Almost all educational psychologists define learning as involving a change in behavior. This change in behavior occurs in one or more of the three domains first identified by Benjamin Bloom. Most units of instruction are (or should be) involved to some extent with all three of the domains of learning defined by Bloom: the cognitive domain (intellectual activity and knowledge), the psychomotor domain (physical activity and movement), and the affective domain (emotional activity and feelings).

Vocational instructors should be able to identify and use instructional methods that address student characteristics discussed relative to all three of the domains. discussed below. These concepts are basic to educational theory and professional educators are expected to be conversant with them and expected to be able to explain which domains the activities that they develop for their students fall into.


COGNITIVE DOMAIN

The cognitive domain postulated by Bloom focuses on intellectual processes. It involves knowledge of information, facts and concepts, and the ability to apply, analyze, synthesize and evaluate. Examples of intellectually based skills include reading instructions, solving mathematical problems and a variety of other tasks that involve recalling and processing information. Bloom has identified six levels of cognitive skill:

Level 1: Knowledge - name, list, repeat.
Level 2: Comprehension - identify, locate, describe.
Level 3: Application - translate, demonstrate, illustrate.
Level 4: Analysis - calculate, compare, contrast.
Level 5: Synthesis - design, organize, prepare.
Level 6: Evaluation - estimate, value, appraise.

PSYCHOMOTOR DOMAIN

The psychomotor domain postulated by Bloom focuses on physical movement. It represents muscle action, skill and dexterity. Examples of physically based skills include typing, object assembly and exercise routines. Skills in the psychomotor domain may range from very simple to very complex, but all psychomotor skills are based upon some type of physical activity. Most vocational instructors are familiar with the psychomotor domain because most of what they do involves students with actually doing something! Bloom has identified four levels of psychomotor skill:

Level 1: Observation - find, locate, sort.
Level 2: Imitation - measure, build, operate.
Level 3: Practice - measure, build, operate.
Level 4: Adaptation - plan, regulate, mend.

Note that the same verbs are listed at both Level 3 and Level 4. The main difference between imitation and practice is that imitation is spontaneous and requires no previous knowledge or ability, while practice is patterned and does require students to recall some aspects of whatever it is that they are practicing from memory. Ideally the more a student practices the more he/she will be able to recall form memory. In this case the memory is physical and is established through physical activity. A guitarist, for example, will practice finger positions until he/she can form those positions on demand without having to think about which finger goes where.


AFFECTIVE DOMAIN

The affective domain postulated by Bloom focuses on emotional processes. It involves such emotionally motivated skills as conscientiously wearing safety glasses or consistently acting in a safe and courteous manner. It is difficult (but not impossible) to write good student performance objectives, and devise effective evaluation instruments in the affective domain but beginning instructors are encouraged to concentrate on the cognitive and the affective domains.


INSTRUCTIONAL STRATEGIES

Learning, then, in the full sense of the word, is a three-dimensional activity. It requires sublearnings in each of the above areas. Learning in any one of these areas does not guarantee learning in the other two. For example, it cannot be assumed that rote memorization of facts will result in improved skill or a change in attitude.

It is important to maintain some degree of balance among the three domains. Each learning situation is unique and requires careful planning on the part of the instructor. Also, it must be recognized that certain teaching strategies are more effective in bringing about change in one of the three domains than in the others.

Listed below are some commonly used guidelines for the selection of appropriate instructional strategies.

• The best procedure, usually, is to select the least elaborate and least costly strategy that will enable the learner to acquire the desired capability.
  
  
• All things being equal, well-illustrated, step-by-step written instructions with oral clarification to the student and use of examples constitutes the most practical, effective, and efficient way to facilitate student learning.
  
  
• When determining the approach to be followed, the best estimate of both efficiency (time required) and effectiveness will have to be followed.
  
  
• Flexible strategies that can be adapted to student needs, problems, and interests are essential.
  
  
• Strategies that give students an opportunity to share in goal-setting, learning experiences, and evaluation often produce very good results.
  
  
• Students need an opportunity to inquire, to analyze, to explore, to be active, to create, and to initiate.

The hot links below lead to related information on other web sites that may be of some interest:

• Learning Domains or Bloom's Taxonomy
  
  
• Revised Bloom's Taxonomy
  
  
• Personality Theories - ABRAHAM MASLOW

EVOC Scholars who know of (or find) additional information online related to learning domains are encouraged to send link information to Dr. Pendleton.

---

Use BACK button on web browser to return to previous page,