Bloom Taxonomy of Learning

8/3/2019 Bloom Taxonomy of Learning

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Bloom's Taxonomy of Learning DomainsThe Three Types of Learning

reformatted from Clark, D, 2010 (http://www.nwlink.com/~donclark/hrd/bloom.html)

There is more than one type of learning. A committee of colleges, led by Benjamin Bloom

(1956), identified three domains of educational activities:

Cognitive: mental skills (Knowledge)

Affective: growth in feelings or emotional areas (Attitude)

Psychomotor: manual or physical skills (Skills)

Since the work was produced by higher education, the words tend to be a little bigger than we

normally use. Domains can be thought of as categories. Trainers often refer to these three

categories as KSA (Knowledge, Skills, and Attitude). This taxonomy of learning behaviourscan be thought of as the goals of the learning process. That is, after a learning episode, the

learner should have acquired new skills, knowledge, and/or attitudes.

The committee also produced an elaborate compilation for the cognitive and affective

domains, but none for the psychomotor domain. Their explanation for this oversight was that

they have little experience in teaching manual skills within the college level (I guess they

never thought to check with their sports or drama departments).This compilation divides the

three domains into subdivisions, starting from the simplest behaviour to the most complex.

The divisions outlined are not absolutes and there are other systems or hierarchies that have

been devised in the educational and training world. However, Bloom's taxonomy is easily

understood and is probably the most widely applied one in use today.


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Psychomotor Domain

The psychomotor domain (Simpson, 1972) includes physical movement, coordination, and use of the motor-s

skills requires practice and is measured in terms of speed, precision, distance, procedures, or techniques in ex

are listed from the simplest behaviour to the most complex:

Category Key words ExamplesPerception:The ability to use sensory cues to guidemotor activity. This ranges from sensorystimulation, through cue selection, totranslation.

chooses, describes, detects,differentiates, distinguishes,identifies, isolates, relates, selects.

Detects non-verbal communicland after it is thrown and then the ball. Adjusts heat of stove ttaste of food. Adjusts the heighwhere the forks are in relation

Set:Readiness to act. It includes mental,physical, and emotional sets. These threesets are dispositions that predetermine aperson's response to different situations

(sometimes called mindsets).

begins, displays, explains, moves,proceeds, reacts, shows, states,volunteers.

Knows and acts upon a sequeprocess. Recognize one's abililearn a new process (motivatioPsychomotor is closely relatedsubdivision of the Affective dom

Guided Response:The early stages in learning a complex skillthat includes imitation and trial and error.Adequacy of performance is achieved bypracticing.

copies, traces, follows, react,reproduce, responds

Performs a mathematical equainstructions to build a model. Rwhile learning to operate a fork

Mechanism:This is the intermediate stage in learning acomplex skill. Learned responses havebecome habitual and the movements can beperformed with some confidence andproficiency.

assembles, calibrates, constructs,dismantles, displays, fastens, fixes,grinds, heats, manipulates,measures, mends, mixes, organizes,sketches.

Use a personal computer. Rep

continues.


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Complex Overt Response:The skilful performance of motor acts that involve complexmovement patterns. Proficiency is indicated by a quick, accurate,and highly coordinated performance, requiring a minimum ofenergy. This category includes performing without hesitation, andautomatic performance. For example, players are often utter

sounds of satisfaction or expletives as soon as they hit a tennisball or throw a football, because they can tell by the feel of the actwhat the result will produce.

assembles, builds, calibrates,constructs, dismantles, displays,fastens, fixes, grinds, heats,manipulates, measures, mends,mixes, organizes, sketches.

NOTE: The Key Words are thesame as Mechanism, but will haveadverbs or adjectives that indicatethat the performance is quicker,better, more accurate, etc.

ManoeuvresOperates a cDisplays com

Adaptation:Skills are well developed and the individual can modify movementpatterns to fit special requirements.

adapts, alters, changes,rearranges, reorganizes, revises,varies.

Responds eModifies instlearners. Penot originallydamaged annew task).

Origination:Creating new movement patterns to fit a particular situation or

specific problem. Learning outcomes emphasize creativity basedupon highly developed skills.

arranges, builds, combines,composes, constructs, creates,

designs, initiate, makes, originates.

Constructs comprehens

new gymnas


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Other Psychomotor Domain Taxonomies

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):

Imitation Observing and patterning behaviour after someone else. Performance may be of

low quality. Example: Copying a work of art.

Manipulation Being able to perform certain actions by following instructions and

practicing. Example: Creating work on one's own, after taking lessons, or reading about it.

Precision Refining, becoming more exact. Few errors are apparent. Example: Working

and reworking something, so it will be just right.

Articulation Coordinating a series of actions, achieving harmony and internal consistency.

Example: Producing a video that involves music, drama, colour, sound, etc.

Naturalization Having high level performance becomes natural, without needing to think

much about it. Examples: Michael Jordan playing basketball, Nancy Lopez hitting golf ball,

etc.

Harrow's (1972):

Reflex movements Reactions that are not learned.

Fundamental movements Basic movements such as walking, or grasping.

Perception Response to stimuli such as visual, auditory, kinaesthetic, or tactile

discrimination.

Physical abilities Stamina that must be developed for further development such as strength

and agility.

Skilled movements Advanced learned movements as one would find in sports or acting.No discursive communication Effective body language, such as gestures and facial

expressions.


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References

Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive

Domain. New York: David McKay Co Inc.

Dave, R. H. (1975). Developing and Writing Behavioural Objectives. (R. J. Armstrong, ed.).

Tucson, Arizona: Educational Innovators Press.

Harrow, A. (1972) A Taxonomy of Psychomotor Domain: A Guide for Developing

Behavioural 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, M. (2000). Learning to Think, Thinking to Learn: Models and Strategies to Develop a

Classroom Culture of Thinking. Cheltenham, Vic.: Hawker Brownlow.

Simpson E. J. (1972). The Classification of Educational Objectives in the Psychomotor

Domain. Washington, DC: Gryphon House.

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Bloom Taxonomy of Learning