BLOOM’S TAXONOMY

OF LEARNING
DOMAINS
SUBMITTED TO: DR.UMER FAROOQ
SUBMITTED BY: SARA ISHAQ

ROLL NUMBER: MCF1800581

PROGRAM: M.A EDUCATION 2nd

BACKGROUND

 Bloom’s Taxonomy was created in 1956 under the

leadership of educational psychologist Dr.Benjamin
Bloom in order to promote higher forms of thinking in
education, such as analyzing and evaluating concepts,
processes, procedures and principles rather than just
remembering facts(rote learning).
THE THREE DOMAINS OF
LEARNING
 Committee identified three domains of
educational learning or activities:
1. Cognitive Domain: mental skills(knowledge)
2. Affective Domain: growth in feelings or
emotions(attitude)
3. Psychomotor Domain: physical skills(skills)
COGNITIVE DOMAIN
 The cognitive domain involves knowledge and the development of
intellectual skills and cause learners to engage in intellectual
tasks(BLOOM, 1956). There are six major categories of cognitive
domain starting from simplest to most complex:
1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
KNOWLEDGE

 Be able to:
 Recall facts, terms & basic concepts.
 EXAMPLE: Biggest city in Pakistan.
 Key Words: defines, describe, identify
COMPREHENSION

 Be able to:
 Compare like terms
 Combine basic information
 Interpret information
 EXAMPLE: Explain in one’s own words the steps for
performing a complex task.
 Key Words: comprehend, explain
APPLICATION

 Be able to:
 Use/apply knowledge to solve problems in new
situations.
 EXAMPLE: Apply laws of statistics to evaluate the
reliability of a written test.
 Key Words: applies, prepares, changes
Analysis

 Be able to:
 Break up any new information to parts(identify reasons,
causes, motives etc.)
 Find evidence to support view
 EXAMPLE: Why are Dolphins called mammals?
 Key Words: breaks down, compares, analyzes
SYNTHESIS

 Be able to:
 Combine different types of information
 Form alternate solutions
 EXAMPLE: Design a machine to perform a specific
task.
 Key Words: combines, create
EVALUATION

 Be able to:
 Make judgements about the value of ideas or materials.
 Defend opinion/findings based on evidence
 EXAMPLE: Why is Benjamin Franklin so famous?
 Key Words: evaluates, justifies, defends
AFFECTIVE DOMAIN

 The affective domain (Krathwohl, Bloom, Masia, 1973)

includes the manner in which we deal with things emotionally,
such as feelings, values, motivations and attitudes. The five major
categories are listed from simplest behavior to the most complex:
1. Receiving
2. Responding
3. Valuing
4. Organizing
5. Characterization
RECEIVING

 At this level, the learner will:

 Attend the learning session
 Be aware
 Be willing to hear/receive
 Be attentive
 EXAMPLE: Listen to and be aware of the names of newly
introduced people.
 Key Words: listens, asks
RESPONDING

 At this level, the learner will:

 Be willing to respond
 React
 Be satisfied to respond (be motivated to respond)
 EXAMPLE: Participating in a group discussions or
gives a presentation.
 Key Words: answers, performs, presents
VALUING

 At this level, the learner will:

 Attach value to the phenomenon
 Strongly associate with the topic
 Demonstrate commitment to certain values
 EXAMPLE: Proposing a plan to bring about
improvement on a social level.
 Key Words: appreciates, respects, justifies
ORGANISATION

 At this level, the learner will:

 Organizes values in to priorities
 Resolve conflicts
 EXAMPLE: Prioritizes time effectively to meet the
needs of the organization, family and self.
 Key Words: compares, relates
CHARACTERIZATION
 At this level, the learner will:
 Completely internalize his/her values and behave in accordance
 Be predictable in his/her behavior
 Let his/her value system control behavior
 EXAMPLE: Values people for what they are, not how they look.
 Key Words: acts, perform, display
PSYCHOMOTOR DOMAIN
 The psychomotor domain (Dave, 1975) includes physical movement,
coordination and the use of motor-skill area. Development of these skills
requires practice. Psychomotor skill range from manual tasks, such as digging
a ditch or washing a car, to more complex tasks, such as dancing or operating
a complex piece of machinery. The five major categories are listed from
simple to complex behavior:
1. Imitation
2. Manipulation
3. Precision
4. Articulation
5. Naturalization
IMITATION

 At this level, the learner will:

 Observing and patterning behavior after someone else
 Directly copy action seen
 Replicate what’s directly observed
 EXAMPLE: Align his/her own car seat exactly as
advised by the driving instructor.
 Key Words: copy, follow, reproduce
MANIPULATION

 At this level, the learner will:

 Reproduce activity by instruction
 Reproduce activity by memory
 EXAMPLE: Look into back and side mirrors every time
you intent to take a turn.
 Key Words: perform, act, execute
PRECISION

 At this level, the learner will:

 Execute skill independent of help
 Refining, becoming more exact
 EXAMPLE: Slow the car down in anticipation of a red
light without being instructed.
 Key Words: demonstrate, perfectionism, prove
ARTICULATION

 At this level, the learner will:

 Coordinate and adapt a series of actions to achieve
harmony and internal consistency.
 Adapt expertise.
 EXAMPLE: Stop behind a parked car to give way to an
incoming vehicle without instruction.
 Key Words: constructs, creates, adapt
NATURALIZATION

 At this level, the learner will:

 Unconscious mastery of skills
 Mastering a high level of performance until it becomes
second-nature or natural
 EXAMPLE: Pass a practical driving test by
independently driving satisfactorily.
 Key Words: naturally, develop
Thank You !