Teaching Strategies for Cognitive Domain

This article discusses the cognitive domain of learning and effective teaching strategies to develop thinking skills and acquire knowledge. The article provides a case study and outlines six categories of thinking skills according to Bloom's taxonomy. It also suggests teaching strategies for each category to help students remember, comprehend, apply, analyze, synthesize, and evaluate information. The article is relevant to educators and students in various fields of study.

Running head: COGNITIVE DOMAIN 1
Teaching Strategies for Cognitive Domain
Name
Institutional Affiliation

COGNITIVE DOMAIN 2
Introduction
There are three major domains of learning (Anderson, et al., 2013). Their initial coining
is attributable to Benjamin Bloom. To be discussed in details is the cognitive domain which
majorly entails development of thinking skills and acquiring of relevant knowledge on an area of
study. Upon development of these skills, students should be able to remember learnt
data/information, comprehend it, apply it appropriately, analyze it accordingly, synthesis the
results and evaluate them to come up with effective and long term solutions to an existing
solution (Tirri & Kuusisto, 2013). This domain is therefore used to come up with relevant
teaching strategies basing on Janice’s case study.
Learning Objective Teaching Strategies Rationale For Selection of
Teaching Strategy
Cognitive domain
According to Benjamin
Bloom, the Cognitive domain
of learning involves how a
learner develops appropriate
knowledge on the field being
learnt and all the intellectual
skills developed henceforth
(Long, Wood, Littleton,
Passenger, & Sheehy, 2010).
This domain is further
 Directly instruct
students to read for
information from
various academic
sources related to the
issue at hand (Pierce
& Gray, 2013)
Reading on how to conduct
direct interviews will aid in
assessing the level of Janice’s
knowledge on importance of
right dietary when dealing
with anemia. Additionally, to
aid in development of
remembering base, drill and
practice strategy could be
implemented. Learners could
be told to memorize on the

COGNITIVE DOMAIN 3
categorized into six
categories comprising of
cognitions and processes that
build its framework. The
categories are ranked from
the simplest of them all to the
most complex. Classification
of thinking according to
Bloom therefore frames the
domain into cognitive levels
of complexity which as
mentioned earlier are six in
number.
The most basic category is
Remembering. This refers to
the learner’s ability to recall
previously learnt data or
information (Anaya, 2012). It
is also a crucial level as all
the other levels will depend
on it. The learner should be
able to describe, define,
know, list, name, and identify
 Making students
participate in
discussions will aid
greatly in
development of their
understanding
capacity (Orlich,
Harder, Trevisan,
Brown, & Miller,
2016)
foods that Janice should take
to increase her Iron intake in
the body. Students are to
write this as a SMART
objective by ensuring that
they mention specific foods,
set feeding patterns that are
achievable and realistic for
Janice and within a particular
time frame.
In groups, the learners will
discuss on various meats that
are rich in iron and are the
best choices for Janice. They
are also to be charged with
the duty of discussing the
various foods that are rich in
folic acid as they are of great
aid to Janice’s anemic
condition. Apart from various
foods recommendable for
Janice, students are to discuss
on alternatives available such

COGNITIVE DOMAIN 4
previously learnt data/
information. Understanding is
the next category. Here, it is
upon the learner to
demonstrate capability to
grasp after comprehending
the data or information
previously learnt. The learner
must have the potential to
interpret the set of data or
information learnt earlier.
The learner ought to display
clear ability to convert,
distinguish, explain, estimate,
extend, summarize and
translate data. After
successfully going through
this level, the third category
is Applying (Anderson, et al.,
2013). Here, the learner must
be able to analyze prevailing
new situations and implement
the information and/or data
 Presenting students
with puzzling
situations for them to
come up with possible
solutions.
 Following successful
application of relevant
knowledge learnt
previously, it is of
great essence that the
learners be taught on
as ingestion of protein
supplements which could
include prenatal vitamins.
For the students to apply
effectively what they have
already learnt, presenting
them with a puzzling
situation could be an effective
strategy. They will be
required to identify various
foods that are inhibitors/
promoters of absorption of
iron into the body and hence
come up with solutions that
will help to advise Janice
accordingly.
They are to conduct the
researches and discussions
while maintaining focus on
iron absorption into Janice’s
bloodstream and the various
foods that she should

COGNITIVE DOMAIN 5
learnt to it. h/she is to achieve
this by, computing,
demonstrating, discovering,
manipulating and modifying
previous data.
The next category is
analyzing. The student should
demonstrate ability to break
down the learnt material and
group it into its various parts
so that understanding of
organizational structure can
be vivid. The fifth level is
known as Evaluating. It is
upon the learner to mentally
weigh the material that has
been come up with and
identify its value and
significance. The final
category of this domain is
Creating (Marzano &
Kendall, 2006). Here, the
learner must be in a position
how to analyze data
and information
obtained until this
stage. One effective
strategy would be to
initiate students
independent
researches followed
by discussions
(Orlich, Harder,
Trevisan, Brown, &
Miller, 2016)
 use of group activities
aimed at solving
Janice’s problems
such as discussions.
 Instructing the
students to formulate
hypothesis on Janice’s
consume. Though the pre
mentioned are the key
elements of this argument,
Janice’s pregnancy should be
considered at all times.
Students should then be
taught on various ways of
evaluating the results of their
study. This strategy proves to
be very effective in
developing evaluation
intellectual skills.
Since the last category of the
cognitive domain involves
creating a new whole from
parts of previous strategies,

COGNITIVE DOMAIN 6
to reconstruct all the parts
broken down in the analysis
level and come up with a new
whole. In this level, ability to
incorporate all broken down
data and information should
be highly demonstrated and
the learner should come up
with a new set of data with all
necessary information.
case (Reif, 2008). relevant skills should also be
installed to the learner to
make the whole process
complete.

COGNITIVE DOMAIN 7
References
Anaya, C. P. (2012). Knowledge Transfer: A Practical Approach. Xlibris Corporation.
Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. V., Mayer, R. E., Pintrich,
P. R., . . . Wittrock, M. C. (2013). A Taxonomy for Learning, Teaching, and Assessing: A
Revision of Bloom's (illustrated ed.). Pearson Education, Limited.
Long, M., Wood, C., Littleton, K., Passenger, T., & Sheehy, K. (2010). The Psychology of
Education (2 ed.). Routledge.
Marzano, R. J., & Kendall, J. S. (2006). The New Taxonomy of Educational Objectives. Corwin
Press.
Orlich, D. C., Harder, R. J., Trevisan, M. S., Brown, A. H., & Miller, D. E. (2016). Teaching
Strategies: A Guide to Effective Instruction (11 ed.). Cengage Learning.
Pierce, W. D., & Gray, C. E. (2013). Teaching in the Three Domains of Learning: The
Taxonomies Simplified for Educational Objectives, Activities and Outcomes. Createspace
Independent Pub.
Reif, F. (2008). Applying Cognitive Science to Education: Thinking and Learning in Scientific
and Other Complex Domains (illustrated ed.). MIT Press.
Tirri, K., & Kuusisto, E. (2013). Interaction in Educational Domains (illustrated ed.). Springer
Science & Business Media.