Blooms Taxonomy and the Cognitive Domain

A school’s curricular objectives are based upon the cognitive, affective, and psychomotor domains of learning. All three are extremely important but the cognitive domain has been researched and addressed the most. Blooms Taxonomy is based upon the cognitive domain and the thought processes of individuals.

Blooms Taxonomy has six hierarchical levels interrelated with the cognitive domain of thinking. Knowledge (defining or identification), comprehension (understanding), application (apply to solve), analysis (analyze and break down information), synthesis (apply to produce), and evaluation (judging value) are all part of this arrangement. Keep note that knowledge is the lowest part of hierarchy while evaluation is the highest because it’s the most complex.

Teachers must use objectives when lesson planning and creating a curriculum. The objects must include the cognitive domain and should focus on knowledge, comprehension, application, analysis, synthesis, and evaluation. An example of a cognitive objective would be, “name 1 or 2 different skill cue setting techniques taught by the teacher during the closure of the volleyball lesson.” These objectives must also fit specific state or national standards. It’s important that a teacher incorporates each cognitive hierarchy component so that their students can achieve the higher order thinking skills needed to succeed in school and life.