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Content
adapted from: Dick, W., & Carey, L. (1990). The systematic design
of instruction. Glenview, IL: Scott, Foresman and Company.
Your learning
goals will fall into one or more of the following categories. Psychomotor
and attitudinal outcomes are unique, while the final three categories
represent cognitive learning outcomes.
| Domain
Name |
Description
|
| Psychomotor
Skills |
use
of muscular action in addition to mental activity |
| Attitudes |
teaching
learners to do something, to make a certain decision (e.g., quit
smoking, volunteer, donate) |
| Verbal
Information |
"the
learner will state, list, label, recite...," acquisition of basic
information, one possible answer, rules not necessary, labels and
names such as states and state capitals, facts and lists such as
the periodic table |
| Intellectual
Skills (4 sub types in increasing order of difficulty) |
discriminations
learning if items are alike or different; judging based on physical
properties (e.g., differences between soda cans)
concepts
learning to group by shared characteristics; defined abstractly
by definition and mental properties; students typically asked to
generalize and see similarities or discriminate and see differences
(e.g., similarities/differences between two learning models, between
macro and micro economics)
rules
learning relational rules that explain relationships between two
items (e.g., classification of trees, insects, or structures by
socially-defined criteria) or procedural rules that outline requisite
steps in a process (e.g., statistical analyses, if...then)
problem solving
perhaps most difficult of all intellectual skills, involving the
selection and sequencing of several rules, concepts, and verbal
information to solve a problem |
| Cognitive
Strategies |
learning
to apply metacognitive or strategic processes that are helpful in
managing one's own learning processes (e.g., elaborating on content
with personal notes or annotations, using mnemonics, creating concept
maps) |
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