2. Bloom & Gagnè
Theories of Learning

3. Bloom’s Taxonomy
Cognitive Domain
Affective Domain
Psychomotor Domain

4. Cognitive Domain Recall/memorization Conceptual thought
Critical analysis

5. Affective Domain Attitude – choice of action
Draws from cognitive domain information
Measurement difficulties

6. Psychomotor Domain Learn skill; Refine it (cognitive)
Breakdown into components
Practice each step until natural

7. The Memory Process Sensory stimulation Short-term memory
Internal operations
Decision to retain
Organization/association

8. Gagnè’s Learned Capability Hierarchy
Facts
Concepts
Rules (Principles)
Problem Solving

9. Behavioral Objectives
Action
Object
Type
a report
Write
a sentence
Name
a country

10. New Taxonomies Proposed in 2007
Robert Marzano and John Kendall
The New Taxonomy of Educational Objectives
Proposes revising Bloom’s

11. New Theory
Separates various types of knowledge from the mental processes that operate on them
Divided into 6 levels
Psychomotor and Affective domains are included in the levels of processing

12. Level 1 Retrieval (Cognitive system)
Recognition, recall, or execution of knowledge
No in-depth analysis of information
When presented with statements about specific details, the student validates their accuracy (recognition)
When asked about specific details, the student produces related information (recall)

13. Level 1
When asked, the student performs the mental skill without significant error (example: map reading) (Executing tasks)
The student performs the psychomotor skill without significant error (Properly stretching muscles) (Executing tasks)

14. Level 2 Comprehension (Cognitive System)
Includes the integration and symbolic representation of more important aspects of knowledge.

15. Level 2
The student describes the logic of the steps involved in a mental skill (Integrating tasks)
The students identifies essential vs. nonessential elements of specific details (Integrating tasks)
i.e. Identify those events that happened at the Alamo that were critical to its outcome versus those that were not
The students describes the logic of the steps involved in a psychomotor skill (Integrating tasks)

16. Level 2
The student accurately represents the major aspects of details in nonlinguistic or abstract form (Symbolizing tasks)
i.e. Using the program Inspiration, represent the key events from the play Death of a Salesman
i.e. Design a graph that represents the generalization that “dictators rise to power when countries are weak by promising them strength”

17. Level 3 Analysis (Cognitive system) Five analysis processes
Matching, classifying, analyzing errors, generalizing, and specifying

18. Level 3
The student identifies errors made during the execution of a mental skill (Analyzing errors)
The student constructs and defends new generalizations and principles based on specific information (Generalizing)
The student makes and defends inferences about what might happen or must happen under certain conditions relative to a mental skill (Specifying)

19. Level 4 Knowledge Utilization
Used or applied knowledge in specific situations
4 Processes
Decision making, problem solving, experimenting, and investigating

20. Level 4
What is the best location of the three provided areas for the new waste disposal plant? (Decision making)
The school play production has no budget for set materials, only boxes are available for construction. Draw a sketch of the stage for a particular scene and explain your use of the boxes (Problem solving)
Develop a test hypothesis regarding public transportation vs. individual vehicles (Experimenting)

21. Level 4 continued
Identify one of the conflicting accounts of the JFK assassination and investigate what is known about it (Investigating)

22. Level 5 Metacognition 4 categories
Specifying one’s own goals of understanding
Process monitoring
Monitoring clarity
Monitoring accuracy

23. Level 5 Metacognition Specifying one’s own goals of understanding
What is a goal you have or might have relative to your ability to use PowerPoint?
Process monitoring
We have been studying the history of space flight. Select some aspects that you would like to understand better

24. Level 5 Metacognition Monitoring clarity Monitoring accuracy
Identify those aspects of using PowerPoint about which you are confused. What is causing confusion?
Monitoring accuracy
Identify those aspects of using PowerPoint about which you are sure you are correct. Provide evidence.

25. Level 6 Self-system Thinking 4 aspects Examining importance
Examining efficacy
Examining emotional response
Examining motivation

26. Level 6 Examining importance Examining efficacy
Analyzing the extent in which one believes that specific knowledge is important
Examining efficacy
Extent individual can improve understanding, competence, or effective use of information

27. Level 6 Examining emotional response Examining motivation
Analyzing the extent in which one identifies what emotions, if any, relate to specific knowledge
Examining motivation
Analyzing overall motivation to improve one’s understanding of or competence in a specific type of knowledge

28. Marzano, Robert J., and John S. Kendall. (2007). The New
Taxonomy of Educational Objectives, 2nd ed. California: Corwin Press.