WEEK 5

The Three Types of

Learning
 Learning Outcomes
➢ Distinguish the 6 levels of knowledge under the
cognitive domain
➢ Discuss the psychomotor categories in the
psychomotor domain of objectives contributed by
Simpson, Dave and Harrow
➢ Discuss the 6 levels of learning objectives in the
affective domain arranged hierarchically
➢ Discuss Kendall’s and Manzano’s new taxonomy
 Three Types of Learning
Benjamin Blooms et al. (1956)

1. Cognitive -
referring to mental
skills
 Three Types of Learning
Benjamin Blooms et al. (1956)

2. Affective –
referring to growth
in feeling or
emotion
 Three Types of Learning
Benjamin Blooms et al. (1956)

3. Psychomotor
– referring to
manual or
physical skills.
 Three Types of Learning
Benjamin Blooms et al. (1956)

These terms were regarded as too

technical by practicing teachers and so the
domains were translated to simple terms
commonly used by teachers:
Knowledge, Skills and Attitudes (KSA)
Taxonomies of Cognitive Domain: Blooms,
Anderson’s and Krathwohl’
Bloom’s Taxonomy Anderson’s and Krathwohl’s
1956 Taxonomy 2001
Knowledge Remembering
Comprehension Understanding
Application Applying
Analysis Analyzing
Synthesis Evaluating
Evaluation Creating
Definition of Cognitive Domain
DOMAIN 1: Cognitive (Knowledge)
Categories / Levels Outcome Verbs Learning Outcome
Statement
1. Remembering: recall of Define, describe, identify, label, Recite the multiplication tables;
previously learned information match, name, outline, recall, Match the word with the parts of
recognize, reproduce, select, state the picture of a sewing machine
2. Understanding: comprehending Distinguish, estimate, explain, give Explain in one’s own words the
the meaning, translation and example, interpret, paraphrase, stages in the life cycle of butterfly;
interpretation of instructions; summarize distinguish among the different
state a problem in one’s own geometric figures.
word
3. Applying: using what was Apply, change, compute, Use a mathematical formula to
learned in the classroom in similar construct, demonstrate, discover, solve an algebra problem; Prepare
new situations modify, prepare, produce, show, daily menus for one week for a
solve, use family of six
DOMAIN 1: Cognitive (Knowledge)
Categories / Levels Outcome Verbs Learning Outcome
Statement
4. Analyzing: separating materials Analyze, compare, contrast, Observe a classroom and list
or concept into component parts diagram, differentiate, down the things to be improved;
to understand the whole distinguish, illustrate, outline, differentiate the parts of a tree
select
5. Evaluating: judging the value of Compare, conclude, criticize, Defend a research proposal;
an idea, object or material critique, defend, evaluate, relate, select the most effective
support, justify solution; critique a class
demonstration
6. Creating: building a structure Categorize, combine, compile, Compile personal records and
or pattern; putting parts together compose, devise, design, plan, documents into a portfolio; Write
organize, revise, rearrange, a syllabus for a school subject
generate, modify
Definition of Psychomotor Domain

The psychomotor domain includes physical

movement, coordination, and use of the
motor-skill areas. Development of these skills
requires practice and is measured in terms of
speed, precision, distance, procedures, or
techniques in execution.
DOMAIN 2: Psychomotor (Skills)
Categories / Levels Outcome Verbs Learning Outcome
Statement
1. Observing: active mental Watch, detect, distinguish, Detect non-verbal
attention to physical differentiate, describe, communication cues;
activity relate, select Watch a more experienced
person; Observe and read
directions
2. Imitating: attempt to Begin, explain, proceed, Show understanding and
copy a physical behavior react, show, state, do sequence of steps with
volunteer assistance; Recognize one’s
limitations
DOMAIN 2: Psychomotor (Skills)
Categories / Levels Outcome Verbs Learning Outcome
Statement
3. Practising: performing a Bend, calibrate, construct, Operate quickly and
specific activity repeatedly differentiate, dismantle, accurately; Display
display, fasten, fix, grasp, grind, competence while performing,
handle, measure, mix, operate, performance is moving
manipulate, mend towards becoming automatic
and smooth
4. Adapting: fine tuning the Organize, relax, shorten, Perform automatically.
skill and making minor sketch, write, re-arrange, Construct a new scheme/
adjustments to attain compose, create, design, sequence; apply skill in new
perfection originate situation; create a new routine,
develop a new program
Definition of Affective Domain

It refers to the way in which we deal

with situations emotionally such as
feelings, appreciation, enthusiasm,
motivation, values, and attitude.
DOMAIN 3: Affective (Attitude)
Categories / Levels Outcome Verbs Learning Outcomes
Statements
1. Receiving: being aware or Select, point to, sit, choose, Listen to others with respect,
sensitive to something and describe, follow, hold, try to remember profile and
being willing to listen or pay identify, name, reply facts
attention
2. Responding: showing Answer, assist, and comply, Participate in discussions, give
commitment to respond in conform, discuss, greet, help, expectation; know the rules
some measure to the idea or perform, practice, read, and practice them; question
phenomenon recite, report, tell, write concepts in order to
understand them well
DOMAIN 3: Affective (Attitude)
Categories / Levels Outcome Verbs Learning Outcomes
Statements
3. Valuing: showing Complete, demonstrate, Demonstrate belief in the
willingness to be perceived differentiate, explain, follow, concept or process; show
as valuing or favoring certain invite, join, justify, propose, ability to resolve
ideas report, share, study, perform
4. Organizing: arranging Arrange, combine, complete, Accept responsibility;
values into priorities, adhere, alter, defend, recognize the need for
creating a unique value explain, formulate, balance between freedom
system by comparing, integrate, organize, relate, and responsible behavior
relating and synthesizing synthesize
values
DOMAIN 3: Affective (Attitude)
Categories / Levels Outcome Verbs Learning Outcomes
Statements
5. Internalizing: practicing Act, display, influence, listen, Show self-reliance when
value system that controls discriminate, listen, modify, asking; cooperate in group
one’s behavior; exhibiting perform, revise, solve, verify activities; demonstrate
behavior that is consisted objectivity in problem
pervasive, predictable and solving; revise judgement in
characteristics of the person. light of new evidences; value
In some source, internalizing people for what they are
is equated to and not for how they look.
characterization.
Kendall and
Marzano’s New
Taxonomy
• Instead of categorizing
learning activities, they
reframed the three
domains of knowledge
(information, mental
procedures, and
psychomotor
procedures) by
describing six levels of
processing knowledge.
 Exercises: The following are examples of learning outcome; In the
second column, write the domain in which each outcome is classified
and in the third column the level / category to which the learning
outcome belongs

Learning Outcome Domain Level / Category

1. Formulate a procedure
to follow in preparing for
class demonstration
 CONCISE

HIGH TECH

INNOVATION

5 Questions a Day
Read the following LET-like questions carefully
and choose the best answer.

Use the following situation for numbers 1-5.

Teacher Tessa handles the English subject of

Grade 12- Sampaguita. As one of her class
requirements, she gave the following project:
Read the book The Scarlet Letter and write a
reflection paper about it.
Read the following LET-like questions carefully
and choose the best answer.

1. What domain of letter is being tested by

Teacher Tessa?
I. Cognitive Domain
II. Psychomotor Domain
III. Affective Domain
A. I and II C. I and III
B. II and III D. II only

Answer: C
A reflection paper tests the cognitive and
affective domains simultaneously.
 Read the following LET-like questions carefully
and choose the best answer.
2. Did Teacher Tessa conduct a proper assessment method?
A. No, there is no scoring rubric to guide the students on
their expected output.
B. No, a reflection paper is not an appropriate project for
high school students.
C. Yes, the instructions are clear and straightforward.
D. Yes, the test is enough to assess the learning of the
students.

Answer: A
A scoring rubric should always be given in
writing essays to serve as a guide for both
students and teachers.
 Read the following LET-like questions carefully
and choose the best answer.
3. How can Teacher Tessa improve the project?
A. None of the project and assessment method are already
appropriate and just.
B. The project should be different given that the class is still in high
school.
C. Teacher Tessa should provide a scoring rubric to set the
standard to be expected on the essays.
D. Teacher Tessa should read the book aloud in class instead and
entertain any questions the students the students may have
regarding it.
Answer: C
Teacher Tessa can improve the assessment
method by providing a scoring rubric for the
essay.
 Read the following LET-like questions carefully
and choose the best answer.
4. Suppose Teacher Tessa gave a question for the reflection paper,
which of the following would it be if she wants to test the analytical
skills of the class?
A. Summarize all the inferences you made from the book with
regards to the societal norms and stigma presented in the book.
B. Rewrite the plot in your own words using a feminist tone.
C. State examples that show the gender inequality tones in the
book.
D. Identify situations in our current society which are given the
same stigma and punishment as wearing a scarlet A in your clothes.

Answer: D The key word identify shows the use of

analytical skills in answering questions.
 Read the following LET-like questions carefully
and choose the best answer.

5. Which of the following should Teacher Tessa

use as a criterion in a scoring rubric for an essay?
A. Graphics
B. Coherence
C. Appeal
D. Effort

Answer: B
Among the choices, only coherence is an
element of an essay. Thus, it’s the only one
appropriate for an essay scoring rubric.
 Reference

Navarro, R. L., Santos, R. G., & Corpuz, B. G. (2019).

Assessment in Learning 1. Cubao, Quezon City, Metro
Manila, Philippines: Lorimar Publishing, Inc.