Strategies for Developing Learning Outcomes and Cognitive Skills

This assignment delves into the complexities of cognitive taxonomy and its development through various learning strategies. It emphasizes the importance of aligning learning methods with specific learning goals, as defined by educators and students. The assignment outlines the six phases of learning in psychology, from remembering to synthesis, and develops learning objectives based on cognitive, psychomotor, and affective parameters using the ABCD method. It presents five terminal course objectives, focusing on recalling information, understanding concepts, applying knowledge, developing psychomotor skills, and fostering affective values. The study aims to improve cognitive, affective, and psychomotor faculties, broadening students' problem-solving and decision-making skills, in alignment with Bloom's taxonomy. The assignment highlights the significance of interventions by educators and the importance of considering affective parameters when formulating cognitive and psychomotor objectives. It concludes by emphasizing the expansion of knowledge perception and synthesis, making the learning process more meaningful and experiential.

Running head: LEARNING OUTCOME
LEARNING OUTCOME
Name of Student
Name of University
Author note

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LEARNING OUTCOME
Cognitive taxonomy is a complex work of the mind and how cognition can be
developed through the application of a certain learning strategy is often very complex but can
be made tactical as well (Goksu, 2016). The various types of the learning procedures and the
various types of the learning methods are to be used to understand and realize the concept and
subject of a particular topic is more subjective in reality but the more objective, it can be
made by the application of right methods is very important. The right and the most
appropriate learning strategies can be then utilized by the learners, in order to set their
particular learning goals and reach the outcomes (Haring et al., 2018). These outcomes are
planned by the teachers plus the educators for the learners and by the learners themselves as
well. It is very critical to understand that the learning and teaching in the field of psychology
occurs in six different and distinct phases that are from the bottom – remember that refers to
remembering what has been read or written, followed by understanding what has been read or
written, then it is followed upward in the pyramid by the application of the knowledge in the
right scenario so that the process is contextual and not irrelevant, then comes analysis of what
knowledge has been applied and then evaluated the performance based on learning and
application plus analysis and lastly, when all the above mentioned steps are successful – the
last stage of synthesis comes to play (Masrul et al., 2019). The study develops certain
learning objectives based on the cognitive, psychomotor and the affective parameters that
then impact and influences the various types of the learning mechanisms by learners and
students enrolled with a certain course study for certain number of credit hours – based on
both class and online. The 5 terminal course objectives (TCOs) for the lesson using the
ABCD (audience, behavior, conditions, degree) method of writing objectives – has been
undertaken.
The objectives are as follows:-

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LEARNING OUTCOME
Cognitive objectives
1. After completing the course, the student or the learner would be successfully be able
to recall the information correctly, observe and discover as well list, name and locate
the right part of the knowledge in the most appropriate manner.
2. After completing the course, the student or the learner would be able finely
understand the underpinnings of the topics and concepts as well as that of the facts
related to the subject and topic.
3. After completing the course, the student or the learner would be able to right solve the
problems by applying the learned knowledge in context of the subject and the
required action. The manipulation and designing, experimenting of the knowledge
will be incorporated in the skills of the learners as well.
Psychomotor objectives
4. After completing the course, the student or the learner would be able to effectively
going through stages of a guided response in order to develop the skills and behavior
in relation to appropriate psychomotor application of knowledge.
Affective objectives
5. After completing the course, the student or the learner would be able to successfully
increase his or her proficiency levels in order to support, subsidize and then debate the
various values pertaining to the upper, middle and lower level of managements,
operating in the same organization.
Hence, it can be concluded saying that the model of the study that is planned and
structured according in appropriation with the needs of the students or the learners are
targeted at improving the cognitive, affective and also the very psychomotor faculties of
the mind and help the learning process grow better with each of the student, being

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LEARNING OUTCOME
considered in the context. It is important that the various types of the interventions that
are taken by the educators in context of the course and the various types of the affective
parameters are kept in question while formulating the psychomotor and the cognitive
parameters. It is important to note that the recall, the retrieval and the different ways of
the ways of the problem solving approaches as well as decision making styles of the
student would be broadened and made more effective, as an outcome of the study,
pertaining to the Bloom’s taxonomy. It is very important to understand that not only the
remembering of the concepts and the subject matter but also the perceptional and
synthesis of knowledge would be widened, in the learners, once they successfully
complete the course. The understanding of the things learned in more detailed
perspective, would be triggered and the learning process for the learner and teaching
process for the teacher – would be both very meaningful and experiential.

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LEARNING OUTCOME
References
Goksu, I. (2016). The Evaluation of the Cognitive Learning Process of the Renewed Bloom
Taxonomy Using a Web Based Expert System. Turkish Online Journal of
Educational Technology-TOJET, 15(4), 135-151.
Haring, P., Warmelink, H., Valente, M., & Roth, C. (2018). Using the revised Bloom
Taxonomy to analyze psychotherapeutic games. International Journal of Computer
Games Technology, 2018.
Masrul, A. C., Shen, Z., Guo, X., Sugihara, K., & Nishino, T. (2019). Feasibility study of
mixed reality on education of design and planning students based on Bloom
taxonomy. International Journal of Sustainable Society, 11(3), 202-219.