(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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