, monitoring of the learner’s own learning process,
clarify and accuracy of the learner’s learning.

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