Domains of learning

Educational psychologists have developed several additional levels. These classifications

consider what is to be learned. Is it knowledge only, a change in attitude, a physical skill, or a
combination of knowledge and skill? One of the more useful categorizations of learning
objectives includes three domains: cognitive domain (knowledge), affective domain
(attitudes, beliefs, and values), and psychomotor domain (physical skills). Each of the
domains has a hierarchy of educational objectives.

The listing of the hierarchy of objectives is often called a taxonomy. A taxonomy of

educational objectives is a systematic classification scheme for sorting learning outcomes
into the three broad categories (cognitive, affective, and psychomotor).

Since the work was produced by higher education, the words tend to be a little bigger than we
normally use. Domains can be thought of as categories. Trainers often refer to these three
categories as KSA (Knowledge, Skills, and Attitude). This taxonomy of learning behaviors
can be thought of as the goals of the learning process. That is, after a learning episode, the
learner should have acquired new skills, knowledge, and/or attitudes.

This compilation divides the three domains into subdivisions, starting from the simplest
behavior to the most complex. The divisions outlined are not absolutes and there are other
systems or hierarchies that have been devised in the educational and training world. However,
Bloom's taxonomy is easily understood and is probably the most widely applied one in use
today.

Cognitive Domain

The cognitive domain (Bloom, 1956) involves knowledge and the development of intellectual
skills. This includes the recall or recognition of specific facts, procedural patterns, and
concepts that serve in the development of intellectual abilities and skills. There are six major
categories, which are listed in order below, starting from the simplest behavior to the most
complex. The categories can be thought of as degrees of difficulties. That is, the first ones
must normally be mastered before the next ones can take place.

Category

Example and Key Words (verbs)

Examples: Recite a policy. Quote prices from

Knowledge: Recall data or

information.

memory to a customer. Knows the safety

rules.

Key Words: defines, describes, identifies,

knows, labels, lists, matches, names, outlines,
recalls, recognizes, reproduces, selects, states.
Examples: Rewrites the principles of test
writing. Explain in one's own words the steps
Comprehension: Understand the
meaning, translation, interpolation,
and interpretation of instructions and
problems. State a problem in one's
own words.

for performing a complex task. Translates an

equation into a computer spreadsheet.

Key Words: comprehends, converts, defends,

distinguishes, estimates, explains, extends,
generalizes, gives an example, infers,
interprets, paraphrases, predicts, rewrites,
summarizes, translates.
Examples: Use a manual to calculate an
employee's vacation time. Apply laws of

Application: Use a concept in a new

situation or unprompted use of an
abstraction. Applies what was
learned in the classroom into novel
situations in the work place.

statistics to evaluate the reliability of a written

test.

Key Words: applies, changes, computes,

constructs, demonstrates, discovers,
manipulates, modifies, operates, predicts,
prepares, produces, relates, shows, solves,
uses.

Analysis: Separates material or

Examples: Troubleshoot a piece of equipment

concepts into component parts so that

by using logical deduction. Recognize logical

its organizational structure may be

fallacies in reasoning. Gathers information

understood. Distinguishes between

from a department and selects the required

facts and inferences.

tasks for training.

Key Words: analyzes, breaks down,

compares, contrasts, diagrams, deconstructs,
differentiates, discriminates, distinguishes,
identifies, illustrates, infers, outlines, relates,
selects, separates.
Examples: Write a company operations or
process manual. Design a machine to perform
a specific task. Integrates training from
Synthesis: Builds a structure or
pattern from diverse elements. Put

several sources to solve a problem. Revises

and process to improve the outcome.

parts together to form a whole, with

emphasis on creating a new meaning
or structure.

Key Words: categorizes, combines, compiles,

composes, creates, devises, designs, explains,
generates, modifies, organizes, plans,
rearranges, reconstructs, relates, reorganizes,
revises, rewrites, summarizes, tells, writes.
Examples: Select the most effective solution.

Evaluation: Make judgments about

the value of ideas or materials.

Hire the most qualified candidate. Explain and

justify a new budget.

Key Words: appraises, compares, concludes,

contrasts, criticizes, critiques, defends,
describes, discriminates, evaluates, explains,
interprets, justifies, relates, summarizes,
supports.

Blooms Revised Taxonomy

Lorin Anderson, a former student of Bloom, revisited the cognitive domain in the learning
taxonomy in the mid-nineties and made some changes, with perhaps the two most prominent
ones being,

1) changing the names in the six categories from noun to verb forms, and

2) slightly rearranging them (Pohl, 2000).

This new taxonomy reflects a more active form of thinking and is perhaps more accurate:

Category

Example and Key Words (verbs)

Examples: Recite a policy. Quote prices
from memory to a customer. Knows the
safety rules.

Remembering: Recall previous

learned information.

Key Words: defines, describes, identifies,

knows, labels, lists, matches, names,
outlines, recalls, recognizes, reproduces,
selects, states.
Examples: Rewrites the principles of test
writing. Explain in one's own words the
steps for performing a complex task.

Understanding: Comprehending the

meaning, translation, interpolation,

Translates an equation into a computer

spreadsheet.

and interpretation of instructions and

problems. State a problem in one's
own words.

Key Words: comprehends, converts,

defends, distinguishes, estimates, explains,
extends, generalizes, gives an example,
infers, interprets, paraphrases, predicts,
rewrites, summarizes, translates.

Applying: Use a concept in a new

Examples: Use a manual to calculate an
situation or unprompted use of an
employee's vacation time. Apply laws of
abstraction. Applies what was learned
statistics to evaluate the reliability of a
in the classroom into novel situations

in the work place.

written test.

Key Words: applies, changes, computes,

constructs, demonstrates, discovers,
manipulates, modifies, operates, predicts,
prepares, produces, relates, shows, solves,
uses.
Examples: Troubleshoot a piece of
equipment by using logical deduction.
Recognize logical fallacies in reasoning.
Analyzing: Separates material or
concepts into component parts so that

Gathers information from a department and

selects the required tasks for training.

its organizational structure may be

understood. Distinguishes between
facts and inferences.

Key Words: analyzes, breaks down,

compares, contrasts, diagrams, deconstructs,
differentiates, discriminates, distinguishes,
identifies, illustrates, infers, outlines, relates,
selects, separates.
Examples: Select the most effective
solution. Hire the most qualified candidate.

Evaluating: Make judgments about

the value of ideas or materials.

Explain and justify a new budget.

Key Words: appraises, compares,

concludes, contrasts, criticizes, critiques,
defends, describes, discriminates, evaluates,

explains, interprets, justifies, relates,

summarizes, supports.
Examples: Write a company operations or
process manual. Design a machine to
perform a specific task. Integrates training
Creating: Builds a structure or pattern
from diverse elements. Put parts
together to form a whole, with
emphasis on creating a new meaning
or structure.

from several sources to solve a problem.

Revises and process to improve the outcome.

Key Words: categorizes, combines,

compiles, composes, creates, devises,
designs, explains, generates, modifies,
organizes, plans, rearranges, reconstructs,
relates, reorganizes, revises, rewrites,
summarizes, tells, writes.

Affective Domain

The affective domain (Krathwohl, Bloom, Masia, 1973) includes the manner in which we deal
with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and
attitudes. The five major categories are listed from the simplest behavior to the most complex:

Category

Example and Key Words (verbs)

Examples: Listen to others with respect.
Listen for and remember the name of

Receiving Phenomena: Awareness,

newly introduced people.

willingness to hear, selected attention.

Key Words: asks, chooses, describes,
follows, gives, holds, identifies, locates,

names, points to, selects, sits, erects,

replies, uses.
Examples: Participates in class
discussions. Gives a presentation.
Responding to Phenomena: Active
participation on the part of the learners.
Attends and reacts to a particular

Questions new ideals, concepts, models,

etc. in order to fully understand them.
Know the safety rules and practices them.

phenomenon. Learning outcomes may

emphasize compliance in responding,
willingness to respond, or satisfaction in
responding (motivation).

Key Words: answers, assists, aids,

complies, conforms, discusses, greets,
helps, labels, performs, practices,
presents, reads, recites, reports, selects,
tells, writes.
Examples: Demonstrates belief in the

Valuing: The worth or value a person

attaches to a particular object,
phenomenon, or behavior. This ranges
from simple acceptance to the more
complex state of commitment. Valuing is
based on the internalization of a set of
specified values, while clues to these

democratic process. Is sensitive towards

individual and cultural differences (value
diversity). Shows the ability to solve
problems. Proposes a plan to social
improvement and follows through with
commitment. Informs management on
matters that one feels strongly about.

values are expressed in the learner's overt

behavior and are often identifiable.

Key Words: completes, demonstrates,

differentiates, explains, follows, forms,

initiates, invites, joins, justifies, proposes,

reads, reports, selects, shares, studies,
works.
Examples: Recognizes the need for
balance between freedom and responsible
behavior. Accepts responsibility for one's
behavior. Explains the role of systematic
planning in solving problems. Accepts
Organization: Organizes values into
priorities by contrasting different values,
resolving conflicts between them, and
creating an unique value system. The
emphasis is on comparing, relating, and

professional ethical standards. Creates a

life plan in harmony with abilities,
interests, and beliefs. Prioritizes time
effectively to meet the needs of the
organization, family, and self.

synthesizing values.
Key Words: adheres, alters, arranges,
combines, compares, completes, defends,
explains, formulates, generalizes,
identifies, integrates, modifies, orders,
organizes, prepares, relates, synthesizes.
Internalizing values (characterization):

Examples: Shows self-reliance when

Has a value system that controls their

working independently. Cooperates in

behavior. The behavior is pervasive,

group activities (displays teamwork).

consistent, predictable, and most

Uses an objective approach in problem

importantly, characteristic of the learner.

solving. Displays a professional

Instructional objectives are concerned with

commitment to ethical practice on a daily

the student's general patterns of adjustment

basis. Revises judgments and changes

(personal, social, emotional).

behavior in light of new evidence. Values

people for what they are, not how they
look.

Key Words: acts, discriminates, displays,

influences, listens, modifies, performs,
practices, proposes, qualifies, questions,
revises, serves, solves, verifies.

Psychomotor Domain

The psychomotor domain (Simpson, 1972) 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. The seven major
categories are listed from the simplest behavior to the most complex:

Category

Example and Key Words (verbs)

Examples: Detects non-verbal

Perception: The ability to use sensory

communication cues. Estimate where a ball
cues to guide motor activity. This ranges
will land after it is thrown and then moving
from sensory stimulation, through cue
to the correct location to catch the ball.
selection, to translation.
Adjusts heat of stove to correct temperature

by smell and taste of food. Adjusts the

height of the forks on a forklift by
comparing where the forks are in relation
to the pallet.

Key Words: chooses, describes, detects,

differentiates, distinguishes, identifies,
isolates, relates, selects.
Examples: Knows and acts upon a
sequence of steps in a manufacturing
process. Recognize one's abilities and
limitations. Shows desire to learn a new
Set: Readiness to act. It includes mental,
physical, and emotional sets. These three

process (motivation). NOTE: This

subdivision of Psychomotor is closely

sets are dispositions that predetermine a

related with the Responding to

person's response to different situations

phenomena subdivision of the Affective

(sometimes called mindsets).

domain.

Key Words: begins, displays, explains,

moves, proceeds, reacts, shows, states,
volunteers.
Guided Response: The early stages in

Examples: Performs a mathematical

learning a complex skill that includes

equation as demonstrated. Follows

imitation and trial and error. Adequacy of

instructions to build a model. Responds

performance is achieved by practicing.

hand-signals of instructor while learning to

operate a forklift.

Key Words: copies, traces, follows, react,

reproduce, responds
Examples: Use a personal computer.
Mechanism: This is the intermediate stage

Repair a leaking faucet. Drive a car.

in learning a complex skill. Learned

responses have become habitual and the
movements can be performed with some
confidence and proficiency.

Key Words: assembles, calibrates,

constructs, dismantles, displays, fastens,
fixes, grinds, heats, manipulates, measures,
mends, mixes, organizes, sketches.

Complex Overt Response: The skillful

Examples: Maneuvers a car into a tight

performance of motor acts that involve

parallel parking spot. Operates a computer

complex movement patterns. Proficiency

quickly and accurately. Displays

is indicated by a quick, accurate, and

competence while playing the piano.

highly coordinated performance, requiring

Key Words: assembles, builds, calibrates,
a minimum of energy. This category
constructs, dismantles, displays, fastens,
includes performing without hesitation,
fixes, grinds, heats, manipulates, measures,
and automatic performance. For example,
mends, mixes, organizes, sketches.
players are often utter sounds of
satisfaction or expletives as soon as they

NOTE: The Key Words are the same as

hit a tennis ball or throw a football,

Mechanism, but will have adverbs or

because they can tell by the feel of the act

adjectives that indicate that the

what the result will produce.

performance is quicker, better, more

accurate, etc.
Examples: Responds effectively to
unexpected experiences. Modifies
instruction to meet the needs of the

Adaptation: Skills are well developed and

the individual can modify movement
patterns to fit special requirements.

learners. Perform a task with a machine

that it was not originally intended to do
(machine is not damaged and there is no
danger in performing the new task).

Key Words: adapts, alters, changes,

rearranges, reorganizes, revises, varies.
Examples: Constructs a new theory.
Origination: Creating new movement
patterns to fit a particular situation or
specific problem. Learning outcomes
emphasize creativity based upon highly
developed skills.

Develops a new and comprehensive

training programming. Creates a new
gymnastic routine.

Key Words: arranges, builds, combines,

composes, constructs, creates, designs,
initiate, makes, originates.

3.0 Factors that Influence Learning

Readiness
Readiness is important in learning. Learning will not happen smoothly without any readiness.
Individuals learn best when they are ready to learn and they will not learn well if they see no
reason for learning. Getting children ready to learn is usually the instructors responsibility.
Example, students will learn well when materials and methods of instruction is prepare well.
Children are more ready to learning when the material and methods of instruction is prepared
well. Readiness begins before the child even enters school. The parents should provide books,
drawing, reading, and writing materials at home. The children should have knowledge about
books, pictures, and rudiments of writing. From childhood through school, children should be
exposed to skills both for their immediate usefulness and for their preparation for new
learning.
Gender
Girls will quickly learn a thing compared to boys. This is because girls are maturing faster
than boys. Therefore, the girls will quickly learn a thing compared to boys. This is because the
girls brains mature faster than boys. Theres a large spectrum within the category of boys and
girls. Strengthening of what is commonly seen by parents and teachers in primary school
classrooms, including the brain girls mature faster than boys. It cause girls quickly learn
and understand what is being taught by the teacher. Children boys more room while girls are
more likely to social. Boys also tend to manage social power through domination or pursuant
to an order. But this only occurred during the time children only. After they have been a
teenager, learning depends on the individual. Hardworking individuals who will learn with
more and lazy people will learn something with a little.

Motivation
Motivation can be described as behavior that illustrates interest, enthusiasm, appreciation or
dedication. Motivation is something that energizes, directs, and sustains behavior; it gets
students moving, points them in a particular direction, and keeps them going. We often see
students motivation reflected in personal investment and in cognitive, emotional, and
behavioral engagement in school activities. Virtually all students are motivated in one way or
another.
One student maybe keenly interested in classroom subject matter and seek out
challenging course work, participate actively in class discussions, and earn high marks on
assigned projects. Another student maybe more concerned with the social side of school,
interacting with classmates frequently, attending extracurricular activities almost every day,
and perhaps running for a student government office. Still another maybe focused on athletics,
excelling in physical education classes, playing or watching sports most afternoons and
weekends, and faithfully following a physical fitness regimen. Yet another student perhaps
because of an undetected learning disability, a shy temperament, or a seemingly
uncoordinated body maybe motivated to avoid academics, social situations, or athletic
activities.
Motivation can be divided into two: internal motivation and external motivation.
Internal motivation is students feel the important of education for them and students know
their responsibilities for learning. External motivation for learning the school environment
encourages student learning, support from teachers and family, changes to the student
motivated to cause problems for other students' learning motivation.

Socio-economic Factors
Students come from various backgrounds. Some are poor while others come from affluent
household. They may come from strong family structures in which the parents are
professionals or are highly educated, while others students may come from a single parent
household and/or have parents with limited educational background.
Students from affluent neighborhood will most likely have more educational support
and resources to help them through school. Often, these neighborhoods have more tutoring
companies, afterschool activities, and education stores than the working class or poor
neighborhoods.
Furthermore, an affluent neighborhood will be filled with highly educated people. In
many respects, students in these neighborhoods are expected to continue their education at
college or university level. In struggling, impoverished neighborhoods, education may be seen
more as a way to get a job after high school. In some cases, the idea of getting an education is
secondary. Economically surviving is more important.

Family Background
The affluent parent will have access to educational resources for his/her child. Also, the
parent in from this sector of society will most likely educate his/her child directly or indirectly.
It is more likely that these parents will have higher regards for education, set educational
goals for the child and/or be models.
Moreover, it is more likely a child with doctors as parents will end up pursuing higher
education and possibly medical school, than the child whose parents education stopped at a

high school diploma. This is not to say that a childs education is predetermined by the
parents education; however, it is merely one factor that can affect the students desire to learn.

Safety
Safety, or the sense of feeling safe, can affect student learning. Having taught at a school that
was once plagued by riots, student fights, and gang problems, this writer had seen what
happened when student safety has been compromised. While some students sought refuge in
teachers classes during lunch or when these incidents occur, others simply stopped coming to
school.
If students feel safe, they will not have to worry about conflicts on campus. If they are
the target of bullying, afraid of being caught up in an upheaval such as school-wide fights or
riots, then they will be more worried about these problems rather than whats being taught in
English or Math class.

Physical Condition and Mental Health

Students will have difficulty learning if they are instead focused on a lack of physical or
emotional well-being. If your students do not get enough sleep, for instance, then they may
fall asleep in class or at least have trouble focusing on the lesson on hand. The same goes if
they are dealing with learning disabilities or a condition such as attention deficit disorder. It
is important to address all physical and mental concerns in order to keep them in good shape
for learning.

It is very important to create the right atmosphere for students to learn. The classrooms should
be safe and neat, and the teacher should have control of discipline with clear rules and
consistent enforcement.

Bibliography
Internet
1. http://www.dynamicflight.com/avcfibook/learning_process/
2. http://www.nwlink.com/~donclark/hrd/bloom.html
3. http://www.helium.com/items/1927988-factors-that-affect-student-learning
4. http://www.helium.com/items/1927632-factors-that-affect-student-learning