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(4a)

Cognitive domain is the most common used domain it deals with the intellectual side of learning, Affective domain in this domain it include objective relating to interest, attitude and value relating to learn the information. And psychomotor domain is the domain focused on motor skills and action that require physical coordination.

Developing and delivering lesson by a teacher are integral in teaching process. It is hence important for teachers to ensure that the three domains of learning which include cognitive ( thinking) Affective (emotion or feelings) and psychomotor ( physical or kinesthetic)  to be archived. It is imperative to understand that there are different methods must be adapted in the planning and delivery of lessons to ensure that such needs are addressed. The world of education has gradually adopted the strategy of “every child matters” and that structure requires that all learners with different needs are counted. The followings are the relationship between cognitive domain, and the Affective and psychomotor domain.

A holistic lesson developed by a teacher requires the inclusion of all the three domains in constructing learning tasks for students. The diversity in such learning tasks help creates a comparatively well – rounded learning experience that meets a number of learning styles and learning modalities. An increased level of diversity in the delivery of lessons help engage students as well as create more neural networks and pathways that helps with recollection of information and events.

 

Learning helps develop an individual’s attitude as well as encourage the acquisition of new skills. The cognitive domain aims to develop the mental skills and the acquisition of knowledge of the individual. The cognitive domain encompasses of six categories which include knowledge; comprehension; application; analysis; synthesis; and evaluation. Knowledge includes the ability of the learner to recall data or information. This is followed with comprehension which assesses the ability of the learner to understand the meaning of what is known. This is the case where a student is able to explain an existing theory in his or her own words (Anderson et al, 2011). This is followed by application which shows the ability of the student to use the abstract knowledge in a new situation. A typical case is when an Economics student is able to apply the theory of demand and supply to the changing market trend of clothing during a particular season. The analysis category aims to differentiate facts and opinions. The synthesis category shows the ability to integrate different elements or concepts in order to form a sound pattern or structure to help establish a new meaning. The category of evaluation shows the ability to come up with judgments about the importance of concepts. A typical scenario is when a manager is able to identify and implement the most cost effective methods of production in the bid to increase profits whilst sustaining a high level of competitive advantage.

 

The affective domain includes the feelings, emotions and attitudes of the individual. The categories of affective domain include receiving phenomena; responding to phenomena; valuing; organization; and characterization (Anderson et al, 2011). The sub domain of receiving phenomena creates the awareness of feelings and emotions as well as the ability to utilize selected attention. This can include listening attentively to lessons in class. The next sub domain of responding to phenomena involves active participation of the learner in class or during group discussion (Cannon and Feinstein, 2005). Valuing involves the ability to see the worth of something and express it. This includes the ability of a learner to share their views and ideas about various issues raised in class. The ability of the student to prioritize a value over another and create a unique value system is known as organization. This can be assessed with the need to value one’s academic work as against their social relationships. The sub domain of characterization explains the ability to internalize values and let them control the behavior of the individual. In view of this, a student considers the academic work highly important as it plays an important role in deciding the career path chosen rather than what may be available. psychomotor domain includes utilizing motor skills and the ability to coordinate them. The sub domains of psychomotor include perception; set; guided response; mechanism; complex overt response; adaptation; and origination. Perception involves the ability to apply sensory information to motor activity. For instance, a student practices a series of exercises in a text book with the aim of scoring higher marks during exams. Set, as a sub domain, involves the readiness to act upon a series of challenges to overcome them. In relation to guided responses, it includes the ability to imitate a displayed behavior or utilize a trial and error method to resolve a situation (Sousa, 2016). The sub domain of mechanism includes the ability to convert learned responses into habitual actions with proficiency and confidence. Students are able to solve exams questions after they have confidently been able to answer some past questions. Complex Overt responses explain the ability to skillfully perform complex patterns of actions. A typical instance has to do with the ability of a student to have an increased typing speed when using a computer. Adaptability is an integral part of the domain which exhibits the ability to modify learned skills to meet special events. An instance is when a student who has learnt various underlying theories is able to invent or make a working model using everyday materials. Origination also involves creating new movement patterns for a specific situation (Sincero, 2011)

 

(4b)

Affective domain or variable include positive and negative Affective, in positive Affective there is joy, and interest, pride, contentment and engagement and negative include hunger, the fear, enxienty, and sadness and depression. This is affective domain on student motivation, it can be expected that other factors, such as the teacher, student achievement, and student gender, may play a role in the level of motivation attributed to the affective domain. However, Bolinand Saarnio (2005) in their research study, Using Student Journals to Stimulate authentic Learning: Balancing Bloom’s Cognitive and Affective Domains, found that after controlling for the teacher, student achievement, and student gender, that “course expectations and affective journal outcomes were important correlates of student evaluations of Outcome outcomes. Their study consisted of 172 students at a state university participating in

Five sections of an introductory psychology class required to be taken by all students at the School, regardless of their chosen field of study or major. The journal writing assignments were Made up of a series of prompts for which students responded on course topics relative to personal Experiences. At the end of the term, students responded to a survey on their use of journals Throughout the course. The study ignored measurement error and relied on exploratory methods To determine the items on each scale. Also, other confounding variables, such as instructorGender, type of course, time of day, student learning style, and types of instruction were not

 the affective domain influence student learning because it significantly enhance, inhibit or even prevent student learning. The affective domain includes factors such as student motivation, attitudes, perceptions and values. Teachers can increase their effectiveness by considering the affective domain in planning courses, delivering lectures and activities, and assessing student learning.

Example in the classroom Affective factors may be as important for successiful language learning than ability to learn. Teachers can reduce negative factors and develop positive ones by doing activities to build a positive group dynamic by including student in deciding aspect of the course and choosing activities that are motivating for the age and interest of the learners.

Finally, Learning is an integral part of every individual’s life. It is very key to growth and development and hence requires the need for both students and teachers to be committed to the process. It is further necessary to ensure that the delivery of learning combines generally different facets which have been identified to be the domains of learning.

With the continually increasing need to ensure that students are taught with varying strategies and techniques, it is important for teachers to adopt a teaching strategy that combines various domains of learning to enable teaching and learning to be considered as effective.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

REFERENCE.

Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich,

 

.R., Raths, J., Wittrock, M.C. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Pearson, Allyn & Bacon

 

Cannon, H. M. and Feinstein, A. H (2005). Bloom Beyond Bloom: Using the Revised Taxonomy to Develop Experiential Learning Strategies, Developments in Business Simulation and Experiential Learning, Vol. 32, 2005

 

 Sincero, S. M (April 18, 2011). Domains of Learning. Accessed from https://explorable.com/domains-of-learning Date accessed 8th October 2018.

Sousa, D. A (2016). How the Brain Works. Crowin Press. 2016.

 

 

 

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