Learning Domains or Bloom's Taxonomy The Three Types of Learning There is more than one type of learning.

A committee of colleges, led by Benjamin Bloom, identified three domains of educational activities:

Cognitive: mental skills (Knowledge) Affective: gro th in feelings or emotional areas (Attitude) Psychomotor: manual or physical skills (Skills)

!ince the ork as produced by higher education, the ords tend to be a little bigger than e normally use. "omains can be thought of as categories. Trainers often refer to these three domains as #!A (#no ledge, !kills, and Attitude). This ta$onomy of learning behaviors can be thought of as %the goals of the training process.% That is, after the training session, the learner should have ac&uired ne skills, kno ledge, and'or attitudes. The committee also produced an elaborate compilation for the cognitive and affective domains, but none for the psychomotor domain. Their e$planation for this oversight as that they have little e$perience in teaching manual skills ithin the college level (( guess they never thought to check ith their sports or drama department). This compilation divides the three domains into subdivisions, starting from the simplest behavior to the most comple$. The divisions outlined are not absolutes and there are other systems or hierarchies that have been devised in the educational and training orld. )o ever, Bloom*s ta$onomy is easily understood and is probably the most idely applied one in use today. Cognitive (1) The cognitive domain involves kno ledge and the development of intellectual skills. This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills. There are si$ major categories, hich are listed in order belo , starting from the simplest behavior to the most comple$. The categories can be thought of as degrees of difficulties. That is, the first one must be mastered before the ne$t one can take place. Category !no#le ge: +ecall data or information. Example an !ey "or s Examples: +ecite a policy. ,uote prices from memory to a customer. #no s the safety rules.

!ey "or s: defines, describes, identifies, kno s, labels, lists, matches, names, outlines, recalls, recogni-es, reproduces, selects, states. Comprehension: .nderstand the meaning, translation, interpolation, and interpretation of instructions and problems. !tate a problem in one*s o n ords. Examples: +e rites the principles of test riting. /$plain in one0s o n ords the steps for performing a comple$ task. Translates an e&uation into a computer spreadsheet. !ey "or s: 1omprehends converts, defends, distinguishes, estimates, e$plains, e$tends, generali-es, gives Examples, infers, interprets, paraphrases, predicts, re rites, summari-es, translates. Examples: .se a manual to calculate an employee0s vacation time. Apply la s of statistics to evaluate the reliability of a ritten test. !ey "or s: applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, sho s, solves, uses. Examples: Troubleshoot a piece of e&uipment by using logical deduction. +ecogni-e logical fallacies in reasoning. 2athers information from a department and selects the re&uired tasks for training. !ey "or s: analy-es, breaks do n, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates. Examples: 4rite a company operations or process manual. "esign a machine to perform a specific task. (ntegrates training from several sources to solve a problem. +evises and process to improve the outcome.

Application: .se a concept in a ne situation or unprompted use of an abstraction. Applies hat as learned in the classroom into novel situations in the ork place.

Analysis: !eparates material or concepts into component parts so that its organi-ational structure may be understood. "istinguishes bet een facts and inferences.

$ynthesis: Builds a structure or pattern from diverse elements. 3ut parts together to form a hole, ith emphasis on

creating a ne meaning or !ey "or s: categori-es, combines, compiles, structure. composes, creates, devises, designs, e$plains, generates, modifies, organi-es, plans, rearranges, reconstructs, relates, reorgani-es, revises, re rites, summari-es, tells, rites. Eval%ation: 5ake judgments about the value of ideas or materials. Examples: !elect the most effective solution. )ire the most &ualified candidate. /$plain and justify a ne budget. !ey "or s: appraises, compares, concludes, contrasts, critici-es, criti&ues, defends, describes, discriminates, evaluates, e$plains, interprets, justifies, relates, summari-es, supports. Affective (&) This domain includes the manner in hich e deal ith things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes. The five major categories are listed from the simplest behavior to the most comple$: Category 'eceiving Phenomena: A areness, illingness to hear, selected attention. Example an !ey "or s Examples: 6isten to others ith respect. 6isten for and remember the name of ne ly introduced people. !ey "or s: asks, chooses, describes, follo s, gives, holds, identifies, locates, names, points to, selects, sits, erects, replies, uses. 'espon ing to Phenomena: Active participation on the part of the learners. Attends and reacts to a particular phenomenon. 6earning outcomes may emphasi-e compliance in responding, illingness to respond, or satisfaction in responding Examples: 3articipates in class discussions. 2ives a presentation. ,uestions ne ideals, concepts, models, etc. in order to fully understand them. #no the safety rules and practices them. !ey "or s: ans ers, assists, aids, complies, conforms, discusses, greets, helps, labels, performs, practices, presents, reads, recites, reports, selects, tells, rites.

(motivation). (al%ing: The orth or value a person attaches to a particular object, phenomenon, or behavior. This ranges from simple acceptance to the more comple$ state of commitment. 7aluing is based on the internali-ation of a set of specified values, hile clues to these values are e$pressed in the learner8s overt behavior and are often identifiable. )rgani*ation: 9rgani-es values into priorities by contrasting different values, resolving conflicts bet een them, and creating an uni&ue value system. The emphasis is on comparing, relating, and synthesi-ing values. Examples: "emonstrates belief in the democratic process. (s sensitive to ards individual and cultural differences (value diversity). !ho s the ability to solve problems. 3roposes a plan to social improvement and follo s through ith commitment. (nforms management on matters that one feels strongly about. !ey "or s: completes, demonstrates, differentiates, e$plains, follo s, forms, initiates, invites, joins, justifies, proposes, reads, reports, selects, shares, studies, orks.

Examples: +ecogni-es the need for balance bet een freedom and responsible behavior. Accepts responsibility for one8s behavior. /$plains the role of systematic planning in solving problems. Accepts professional ethical standards. 1reates a life plan in harmony ith abilities, interests, and beliefs. 3rioriti-es time effectively to meet the needs of the organi-ation, family, and self. !ey "or s: adheres, alters, arranges, combines, compares, completes, defends, e$plains, formulates, generali-es, identifies, integrates, modifies, orders, organi-es, prepares, relates, synthesi-es.

+nternali*ing val%es (characteri-ation): )as a value system that controls their behavior. The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the

Examples: !ho s self:reliance hen orking independently. 1ooperates in group activities (displays team ork). .ses an objective approach in problem solving. "isplays a professional commitment to ethical practice on a daily basis. +evises judgments and changes behavior in light of ne evidence. 7alues people for hat they are, not ho they

look. learner. (nstructional objectives are concerned ith the student*s general patterns of adjustment (personal, social, emotional). Psychomotor (,) The psychomotor domain includes physical movement, coordination, and use of the motor:skill areas. "evelopment of these skills re&uires practice and is measured in terms of speed, precision, distance, procedures, or techni&ues in e$ecution. The seven major categories are listed from the simplest behavior to the most comple$: Category Perception: The ability to use sensory cues to guide motor activity. This ranges from sensory stimulation, through cue selection, to translation. Example an !ey "or s Examples: "etects non:verbal communication cues. /stimate here a ball ill land after it is thro n and then moving to the correct location to catch the ball. Adjusts heat of stove to correct temperature by smell and taste of food. Adjusts the height of the forks on a forklift by comparing here the forks are in relation to the pallet. !ey "or s: chooses, describes, detects, differentiates, distinguishes, identifies, isolates, relates, selects. $et: +eadiness to act. (t includes mental, physical, and emotional sets. These three sets are dispositions that predetermine a person0s response to different situations (sometimes called mindsets). Examples: #no s and acts upon a se&uence of steps in a manufacturing process. +ecogni-e one0s abilities and limitations. !ho s desire to learn a ne process (motivation). ;9T/: This subdivision of 3sychomotor is closely related ith the %+esponding to phenomena% subdivision of the Affective domain. !ey "or s: begins, displays, e$plains, moves, proceeds, reacts, sho s, states, volunteers. !ey "or s: acts, discriminates, displays, influences, listens, modifies, performs, practices, proposes, &ualifies, &uestions, revises, serves, solves, verifies.

-%i e 'esponse: The early stages in learning a comple$ skill that includes imitation and trial and error. Ade&uacy of performance is achieved by practicing. .echanism: This is the intermediate stage in learning a comple$ skill. 6earned responses have become habitual and the movements can be performed ith some confidence and proficiency. Complex )vert 'esponse: The skillful performance of motor acts that involve comple$ movement patterns. 3roficiency is indicated by a &uick, accurate, and highly coordinated performance, re&uiring a minimum of energy. This category includes performing ithout hesitation, and automatic performance. <or e$ample, players are often utter sounds of satisfaction or e$pletives as soon as they hit a tennis ball or thro a football, because they can tell by the feel of the act hat the result ill produce.

Examples: 3erforms a mathematical e&uation as demonstrated. <ollo s instructions to build a model. +esponds hand:signals of instructor hile learning to operate a forklift. !ey "or s: copies, traces, follo s, react, reproduce, responds Examples: .se a personal computer. +epair a leaking faucet. "rive a car. !ey "or s: assembles, calibrates, constructs, dismantles, displays, fastens, fi$es, grinds, heats, manipulates, measures, mends, mi$es, organi-es, sketches.

Examples: 5aneuvers a car into a tight parallel parking spot. 9perates a computer &uickly and accurately. "isplays competence hile playing the piano. !ey "or s: assembles, builds, calibrates, constructs, dismantles, displays, fastens, fi$es, grinds, heats, manipulates, measures, mends, mi$es, organi-es, sketches. ;9T/: The #ey 4ords are the same as 5echanism, but ill have adverbs or adjectives that indicate that the performance is &uicker, better, more accurate, etc.

A aptation: !kills are ell developed and the individual can modify movement patterns to fit special re&uirements.

Examples: +esponds effectively to une$pected e$periences. 5odifies instruction to meet the needs of the learners. 3erform a task ith a machine that it as not originally intended to do (machine is not damaged and there is no danger in performing the ne task). !ey "or s: adapts, alters, changes, rearranges, reorgani-es, revises, varies.

)rigination: 1reating ne movement patterns to fit a particular situation or specific problem. 6earning outcomes emphasi-e creativity based upon highly developed skills.

Examples: 1onstructs a ne theory. "evelops a ne and comprehensive training programming. 1reates a ne gymnastic routine. !ey "or s: arranges, builds, combines, composes, constructs, creates, designs, initiate, makes, originates.

)ther Psychomotor Domains As mentioned earlier, the committee did not produce a compilation for the psychomotor domain model, but others have. The one discussed above is by !impson (=>?@). There are t o other popular versions: Dave's/ +mitation/ 9bserving and patterning behavior after someone else. 3erformance may be of lo &uality. /$ample: 1opying a ork of art. .anip%lation/ Being able to perform certain actions by follo ing instructions and practicing. /$ample: 1reating ork on one*s o n, after taking lessons, or reading about it. Precision/ +efining, becoming more e$act. <e errors are apparent. /$ample: 4orking and re orking something, so it ill be %just right.% Artic%lation/ 1oordinating a series of actions, achieving harmony and internal consistency. /$ample: 3roducing a video that involves music, drama, color, sound, etc. 0at%rali*ation/ )aving high level performance become natural, ithout needing to think much about it. Examples: 5ichael Aordan playing basketball, ;ancy 6ope- hitting golf ball, etc.

1arro#'s/ 'eflex movements : +eactions that are not learned. 2%n amental movements : Basic movements such as alking, or grasping. Perception : +esponse to stimuli such as visual, auditory, kinesthetic, or tactile discrimination.

Physical a3ilities : !tamina that must be developed for further development such as strength and agility. $4ille movements : Advanced learned movements as one ould find in sports or acting. 0o isc%rsive comm%nication : /ffective body language, such as gestures and facial e$pressions.

'eference =. Bloom B. !. (=>BC). Taxonomy of Educational Objectives, Handbook I T!e "ognitive #omain$ ;e Dork: "avid 5c#ay 1o (nc. @.#rath ohl, ". +., Bloom, B. !., E 5asia, B. B. (=>?F). Taxonomy of Educational Objectives, t!e "lassification of Educational %oals$ Handbook II Affective #omain$ ;e Dork: "avid 5c#ay 1o., (nc. F. !impson /. A. (=>?@). T!e "lassification of Educational Objectives in t!e &syc!omoto' #omain$ 4ashington, "1: 2ryphon )ouse. G. "ave, +. ). (=>?B). #evelo(ing and )'iting *e!aviou'al Objectives$ (+ A Armstrong, ed.) /ducational (nnovators 3ress. B. )arro , Anita (=>?@) A taxonomy of (syc!omoto' domain a guide fo' develo(ing be!avio'al objectives$ ;e Dork: "avid 5c#ay. H

BL)).'$ TA5)0).6
(n =>BC, Benjamin Bloom headed a group of educational psychologists ho developed a classification of levels of intellectual behavior important in learning. Bloom found that over >B I of the test &uestions students encounter re&uire them to think only at the lo est possible level...the recall of information. =. Bloom identified si$ levels ithin the cognitive domain, from the simple recall or recognition of facts, as the lo est level, through increasingly more comple$ and abstract mental levels, to the highest order hich is classified as evaluation. 7erb e$amples that represent intellectual activity on each level are listed here. Knowledge: arrange, define, duplicate, label, list, memori-e, name, order, recogni-e, relate, recall, repeat, reproduce state. @. Comprehension: classify, describe, discuss, e$plain, e$press, identify, indicate, locate, recogni-e, report, restate, revie , select, translate, F. Application: apply, choose, demonstrate, dramati-e, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, rite. G. Analysis: analy-e, appraise, calculate, categori-e, compare, contrast, critici-e, differentiate, discriminate, distinguish, e$amine, e$periment, &uestion, test. B. Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organi-e, plan, prepare, propose, set up, rite.

Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate.