Benjamin Bloom and his coauthors presented a
taxonomy of learning objectives that are valuable in determining learning
outcomes and designing instruction (Anglin, 2011). This diagram shows the
three domains of learning presented by Bloom; the cognitive, affective and
psychomotor have for a long time served as the framework for building
curriculum and instruction.
All domains are linked. The cognitive domain
entails memory storage and developing schemas. Piaget’s
concept of schemas is the notion that our thoughts or cognitions come from what
we perceive, understand, and think of the world around us (Hill, 2002). In the psychomotor domain, learning
involves the acquisition of skills and knowledge.
The more you train, the better you will become at
a skill. In the
affective domain, skill and knowledge acquisition is dependent on the “inner
self.” For example, a student’s feelings, beliefs, personality traits, and attitudes
all affect learning. The goal of teaching is to take a student from the basic
skills of learning in each of the domains to the higher order skills once
mastery has occured.
Sources:
Anglin,
G.J. (2011). Instructional Technology: Past, Present, and Future. Colorado:
Libraries Unlimited.
Hill, W. (2002). Learning:
A survey of psychological interpretation. Boston MA: Allyn
& Bacon.
