Now I've always liked showing the categories in the cognitive domain, rather than as a pyramid as a series of steps with the associate verbs. And I've used here still the original domain, as you can see, and I've done this intentionally to show the hierarchical process and to show how one builds on the other developmentally, but also because it gives this idea of movement up and then down, so that it's not just uni directional. This is to show that students when they're learning something new, will always start again at the basis. So when they're learning a new discipline, a new subject within a discipline or topic within a discipline, they're always going to start again at that, that knowledge over Memory step before moving on through comprehension, application, and so on. So, whilst we've talked about it going up in a hierarchical fashion, we need to remember that, in fact, as students progress, and as they're learning, as they learn, go deeper into their learning.

There will often be times when they need to go back a few steps to knowledge or application so on so that they can actually demonstrate their learning. So there's up and down. It's, it's never just one way there is actually it's almost cyclical, if you will. So that's why I prefer to actually show it as a series of steps that we can traverse up and down. Now remember that we can use these verbs as indicators of what intended behaviors we can expect students to do at each of those levels, and I'm going to talk a bit more about that later. Please note, the verbs are intended to be feasible and measurable That is your students should feasibly be able to achieve what you ask them, and it should be attainable.

And then you should be able to measure them. Try and avoid using verbs when you're writing your objectives that can't be measured. Now, remembering that there was a revised taxonomy. Here, I've included the suggested verbs as they were developed by kressel in 2001. And these are just some of the verbs that he recommended, which we might then use again to measure students intended behaviors to achieve these objectives. And again, note they are all active verbs.

And again, I have created them as the stairway to show you how they can be used developmentally one building on the other. And I quickly want to add in here also the digital taxonomy as developed by Andrew church. In 2008, who explored what the categories of the cognitive domain might look like in a digital world, and he included a long list of digital activities. The list of verbs is extensive and follows that progression of working with very simple digital functions, such as being able to locate information through simple searches on using social networking sites or highlighting information which are part of the remembering category. through to the complex digital skills or video blogging, podcasting or programming, which you will see are part of creating. This table shows you the complete list of suggested firms that Andrew suggested, but beginning with practice original non digital verbs from the revised cognitive domain.

You can find this table or similar tables by googling