REVIEW ON BLOOM’S

TAXONOMY
What are the three domains of
learning?
1. Cognitive domain (knowledge):
verbal or visual intellectual
capabilities
2. Affective domain (attitudes):
feelings, values, beliefs
3. Psychomotor domain (skills):
physical skill capabilities
1. Cognitive domain (knowledge):
verbal or visual intellectual
capabilities
2. Affective domain (attitudes):
feelings, values, beliefs
3. Psychomotor domain (skills):
physical skill capabilities
Why Should Teachers Use
Bloom’s Taxonomy?
The taxonomy provides a clear
framework or system of organization
for classifying lesson objectives, as
well as a coherent starting point to
build lessons from.
Directions:
Identify what Bloom’s Taxonomy are
the following Activities, Products,
Outcomes.
The students will design a website.
CREATING
The students will perform the scene.
APPLYING
The students will restate the story in
their own words.
UNDERSTANDING
The students will recite a poem.
REMEMBERING
The students will explain what is the
main idea.
UNDERSTANDING
The students will assess the
credibility of sources.
EVALUATING
The students will make an
organizational chart of their unit or
department.
ANALYZING
 AFFECTIVE DOMAIN
-focuses on the attitudes, values, interests,
and appreciation of learners. This domain
includes the manner in which individuals
deal with things emotionally, such as
feelings, values, appreciation,
enthusiasms, motivations, and attitudes.
Benjamin Bloom (Cognitive
Domain),
David Krathwohl (Affective
Domain), and
Anita Harrow (Psychomotor
Domain).
1. Receiving
-refers to the student’s willingness to attend to
particular phenomena or stimuli (classroom
activities, textbook, music, etc.).
From a teaching standpoint, it is concerned with
getting, holding, and directing the student’s
attention. Learning outcomes in this area range
from the simple awareness that a thing exists to
selective attention on the part of the learner.
Receiving represents the lowest level of learning
outcomes in the affective domain.
Key Words (Verbs) — Asks, Chooses,
Shows willingness, Describes, Follows,
Pays attention, Holds, Identifies,
Locates, Names, Points to, Selects, Sits
attentively.
EXAMPLE:

1. Listens attentively to teacher.

2. Shows awareness of the importance
of learning.
3. Attends closely to the classroom
activities.
2. Responding
-refers to active participation on the part of the
student. At this level he not only attends to a
particular phenomenon but also reacts to it in some
way. Learning outcomes in this area may emphasize
acquiescence in responding (reads beyond
assignments) or satisfaction in responding (reads for
pleasure or enjoyment). The higher levels of this
category include those instructional objectives that
are commonly classified under interest; that is, those
that stress the seeking out and enjoyment of
particular activities.
Key Words (Verbs) — Answers, Replies,
Responds, Assists, Complies, Conforms,
Discusses, Greets, Helps, Labels,
Performs, Practices, Presents, Reads,
Recites, Tells, Reports, Selects, Writes.
EXAMPLE:

1. Responds to the teacher’s question.

2. Participates in a group discussion.
3. Gives a presentation.
4. Complies with procedures or follows
directions.
3. Valuing
-is concerned with the worth or value a student attaches to
a particular object, phenomenon, or behavior. This ranges
in degree from the simpler acceptance of a value (desires
to improve group skills) to the more complex level of
commitment (assumes responsibility for the effective
functioning of the group). Valuing is based on the
internalization of a set of specified values, but clues to
these values are expressed in the student’s overt behavior
that is consistent and stable enough to make the value
clearly identifiable. Instructional objectives that are
commonly classified under attitudes and appreciation
would fall into this category.
Key Words (Verbs) — Completes,
Describes, Differentiates, Explains,
Follows, Forms, Initiates, Invites, Joins,
Justifies, Proposes, Reads, Reports,
Shares, Studies, Works.
EXAMPLE
1. Demonstrates problem solving
attitude.
2. Appreciates good literature.
3. Supports ideas to improve
proficiency.
4. Organizing
-is concerned with bringing together values, resolving
conflicts between them, and beginning the building of an
internally consistent value system. Thus the emphasis is on
comparing, relating, and synthesizing values. Learning
outcomes may be concerned with the conceptualization
of a value (recognizes the responsibility of each individual
for improving human relations) or with the organization of a
value system (develops a vocational plan that satisfies his
need for both economic security and social service).
Instructional objectives relating to the development of a
philosophy of life would fall into this category.
Key Words (Verbs) — Adheres, Alters,
Arranges, Combines, Compares,
Completes, Defends, Explains,
Generalizes, Identifies, Integrates,
Modifies, Orders, Organizes, Prepares,
Relates, Synthesizes.
EXAMPLE
1. Spends more time in study than sports.
2. Prioritizes time effectively to meet the
needs of the study, family, and self.
3. Understands and accepts own
strengths and weaknesses.
4. Organizing
-is concerned with bringing together values, resolving
conflicts between them, and beginning the building of an
internally consistent value system. Thus the emphasis is on
comparing, relating, and synthesizing values. Learning
outcomes may be concerned with the conceptualization
of a value (recognizes the responsibility of each individual
for improving human relations) or with the organization of a
value system (develops a vocational plan that satisfies his
need for both economic security and social service).
Instructional objectives relating to the development of a
philosophy of life would fall into this category.
5. CHARACTERIZING
-the individual has a value system that has
controlled his behavior for a sufficiently long time for
him to develop a characteristic life style. Thus the
behavior is pervasive, consistent, and predictable.
Learning outcomes at this level cover a broad
range of activities, but the major emphasis is on the
fact that the behavior is typical or characteristic of
the student. Instructional objectives that are
concerned with the student’s general patterns of
adjustment (personal, social, emotional) would be
appropriate here.
Key Words (Verbs) — Acts,
Discriminates, Displays, Influences,
Listens, Modifies, Performs, Practices,
Proposes, Qualifies, Questions, Revises,
Serves, Solves, Uses, Verifies.
EXAMPLE
1. Shows self-reliance when working
independently.
2. Cooperates in group activities
(displays teamwork).
3. Values people for what they are,
not how they look.
Identify what level of affective
domain are the following.
Cooperates in group activities
(displays teamwork).
 CHARACTERIZATION
Has a values system that controls their
behavior
Participates in class
discussions
 RESPONDING
Active participation on the
part of the learner
Listen for and remember the
name of newly introduced
people.
 RECEIVING
Willingness to receive
Is sensitive towards individual
and cultural differences.
 PSYCHOMOTOR DOMAIN
This psychomotor domain includes physical
movement, coordination, and use of the motor-skill
areas. Development of these skills requires practice
and is measured in terms of speed, strength,
endurance, coordination, precision, distance,
procedures, or techniques in execution. The Dave’s
psychomotor domain is the simplest and generally
easiest to apply in the corporate development
environment.
1.Imitation: adhere, copy, follow, mimic, repeat,
replicate, reproduce, trace
2.Manipulation: act, build, execute, implement,
perform, recreate
3.Precision: calibrate, complete, control,
demonstrate, execute, master, perfect, perform,
show
4.Articulation: adapt, combine, construct,
coordinate, create, develop, integrate, modify
5.Naturalization: design, develop, invent, specify