LEVELS OF LEARNING

A. Cognitive Domain-mental skills (knowledge)

 Knowledge- Remembering or retrieving previously learned material.
 Comprehension- The ability to grasp or construct meaning from material. Examples of
verbs that relate to this function are. . Understanding: Constructing meaning from
different types of functions be they written or graphic messages, or activities like
interpreting, exemplifying, classifying, summarizing, inferring, comparing, or
explaining.
 Application- The ability to use learned material, or to implement material in new and
concrete situations. Examples of verbs that relate to this function are: Carrying out or
using a procedure through executing, or implementing.
 Analysis- The ability to break down or distinguish the parts of material into its
components so that its organizational structure may be better understood. Examples of
verbs that relate to this function are:
 Synthesis- The ability to put parts together to form a coherent or unique new whole.
Examples of verbs that relate to this function are. . Evaluating: Making judgments
based on criteria and standards through checking and critiquing.
 Evaluation-: The ability to judge, check, and even critique the value of material for a
given purpose. Examples of verbs that relate to this function are:

B. Affective domain- This area is concerned with feelings or emotions.

 Receiving- This refers to the learner’s sensitivity to the existence of stimuli – awareness,
willingness to receive, or selected attention.
 Responding- This refers to the learners’ active attention to stimuli and his/her
motivation to learn – acquiescence, willing responses, or feelings of satisfaction.
 Valuing- This refers to the learner’s beliefs and attitudes of worth – acceptance,
preference, or commitment. An acceptance, preference, or commitment to a value.
 Organization- This refers to the learner’s internalization of values and beliefs involving
(1) the conceptualization of values; and (2) the organization of a value system. As
values or beliefs become internalized, the leaner organizes them according to priority.
 Characterization- This refers to the learner’s highest of internalization and relates to
behavior that reflects (1) a generalized set of values; and (2) a characterization or a
philosophy about life. At this level the learner is capable of practicing and acting on
their values or beliefs.

C. Psychomotor Domain- It includes physical movement, coordination, and use of the

motor-skill areas. Development of these skills requires practice and is measured in
terms of speed, precision, distance, procedures, or techniques in execution. Thus,
psychomotor skills rage from manual tasks, such as digging a ditch or washing a car,
to more complex tasks, such as operating a complex piece of machinery or dancing.
 Fundamental Movement- those that form the basic building block for the higher level
movement. Ex. The ability to track objects, grasp objects, or crawl
 Generic movement -the ability to carry out the basic rudiments of a skill when a given
directions and under supervision: at this level, affective motor pattern, turning and
coordination are being developed and preferred. The generic movements are usually
used in conjunction with text-to-speech capabilities in order to make the robot appear
more lifelike while speaking.
 Ordinate movement- (marks the competence in performing a skill ably and
independently. Conscious effort is no longer: the skills has been mastered and the
precision of performance
 Creative movement- calls for the ability to produce and compose, which serves the
personal purposes
What is a Learning Cycle?

A learning cycle is a term given to describe a particular sequence of instructional emphases

designed to promote conceptual understanding. The word “cycle” refers to the repetition of the
emphases or phases of the instructional pattern each time a new concept is introduced. An idea
related to learning cycle is the instructional model. An instructional model is another lens for
considering learning. Rather than thinking in terms of what is happening directly in the learner’s
mind, an instructional model focuses on the actions taking place in a classroom or a sequence of
written curriculum materials to promote a certain set of cognitive activities within the learner’s
brain to promote the understanding of a key concept.

WHAT IS THE LEARNING CYCLE?

The learning cycle incorporates hands-on activity, reading science text, directed discussion, and
problem solving. By alternating hands-on and minds-on activities, teachers can ensure that students
receive needed guidance as they develop conceptual understanding. In general, the learning cycle can
be broken into three phases:

1. Exploration: Students are engaged through firsthand experiences and investigations.

2. Concept Introduction: Students build ideas through text and guided discussions.
3. Concept Application: Students use ideas to solve new problems.
1. Exploration Hands on Phase is an active process involving the students directly with objects
and materials. The exploration phase can be open ended, or can be structured by the
teacher. The important element is the active engagement of the student for the sake of
creating some disequilibrium. During the exploration phase students observe, gather
data, and experience new phenomena.

2. Invention (concept introduction) is the phase in the learning cycle that is analogous to
accommodation when new structures are built to integrate new information. Renner
calls this phase conceptual invention. The invention process has a high degree of teacher
direction. Using the language and experiences of the exploration phase students invent
new concepts with the aid of the teacher. The experiences students had during the
exploration phase are used as data for a new structure that is proposed by the teacher.
The invention phase is interpretive. Students process new information, and modify
current conceptions and frameworks in order to accommodate the new information.

3. Expansion or concrete application phase. The discovery phase is designed to provide the
students with active learning situations where they can apply, test and extend the new
ideas and concepts. The discovery phase is analogous to equilibration, but like
equilibration, it is dynamic. Students, even at this phase, are still in a state of
disequilibrium, and require further exposure to active learning lessons. The discovery
phase allows the student to apply the new ideas to different situations, further
reinforcing the development of new mental frameworks.
This is a brief introduction to the learning cycle. You will find more information on the learn.

Classification of learning styles

1. Imaginative learners -perceive information in concrete ways and then process it

reflectively. Imaginative learners prefer interaction and integration and sharing rather
than the “sit and get” traditional classroom style.

2. Analytic learners- perceive information abstractly and then process it reflectively. They
value established knowledge and detail. Because they prefer sequential, step-by-step
learning, the traditional classroom approach works well for them.

3. Common sense learners- perceive information abstractly and then process it actively.
They desire real life applications of learning and thrive with hands-on instruction.
Traditional classroom instruction will frustrate them unless they can see immediate uses
for the skills/knowledge presented.
4. Dynamic learners perceive information concretely and process it actively. They do not
care about order and sequential learning, but prefer to take risks and tackle new
challenges. They are often frustrated by traditional classroom methods.