2. Objectives
At the end of the lesson, the students will be able to:
❑ Define taxonomy of objectives.
❑ Determine the three domains of learning.
❑ Discuss the three domains of learning and the individual involved in
the study.
❑ Create your own list of goals in accordance with the topic.
3. Taxonomy
•Taxonomy classifies information into a hierarchy of levels.
Domain taxonomies reveal that what educators want
students to accomplish (expressed by educational
objectives) can be arranged into level of complexity, and that
those levels are best fulfilled sequentially.
4. Taxonomy of Educational Objectives
•It is the classifications of the different objectives and skills that
educators set for their students.
•To motivate the educators to create a more holistic form of
education.
6. Cognitive Domain
•The cognitive domain of Bloom’s taxonomy of learning tries to cater
to Bloom’s taxonomy objectives such as critical thinking, problem-
solving and creating and enhancing a knowledge base. Bloom’s
original taxonomy was revised by his old students Lorin W.
Anderson and David R. Krathwohl in 2001. The different levels of the
cognitive domain are shown in the diagram
8. Affective Domain
•Skills in the affective domain describe the way people react
emotionally and their ability to feel other living things’ pain or joy.
Affective objectives typically target the awareness and growth in
attitudes, emotions, and feelings. There are five levels in the
affective domain moving through the lowest order processes to the
highest:
10. Receiving
•The lowest level; the student passively pays attention. Without this
level, no learning can occur. Receiving is about student memory
and recognition as well
• Attending the learning session
• Be aware of what knowledge is being imparted.
• Be willing to hear/ receive the knowledge that is being
imparted
• Be attentive to listen to whatever the knowledge being
imported.
11. Responding
•The student actively participates in the learning process, not only
attends to a stimulus; the student also reacts in some way
• Be willing
• React
• Be satisfied to respond ( be motivated to respond)
12. Valuing
•The student attaches a value to an object, phenomenon, or piece
of information. The student associates a value or some values to
the knowledge they acquired.
• Attach value to the phenomenon
• Strongly associated with the topic
• Demonstrate commitment to a certain value
13. Organization
•The student can put together different values, information and
ideas and accommodate them within his/her own schema:;
comparing, relating and elaborating on what he has been learned
• Prioritize different value, resolve conflicts.
• Emphasis prioritize to other people
14. Characterization by value set
•The student at this level tries to build abstract knowledge
• Completely internalize his/her values and behave in
accordance
• Be predictable in his/her behavior and in supporting these
values
• Let his/her value system control behavior.
15. Psychomotor Domain
•The psychomotor objective is specific to physical function, reflex
actions and body movements to interpret information and learn. It
implies that physical activity supports or is a vehicle for cognitive
growth and furthering knowledge or skills. The learner uses physical
action to achieve a cognitive or affective objective. It is further
divided into 5 levels, these are:
25. Benjamin Bloom
Benjamin Samuel Bloom (February 21, 1913 –
September 13, 1999) was a famous American
educational psychologist and one of the most
significant educators of the 20th century. His
involvement in the classification of educational
objectives (Bloom’s taxonomy) and the theory of
mastery learning has left an unforgettable trace in
education.
His work has influenced the educational
practices of teachers, pedagogues, and educators
all across the world. As an educator himself, Bloom
understood the power of research and of relevant
questions in finding answers.
26. David Krathwohl
Krathwohl was a co-author of Taxonomy of
Educational Objectives: Cognitive Domain, senior
author of Taxonomy of Educational Objectives:
Affective Domain, and co-editor of A Taxonomy for
Learning, Teaching, and Assessing: A Revision of
Bloom’s “Taxonomy of Educational Objectives.”
27. Lorin Anderson
Lorin Anderson, a former student of Bloom,
and David Krathwohl (2001) updated and revised the
Bloom’s Taxonomy reflecting relevance to 21st
century work for both students and teachers. The
revisions they made in the Bloom’s Taxonomy
appear fairly minor; however, they do have
significant impact on how people use the taxonomy.
28. Why use Taxonomy of
Objectives?
1.Objectives (learning goals) are important to establish in a
pedagogical interchange so that teachers and students alike
understand the purpose of that interchange.
2.Organizing objectives helps to clarify objectives for themselves and
for students.
3.Having an organized set of objectives help teachers to
- plan and deliver appropriate instruction;
- design valid assessment task and strategies; and
- ensure that instruction and assessment are aligned with
objectives.
