DOMAINS OF LEARNING
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Affective Domain1 The way that we deal with things emotionally (feelings, values, appreciation, enthusiasm, motivation, attitudes)
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Category |
Keywords Tools/Strategies |
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Receive: Willingness to hear. |
ask, choose, describe, follow, give, hold, identify, locate, name, point to, select, reply, use |
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Respond: Takes and active role in learning.
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answer, assist, aid, comply, conform, discuss, greet, help, label, perform, practice, present, read, recite, report, select, tell, write |
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Value: The worth that a person places on something based on an internalized set of values, morals, beliefs.
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complete, demonstrate, differentiate, explain, follow, form, initiate, invite, join, justify, propose, read, report, select, share, study, work |
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Organize: Seeks to resolve values conflicts by prioritizing, contrasting, and adjusting.
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adhere, alter, arrange, combine, compare, complete, defend, explain, formulate, generalize, identify, integrate, modify, order, organize, relate, synthesize |
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Internalize: Predictable, consistent, pervasive value system that is characteristic of the learner. (Actions speak louder than words)
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act, discriminate, display, influence, listen deeply, modify, perform, practice, propose, qualify, question, revise, serve, solve, verify |
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Bloom's Taxonomy (Revised)2 (Factual, Procedural, Conceptual Knowledge) The way that we process things intellectually (recall/recognition of facts, procedural patterns and concepts)
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Category |
Keywords |
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Remember: This level of thinking requires a student to recall or recognize information, concepts, and ideas in the approximate form in which they were learned.
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identify, list, match, memorize, name, recognize, recall, remember, spell, state, tell |
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Understand:
This level of thinking requires a student to understand and interpret prior learning.
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convert, describe, exemplify, explain, interpret, paraphrase, put in order, restate, retell in your own words, rewrite, sequence summarize, trace, translate |
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Apply:
This level of thinking requires a student to transfer selected information to a life problem or a new task with a minimum of direction. |
apply, compute, conclude, construct, demonstrate, determine, draw, find out give an example, illustrate, implement, make, operate, show, solve, state a rule, state a principle, use |
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Analyze: This level of thinking requires a student to transfer selected information to a life problem or a new task with a minimum of direction.
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analyze, categorize, classify, compare, contrast, debate, deduct, determine the factors/attributes, diagnose, diagram, differentiate, dissect, distinguish, examine, infer, organize specify |
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Evaluate: This level of thinking requires a student to appraise, assess, or criticize on the basis of specific standards and criteria.
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appraise, check choose, compare, conclude, critique, decide, defend, evaluate, give your reasoned- opinion, judge, justify, prioritize, rank, rate, select |
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Create: This level of thinking requires a student to originate, combine, and integrate parts of prior knowledge into a new product, plan or proposal.
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change, combine, compose, construct, create, design, find an unusual
way, formulate, generate, invent, originate, plan, predict, pretend,
produce, rearrange, reconstruct, reorganize, revise, suggest, suppose,
visualize, write
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Psychomotor Domain3 |
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Category |
Keyword |
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Imitation
early stages in learning a complex skill, overtly, after the individual has indicated a readiness to take a particular type of action. Imitation includes repeating an act that has been demonstrated or explained, and it includes trial and error until an appropriate response is achieved |
begin, assemble, attempt, carry out, copy, calibrate, construct, dissect, duplicate, follow, mimic, move, practice, proceed, repeat, reproduce, respond, organize, sketch, start, try, volunteer |
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Manipulation
individual continues to practice a particular skill or sequence until it becomes habitual and the action can be performed with some confidence and proficiency. The response is more complex than at the previous level, but the learner still isn't "sure of him/herself." |
(same as imitation) + acquire, assemble, complete, conduct, do, execute, improve, maintain, make, manipulate, operate, pace, perform, produce, progress, use |
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Precision
skill has been attained. Proficiency is indicated by a quick, smooth, accurate performance, requiring a minimum of energy. The overt response is complex and performed without hesitation. |
(same as imitation and manipulation) + achieve, accomplish, advance, automatize, exceed, excel, master, reach, refine, succeed, surpass, transcend |
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Articulation involved an even higher level of precision. The skills are so well developed that the individual can modify movement patterns to fit special requirements or to meet a problem situation. |
adapt, alter, change, excel, rearrange, reorganize, revise, surpass, transcend |
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Naturalization
response is automatic. The individual begins to experiment, creating new motor acts or ways of manipulating materials out of understandings, abilities, and skills developed. One acts "without thinking." |
arrange, combine, compose, construct, create, design, refine, originate, transcend |
1. Affective domain categories and key words adapted from : Learning Domains or Bloom's Taxonomy. http://www.nwlink.com/%7Edonclark/hrd/bloom.html#three
2. Bloom's Revised Taxonomy: BLOOM CREATED A LEARNING TAXONOMY IN 1956, and since that time we have learned more about the way that children learn. Teachers have also revised the way that they plan and implement instruction in the classroom. To keep the importance of Bloom's work relative to today's theories, Anderson and Krathwohl (2001) revised Bloom's original taxonomy by combining both the cognitive process, and knowledge dimensions. (http://coe.sdsu.edu/eet/Articles/bloomrev/index.htm)
3. Psychomotor domain categories and key words taken directly from: The University of Mississippi School of Education. Bloom's Taxonomy: Psychomotor Domain. http://www.olemiss.edu/depts/educ_school2/docs/stai_manual/manual10.htm
Bloom's Psychomotor Domain is a useful model for discussing the learning stages that a student will undergo on their journey toward mastering a skill.