The Cognitive Objectives

My discussion work provided me with the framework to better understand each learning domain. These learning domains provide teachers such as myself the understanding of different learning components. These components while broken down it three categories provide the backbone to ensure that student learning is addressed in all three learning domains which include cognitive affective and psychomotor. By understanding each one of these domain it allows you to write objectives that are geared toward a specific learning outcome.

For this post I will be focusing mainly on the cognitive domain. The cognitive domain provides us with six categories. These categories work in a pyramid fashion starting from the bottom least complex and working towards the higher learning skills. The foundation of this pyramid starts with knowledge. Knowledge provides at starting point where students are able to remember information. When writing objectives geared toward knowledge it is important to keep it simple and basic. Having students illustrate or name basic knowledge will allow your objective to be geared to the most basic learning outcomes. The next stage is comprehension; this deals with being able to understand and not simply name or illustrate. This stage checks for an understanding of the knowledge; as you can see these levels play off one another because you would not be able to comprehend without basic knowledge.

The next component is application and wheatear or not the student can apply the information. This takes a better understanding of the knowledge and how to go about using it in a logical sense. Analysis followed by synthesis involves using the information. Analysis calls upon the ability to make sense of a wide array of information that may or may not relate. Being able to draw conclusions or make sense of the information requires synthesis. The most complex learning outcome takes place in the final stage evaluation. Evaluation this involves the most complex and in depth way of looking at evaluating information.

By understanding these learning components educators can gear their objectives to a specific outcomes. By following this structure through a variety of different learning and teaching styles you can ensure that learning outcomes exist. When writing objectives there must be a structure in which to develop them; in this case understand these cognitive components unsure that objectives are being made that correspond with the cognitive ability of each student.