Representation of the knowledge dimension as a number of discrete steps can be a bit misleading. That could include finding an effective solution to a problem, or justifying a specific decision and being able to back up that justification with knowledge. Instructors are encouraged to view learning objectives in behavioral terms, such that they can see what students are capable of as a direct result of the instruction they have received in each level.
The cognitive hierarchy spans from simple memorization designed to build the knowledge of learners, to creating something new based on previously-learned information. Affective objectives typically target the awareness and growth in attitudesemotion, and feelings.
Educators can deconstruct and compare the results with them, and use that creative project to introduce facts, concepts, and basic knowledge of the topics. Steps towards writing effective learning objectives: Make sure there is one measurable verb in each objective.
They answer questions and complete tasks based on which objective is the focus at the time, using the measurable verbs like the ones previously noted for each level to elicit the proper types of responses. This hierarchy ranges from reflexes and basic movement to non-discursive communication and meaningfully expressive activity.
The first stage, remember, is about recalling facts and concepts. It also makes it simpler for students to understand what is expected of them. The new version of Bloom's Taxonomy, with examples and keywords is shown below, while the old version may be found here Table of the Revised Cognitive Domain Category Examples, key words verbsand technologies for learning activities Remembering: Recall or retrieve previous learned information.
There are five levels in the affective domain moving through the lowest-order processes to the highest.
Examples: Performs a mathematical equation as demonstrated.