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Blooms Taxonomy of Learning Domains
Blooms Taxonomy of Learning Domains
Blooms Taxonomy of Learning Domains
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Contents
Bloom's Taxonomy of Improve Memory
¡ The Three Types of Learning skills
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Cognitive Domain
Affective Domain Learning Domains Learn what causes
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¡ Psychomotor Domain online Survey at
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Bloom's Revised Taxonomy
Reference
The Three Types of Learning LearningRx.
www.LearningRx.com
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There is more than one type of learning. A committee of colleges, led by Benjamin Bloom Original
(1956), identified three domains of educational activities: Why Go With An
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¡ Cognitive: mental skills (Knowledge) We Have The Most
¡ Affective: growth in feelings or emotional areas (Attitude) Users & Best Deals
¡ Psychomotor: manual or physical skills (Skills) www.Groupon.com/Albuque
The committee also produced an elaborate compilation for the cognitive and affective Great Presentation
domains, but none for the psychomotor domain. Their explanation for this oversight was that Skills
they have little experience in teaching manual skills within the college level (I guess they never Freedom From Boring
thought to check with their sports or drama department). Speeches Get
Powerful Presentation
This compilation divides the three domains into subdivisions, starting from the simplest Skills
behavior to the most complex. The divisions outlined are not absolutes and there are other PresentationTrainers.us/Pr
systems or hierarchies that have been devised in the educational and training world. However, Train-the-Trainer
Bloom's taxonomy is easily understood and is probably the most widely applied one in use Leader
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Affective Domain
The affective domain (Krathwohl, Bloom, Masia, 1973) includes the manner in which we deal
with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and
attitudes. The five major categories are listed from the simplest behavior to the most complex:
Examples: Participates in class
Responding to Phenomena: Active discussions. Gives a presentation.
participation on the part of the Questions new ideals, concepts, models, etc.
learners. Attends and reacts to a in order to fully understand them. Know the
particular phenomenon. Learning safety rules and practices them.
outcomes may emphasize
compliance in responding, Key Words: answers, assists, aids,
willingness to respond, or satisfaction complies, conforms, discusses, greets,
in responding (motivation). helps, labels, performs, practices, presents,
reads, recites, reports, selects, tells, writes.
Examples: Demonstrates belief in the
democratic process. Is sensitive towards
Valuing: The worth or value a person individual and cultural differences (value
attaches to a particular object, diversity). Shows the ability to solve
phenomenon, or behavior. This problems. Proposes a plan to social
ranges from simple acceptance to the improvement and follows through with
more complex state of commitment. Informs management on
commitment. Valuing is based on the matters that one feels strongly about.
internalization of a set of specified
values, while clues to these values Key Words: completes, demonstrates,
are expressed in the learner's overt differentiates, explains, follows, forms,
behavior and are often identifiable. initiates, invites, joins, justifies, proposes,
reads, reports, selects, shares, studies,
works.
Examples: Recognizes the need for balance
between freedom and responsible
behavior. Accepts responsibility for one's
behavior. Explains the role of systematic
Organization: Organizes values into planning in solving problems. Accepts
priorities by contrasting different professional ethical standards. Creates a life
values, resolving conflicts between plan in harmony with abilities, interests, and
them, and creating an unique value beliefs. Prioritizes time effectively to meet the
system. The emphasis is on needs of the organization, family, and self.
comparing, relating, and synthesizing
values. Key Words: adheres, alters, arranges,
combines, compares, completes, defends,
explains, formulates, generalizes, identifies,
integrates, modifies, orders, organizes,
prepares, relates, synthesizes.
Examples: Shows self-reliance when
working independently. Cooperates in group
activities (displays teamwork). Uses an
Internalizing values (characterization):
objective approach in problem solving.
Has a value system that controls their
Displays a professional commitment to
behavior. The behavior is pervasive,
ethical practice on a daily basis. Revises
consistent, predictable, and most
judgments and changes behavior in light of
importantly, characteristic of the
new evidence. Values people for what they
learner. Instructional objectives are
are, not how they look.
concerned with the student's general
patterns of adjustment (personal,
Key Words: acts, discriminates, displays,
social, emotional).
influences, listens, modifies, performs,
practices, proposes, qualifies, questions,
revises, serves, solves, verifies.
Psychomotor Domain
The psychomotor domain (Simpson, 1972) includes physical movement, coordination, and
use of the motor-skill areas. Development of these skills requires practice and is measured in
terms of speed, precision, distance, procedures, or techniques in execution. The seven major
categories are listed from the simplest behavior to the most complex:
Examples: Detects non-verbal
communication cues. Estimate where
a ball will land after it is thrown and
then moving to the correct location to
catch the ball. Adjusts heat of stove to
Perception: The ability to use sensory cues
correct temperature by smell and taste
to guide motor activity. This ranges from
of food. Adjusts the height of the forks
sensory stimulation, through cue selection, to
on a forklift by comparing where the
translation.
forks are in relation to the pallet.
Examples: Knows and acts upon a
sequence of steps in a manufacturing
process. Recognize one's abilities and
limitations. Shows desire to learn a
Set: Readiness to act. It includes mental, new process (motivation). NOTE: This
physical, and emotional sets. These three subdivision of Psychomotor is closely
sets are dispositions that predetermine a related with the "Responding to
person's response to different situations phenomena" subdivision of the
(sometimes called mindsets). Affective domain.
Examples: Performs a mathematical
equation as demonstrated. Follows
Guided Response: The early stages in instructions to build a model.
learning a complex skill that includes Responds hand-signals of instructor
imitation and trial and error. Adequacy of while learning to operate a forklift.
performance is achieved by practicing.
Key Words: copies, traces, follows,
react, reproduce, responds
Examples: Use a personal
computer. Repair a leaking faucet.
Mechanism: This is the intermediate stage in Drive a car.
learning a complex skill. Learned responses
have become habitual and the movements Key Words: assembles, calibrates,
can be performed with some confidence and constructs, dismantles, displays,
proficiency. fastens, fixes, grinds, heats,
manipulates, measures, mends,
mixes, organizes, sketches.
Examples: Maneuvers a car into a
tight parallel parking spot. Operates a
computer quickly and accurately.
Complex Overt Response: The skillful Displays competence while playing the
performance of motor acts that involve piano.
complex movement patterns. Proficiency is
indicated by a quick, accurate, and highly
Key Words: assembles, builds,
coordinated performance, requiring a
calibrates, constructs, dismantles,
minimum of energy. This category includes
displays, fastens, fixes, grinds, heats,
performing without hesitation, and automatic
manipulates, measures, mends,
performance. For example, players are often
mixes, organizes, sketches.
utter sounds of satisfaction or expletives as
soon as they hit a tennis ball or throw a
football, because they can tell by the feel of NOTE: The Key Words are the same
the act what the result will produce. as Mechanism, but will have adverbs
or adjectives that indicate that the
performance is quicker, better, more
accurate, etc.
Examples: Responds effectively to
unexpected experiences. Modifies
instruction to meet the needs of the
learners. Perform a task with a
machine that it was not originally
Adaptation: Skills are well developed and the
intended to do (machine is not
individual can modify movement patterns to fit
damaged and there is no danger in
special requirements.
performing the new task).
Key Words: adapts, alters, changes,
rearranges, reorganizes, revises,
varies.
Examples: Constructs a new theory.
Develops a new and comprehensive
training programming. Creates a new
Origination: Creating new movement
gymnastic routine.
patterns to fit a particular situation or specific
problem. Learning outcomes emphasize
Key Words: arranges, builds,
creativity based upon highly developed skills.
combines, composes, constructs,
creates, designs, initiate, makes,
originates.
As mentioned earlier, the committee did not produce a compilation for the psychomotor
domain model, but others have. The one discussed above is by Simpson (1972). There are
two other popular versions:
Dave's (1975):
Harrow's (1972):
Lorin Anderson, a former student of Bloom, revisited the cognitive domain in the learning
taxonomy in the mid-nineties and made some changes, with perhaps the two most prominent
ones being, 1) changing the names in the six categories from noun to verb forms, and 2)
slightly rearranging them.
This new taxonomy reflects a more active form of thinking and is perhaps more accurate:
Reference
Harrow, Anita (1972) A taxonomy of psychomotor domain: a guide for developing behavioral
objectives. New York: David McKay.
Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1973). Taxonomy of Educational Objectives, the
Classification of Educational Goals. Handbook II: Affective Domain. New York: David McKay
Co., Inc.
Pohl, Michael. (2000). Learning to Think, Thinking to Learn: Models and Strategies to Develop
a Classroom Culture of Thinking. Cheltenham, Vic.: Hawker Brownlow.
Notes
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