Three Domains of Learning – Cognitive, Affective, Psychomotor

Three domains of learning –

What are the differences between the cognitive, affective, and psychomotor taxonomies? 
There are three main domains of learning and all teachers should know about them and use them to construct lessons.
These domains are cognitive (thinking), affective  (emotion/feeling), and psychomotor (physical/kinesthetic). Each domain on
this page has a taxonomy associated with it. Taxonomy is simply a word for a classification. All of the taxonomies below are
arranged so that they proceed from the simplest to more complex levels.

The domains of learning were first developed and described between 1956-1972. The ones discussed here are usually
attributed to their primary author, even though the actual development may have had more authors in its formal, complete
citation (see full citations below). Some web references attribute all of the domains to Benjamin Bloom which is simply not
true. While Bloom was involved in describing both the cognitive and the affective domains, he appeared as first author on
the cognitive domain. As a result this bore his name for years and was commonly known among educators as Bloom’s
Taxonomy even though his colleague David Krathwohl also a partner on the 1956 publication. When publishing the
description of the affective domain in 1964 Krathwohl was named as first author, but Bloom also worked on developing this
work. Krathwohl’s involvement in the development of the cognitive domain will be become important when you look at the
authors of the 2001 revisions to this taxonomy.

    Benjamin Bloom (Cognitive Domain),

    David Krathwohl (Affective Domain), and
    Anita Harrow (Psychomotor Domain).

Many veteran teachers are totally unaware that the cognitive/thinking domain had major revisions in 2000/01.  Here I have
included both the original cognitive domain, and I have also attached it to the newly revised version so that users can see
the differences. The newer version of Bloom’s Taxonomy of Learning has a number of added features that can be very
useful to educators as they try to construct optimal learning experiences. I hope readers will explore the differences and
additions through the links provided on this page.

Also, when possible, I believe teachers should attempt to construct more holistic lessons by using all 3 domains in
constructing learning tasks. This diversity helps to create more well-rounded learning experiences and meets a number of
learning styles and learning modalities. Using more diversity in delivering lessons also helps students create more neural
networks and pathways thus aiding recall.

The Original Cognitive or Thinking Domain –

Based on the 1956 work, The Handbook I-Cognitive Domain, behavioral objectives that dealt with cognition could be divided
into subsets. These subsets were arranged into a taxonomy and listed according to the cognitive difficulty — simpler to
more complex forms.  In 2000-01 revisions to the cognitive taxonomy were spearheaded by one of Bloom’s former students,
Lorin Anderson, and Bloom’s original partner in defining and publishing the cognitive domain, David Krathwohl. Please see
my page entitled Bloom’s Taxonomy Revised for further details.

Remember while it is good to understand the history of the older version of this domain, the newer version has a number
of strong advantages that make it a better choice for planning instruction today. One of the major changes that
occurred between the old and the newer updated version is that the two highest forms of cognition have been
reversed. In the older version the listing from simple to most complex functions was ordered as knowledge,
comprehension, application, analysis, synthesis, and evaluation. In the newer version the steps change to verbs and are
arranged as knowing, understanding, applying, analyzing, evaluating, and the last and highest function, creating. 

Taxonomies of the Cognitive Domain

Bloom’s Taxonomy 1956 Anderson and Krathwohl’s Taxonomy 2001

 1. Knowledge: Remembering or  1. Remembering: Recognizing or recalling k

retrieving previously learned nowledge from memory. Remembering is when memory
material. Examples of verbs that is used to produce or retrieve definitions,
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relate to this function are: facts, or lists, or to recite previously learned
information. 
know define record
identify recall name
relate memorize recognize
list repeat acquire

 2. Comprehension: The ability to  2. Understanding:  Constructing meaning from

grasp or construct meaning from different types of functions be they written or
material. Examples of verbs that graphic messages, or activities like
relate to this function are: interpreting, exemplifying, classifying,
summarizing, inferring, comparing, or
restate identif illustrate
explaining.     
locate y interpret
report discuss draw
recogniz describ represent
e e differentiat
explain discuss e conclude
express review
infer

 3. Application: The ability to  3. Applying:  Carrying out or using a

use learned material, or to procedure through executing, or
implement material in new and implementing. Applying relates to or refers to
concrete situations. Examples of situations where learned material is used through
verbs that relate to this function products like models, presentations, interviews
are: or simulations.  
apply organize practice
relate employ calculate
develop restructure show
translate interpret exhibit
use demonstrate dramatize
operate illustrate

 4. Analysis: The ability to  4. Analyzing:  Breaking materials or

break down or distinguish the parts concepts into parts, determining how the parts
of material into its components so relate to one another or how they interrelate, or
that its organizational structure how the parts relate to an overall structure or
may be better understood.Examples purpose. Mental actions included in this function
of verbs that relate to this are differentiating, organizing, and
function are: attributing, as well as being able to
distinguish betweenthe components or parts. When
analyze differenti experiment
one is analyzing, he/she can illustrate this
compare ate scrutinize
mental function by creating spreadsheets,
probe contrast discover
surveys, charts, or diagrams, or graphic
inquire investigat inspect
representations.
examine e detect dissect
contrast survey discrimina
categori classify te
ze deduce separate

 5. Synthesis: The ability to put  5. Evaluating:  Making judgments based on

parts together to form a coherent criteria and standards through checking and
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or unique new whole. In the revised critiquing. Critiques, recommendations, and
version of Bloom’s synthesis reports are some of the products that can be
becomes creating and becomes the created to demonstrate the processes of
last and most complex cognitive evaluation.  In the newer
function. Examples of verbs that taxonomy, evaluating comes before creating as
relate to the synthesis function it is often a necessary part of the precursory
are: behavior before one creates something.    
compose plan propose
produce invent develop
design formulate arrange
assemble collect construct
create set up organize
prepare generalize originate
predict document derive
modify combine write
tell relate propose

 6. Evaluation: The ability to  6. Creating: Putting elements together to

judge, check, and even critique the form a coherent or functional whole; reorganizing
value of material for a given elements into a new pattern or structure through
purpose. This function goes to #5 generating, planning, or
in the revised version of Bloom’s. producing. Creating requires users to put parts
Examples of verbs that relate to together in a new way, or synthesize parts into
evaluation are: something new and different thus creating a new
form or product.  This process is the most
judge argue validate
difficult mental function in the new taxonomy. 
assess decide consider
compare choose appraise
evaluate rate value
conclude select criticize
measure estimate infer
deduce

Table 1.1 – (Wilson, L.O. 2001) – Bloom vs. Anderson/Krathwohl revisions

Additional Resources: There are many different types of graphics cleverly depicting the new versions that can be printed
and readily used as everyday references during instructional planning. In a search engine like Google enter “revised Bloom’s
taxonomy” and view the “images” portion of the search to find many different types of colorful and useful graphics on this
topic.

 The Affective or Feeling Domain:

Like cognitive objectives, affective objectives can also be divided into a hierarchy (according to Krathwohl). This area is
concerned with feelings or emotions. Again, the taxonomy is arranged from simpler feelings to those that are more
complex. This domain was first described in 1964 and as noted before is attributed to David Krathwohl as the primary
author.

1. Receiving

This refers to the learner’s sensitivity to the existence of stimuli – awareness, willingness to receive, or selected attention.

feel  sense  capture  experience pursue  attend  perceive

2. Responding

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This refers to the learners’ active attention to stimuli and his/her motivation to learn – acquiescence, willing responses, or
feelings of satisfaction.

conform  allow  cooperate contribute  enjoy  satisfy

3. Valuing

This refers to the learner’s beliefs and attitudes of worth – acceptance, preference, or commitment. An acceptance,
preference, or commitment to a value.

believe  seek  justify respect  search  persuade

4. Organization

This refers to the learner’s internalization of values and beliefs involving (1) the conceptualization of values; and (2) the
organization of a value system.   As values or beliefs become internalized, the leaner organizes them according to priority.

examine  clarify  systematize create  integrate

5. Characterization – the Internalization of values

This refers to the learner’s highest of internalization and relates to behavior that reflects (1) a generalized set of values; and
(2) a characterization or a philosophy about life. At this level the learner is capable of practicing and acting on their values or
beliefs.

internalize  review  conclude resolve  judge

Based on:

Krathwohl, D.R., Bloom,B.S. and  Masia, B. B. (1964).Taxonomy of educational objectives, Book II. Affective domain. New
York, NY. David McKay Company, Inc.

Note: As with all of the taxonomies, in labeling objectives using this domain there has to be a very clear instructional
intention for growth in this area specified in the learning objective(s). Folks in the sciences and in math often avoid
including affective objectives stating that their areas are not emotional. However, any group work or cooperative exercise
where deportment, or collaborative or cooperative skills are discussed, used, and emphasized qualifies as having the
potential for affective growth. Additionally, if students are asked to challenge themselves with independently taking risks to
develop and present a hypothesis and/or persuade others on drawn conclusions, or actively take an intellectual risk
whereby they increase in self-confidence, these types of exercises also have the potential to be affective as well as a
cognitive.  Also, in areas of potential debate, where data allows students to draw conclusions about controversial topics or
express opinions and feelings on those topics, this too can be tweaked so there is intentional affective growth. Since
emotion draws both attention and channels strong residual memory, it behooves all dedicated and artful educators to
include affective objectives, no matter what their discipline or area of study.

The Psychomotor or Kinesthetic Domain

Psychomotor objectives are those specific to discreet physical functions, reflex actions and interpretive movements.
Traditionally, these types of objectives are concerned with the physically encoding of information, with movement and/or
with activities where the gross and fine muscles are used for expressing or interpreting information or concepts. This area
also refers to natural, autonomic responses or reflexes.

In examining the three domains of learning it is interesting to note that while the cognitive taxonomy was described in 1956,
and the affective in 1964, the psychomotor domain was not fully described until the 1970s. And while I have chosen to use
the work of Anita Harrow here, there are actually two other psychomotor taxonomies to choose from — one from E. J.
Simpson (1972) and the other from R.H. Dave (1970). See full citations and hyperlink below.

As stated earlier, to avoid confusion, if the activity is simply something that is physical which supports another area —
affective or cognitive — term the objective physical rather than psychomotor. Again, this goes to instructional intent. A
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primary example of something physical which supports specific cognitive development and skills might be looking through a
microscope, and then identifying and drawing cells. Here the instructional intent of this common scientific activity is not to
develop specific skilled proficiency in microscope viewing or in reproducing cells through drawing. Usually the key intent in
this activity is that a physical action supports or is a vehicle for cognitive growth and furthering recognition skills. The learner
is using the physical action to achieve the cognitive objectives — identify, recognize, and differentiate varied types of cells.

If you are using a physical activity to support a cognitive or affective function, simply label it as something physical (labeling
the objective as kinesthetic, haptic, or tactile is also acceptable) and avoid the term psychomotor. Rather labeling something
psychomotor means there is a very clear educational intention for growth to occur in the psychomotor/kinesthetic domain.

Certainly more complex learning objectives can be written so that they that meld 2 or 3 domains. For instance, students can
gain appreciation (an affective objective) for the culture or country of origin through conducting investigations or listening to
stories while learning the dances from other countries.  Learning dance steps would fall under “skilled movements” in the
psychomotor domain.

(Terms in this area based on Anita Harrow’s taxonomy).

Reflex movements
Objectives at this level include reflexes that involve one segmental or reflexes of the spine and movements that may involve
more than one segmented portion of the spine as intersegmental reflexes (e.g., involuntary muscle contraction). These
movements are involuntary being either present at birth or emerging through maturation.
Fundamental movements
Objectives in this area refer to skills or movements or behaviors related to walking, running, jumping, pushing, pulling and
manipulating. They are often components for more complex actions.
Perceptual abilities
Objectives in this area should address skills related to kinesthetic (bodily movements), visual, auditory, tactile (touch), or
coordination abilities as they are related to the ability to take in information from the environment and react.
Physical abilities
Objectives in this area should be related to endurance, flexibility, agility, strength, reaction-response time or dexterity.
Skilled movements
Objectives in this area refer to skills and movements that must be learned for games, sports, dances, performances, or for
the arts.
Nondiscursive communication
Objectives in this area refer to expressive movements through posture, gestures, facial expressions, and/or creative
movements like those in mime or ballet.  These movements refer to interpretative movements that communicate meaning
without the aid of verbal commands or help.

Note: As we learn more about how the brain learns and retains information, today’s educators are realizing that targeted
physical movement has the potential to enhance memory and recall and can aid in accelerating longterm memory.
Intentionally adding movement to enhance learning is often called “embodied learning.” With the aid of technology this field
is growing rapidly.

Additional resources:

1. The Waag Society

2. SmallLAB Learning – Stellar explanation and examples of this concept

3. David Birchfield on YouTube explaining embodied learning/cognition

4. Description of all 3 psychomotor taxonomies

5. Lara Schenck – Provides an excellent definition of this new type of learning  in comparison to other types of learning.

**Remember that the trick in effectively planning lessons — there has to be the intention for growth specifically in the
selected domain area!  Learning takes place in ALL three domains of learning and wise teachers combine domains so that
lessons and learning  are more holistic and multidimensional. 

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The following page and PPT AGO2 illustrate how you can use all three domains to create more holistic learning
experiences.

Related page: Writing good curriculum

Giving = Continued Sharing

I created the Second Principle to share information about the educational ideas at the heart of all good teaching. I am
dedicated to the ideal that most of materials on this site remain free to individuals, and free of advertising. If you have
found value in the information offered here, please consider becoming a patron through a PayPal donation to help defray
hosting and operating costs. Thanks for your consideration, and blessings on your own journey.

Sources:

(As these hotlinks take readers to Amazon, the FTC requires me to indicate that they qualify as ads)

There are 3 editions of the revisions of Bloom’s from Anderson and Krathwohl and others, or from Anderson.

1. Anderson, L. W. and Krathwohl, D. R., et al (Eds.) (2000) A Taxonomy for Learning, Teaching, and Assessing: A Revision
of Bloom’s Taxonomy of Educational Objectives (complete edition) . Allyn & Bacon. Boston, MA (Pearson Education
Group)

2. Anderson, L. W. and Krathwohl, D. R., et al (Eds.) (2001) A Taxonomy for Learning, Teaching, and Assessing: A Revision
of Bloom’s Taxonomy of Educational Objectives (abridged edition). Allyn & Bacon. Boston, MA (Pearson Education
Group)

3.* There is a newer, less expensive, abridged version of this book. See Anderson, L. W. (2013) A Taxonomy for Learning,
Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives, Abridged Edition.

Bloom, B.S. and Krathwohl, D. R., et al.(1956) Taxonomy of Educational Objectives: The Classification of Educational
Goals, by a committee of college and university examiners. Handbook I: Cognitive Domain. NY, NY: Longmans, Green
(This is the original work. It is unavailable for purchase, however there are later editions available.)

Dave, R.H. (1970). Psychomotor levels in Developing and Writing Behavioral Objectives, pp.20-21. R.J. Armstrong, ed. Tucson,
Arizona: Educational Innovators Press. (Unavailable for purchase)

Harrow, A. (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. (1964). Taxonomy of Educational Objectives, the Classification of Educational
Goals. Handbook II: Affective Domain. New York: David McKay Co., Inc.

Simpson E.J. (1972). The Classification of Educational Objectives in the Psychomotor Domain. Washington, DC: Gryphon House.

** FTC Notice: For rea

First Steps

The following should be considered for lesson planning:

1) Know who your students are. Know ability levels; backgrounds; interest levels; attention spans; ability to work together in
groups; prior knowledge and learning experiences; special needs or accommodations; and learning preferences. This may not
happen as quickly as you would like, but it is important for designing instruction that will meet the needs of your students.
That's key in successful teaching and learning!

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2) Know your content. It is important for you to research the subject matter that you will be teaching. You should also utilize
curriculum guides published by the state in which you teach and the local school district that employs you. It is also a good idea
to know the national standards and state standards that drive curriculum in each subject area that you are responsible for. You
can visit web sites that are devoted to curriculum frameworks and that will give you a lot of information relative to your
subject area. TeAch-nology.com has a large number of links that will help you to search for information relative to the subject
matter you are employed to teach. One link that can help is as follows:

https://www.teach-nology.com/teachers/subject_matter/

3) Know the materials that are available to help you teach for success. Take and keep an inventory of the materials and
resources that are available to you as a teacher. For example: technology, software, audio/visuals, teacher mentors,
community resources, equipment, manipulatives, library resources, local guest speakers, volunteers, or any materials that can
assist you in teaching.

Planning For Instruction

1) Content- List the important facts, key concepts, skills, or key vocabulary terms that you intend to cover. You can also
prepare an outline with key learning outcomes. Remember to refer to your curriculum guides. State and national standards can
be found at:https://www.teach-nology.com/teachers/standards/

2) Goals- Identify the aims or outcomes that you want your students to achieve as a result of the lesson you plan to teach.
Goals are end products and are sometimes broad in nature. Goals relate directly to the knowledge and skills you identify in part
one: content.

3) Objectives- Identify the objectives that you hope your students will achieve in the tasks that will engage them in the
learning process. Objectives are behavioral in nature and are specific to performance. Objectives tell what you will be
observing in student performance and describe criteria by which you can measure performance against. In many ways,
objectives represent indicators of performance that tell you, the teacher, to what extent a student is progressing in any given
task. Instructional objectives can start with a "given" that describes a condition that enables your students to perform any given
task. A "given" could be an activity, a specific set of directions, materials needed to perform a task, an assignment, or anything
that sets up a condition for students to engage in the task being observed and measured for performance. The heart of the
objective is the task that the student is expected to perform. It is probably one of the most important parts of the lesson plan
because it is student centered and outcomes based. Objectives can range from easy to hard tasks depending on student
abilities.

3a) Materials- List the materials and resources that will be needed for the lesson to be successful. In this case, you should also
list technology resources needed to achieve objectives.

4) Introduction- Describe or list a focusing event or attention grabber that will motivate your students to want to pay attention
and learn about what you plan to teach. This will depend on the ages and stages and of your students and will rely on students'
interests and backgrounds. Remember, getting your students to attend and respond to your introduction will set the stage for
the rest of the lesson.

5) Development- Describe how you plan to model or explain what you want your students to do. Modeling the learning
behaviors you expect of your students is a powerful development tool and provides demonstration that students can then
imitate or practice on their own. During development, models of teaching are used to facilitate student learning. Models can
include direct instruction, inquiry, information processing strategies, or cooperative learning strategies. More information on
models of teaching can be found on the following link:

https://www.teach-nology.com/teachers/methods/models/

6) Practice- List or describe ways in which you will provide opportunities for your students to practice what you want them to
learn. The more opportunities you provide, the better chance they have to master the expected outcomes. These opportunities
are in-classroom assignments or tasks that give you, the teacher, the chance to guide and monitor progress. There are tons of
activities that you can download from the net; TeAch-nology.com provides a comprehensive source of links to activities for all
subject areas. Go to the Teacher Resources section of the site and click on lesson plans, quick activities, etc.

https://www.teach-nology.com/teachers/

7) Independent Practice- List or describe ways to provide opportunities for your students to complete assignments to measure
progress against the goal of instruction. These assignments are meant to give teachers the chance to determine whether

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students have truly mastered the expected outcomes. Remember to only plan for tasks that you believe students can
accomplish without your guidance.

8) Accommodations-聽 List or describe ways that you will differentiate instruction according to students' needs. This can
include any curricular adaptations that are needed to meet special needs students. For more on differentiating instruction, go
to:

https://www.teach-nology.com/litined/dif_instruction/

For more ideas on serving the needs of special education students, go to:

https://www.teach-nology.com/teachers/special_ed/

9) Checking For Understanding- - List or describe ways that you will check for understanding. Assessment and ongoing
feedback are necessary for monitoring progress. This can include questioning, conferencing, or journal writing/reflection
writing. TeAch-nology.com has a rubric generator that can help develop a checklist for assessing ongoing student progress.

Go to:聽 https://www.teach-nology.com/web_tools/rubrics/

10) Closure- List or describe ways that you can wrap up a lesson. This can include telling students the most important concepts
that were covered in the lesson, asking them what they thought were the key concepts (or what they learned), or preparing
them for the next lesson building upon what was presented. The key is to leave your students with an imprint of what you
hoped to achieve in any given lesson.

11) Evaluation- List or describe ways that you will assess or measure student success in achieving the outcomes that you
planned to reach. This can include a variety of ways to evaluate student performance. The following links can help:

https://www.teach-nology.com/currenttrends/alternative_assessment/

https://www.teach-nology.com/teachers/testing/

12) Teacher Reflection- This section is to be completed after lesson. It represents what you think worked, or what did not
work, and why. It is meant to give you some insight into practice and will hopefully help you to make adjustments and
modifications where necessary.

Bloom's Taxonomy
In the 1950s, Benjamin Bloom and a group of cognitive psychologists identified a hierarchy of thinking and learning that has become known
as Bloom's Taxonomy. At the lower level of the taxonomy, which is depicted as a pyramid, is the knowledge level, where students recall
or remember facts or information. At the highest level, students create something new from what they've learned. In between those levels,
students understand, apply, analyze, and evaluate.

As a general rule, you should aim your objectives at the higher levels of Bloom's Taxonomy. Analyzing, evaluating, and creating tends to
lead to a deeper understanding of content and the long-term retention of skills and knowledge. In other words, if you want students to
have in-depth knowledge of the Battle of Gettysburg, your objective should have students create something. You might state your
objectives such as, 'Students will evaluate the actions of Union generals on the first day of battle' or 'Students will create a digital timeline of
all three days of the battle.'

Choosing strong action verbs is a good place to start when developing strong lesson plans. The following list will help you select verbs for
each level of comprehension:

 Knowledge: define, describe, name, list, label, recall, remember, and recognize

 Understand: explain, describe, interpret, paraphrase, summarize, compare, discuss, and infer
 Apply: solve, illustrate, use, calculate, demonstrate, dramatize, produce, and teach
 Analyze: categorize, classify, prioritize, appraise, connect, survey, conclude, and deduce
 Evaluate: critique, criticize, recommend, defend, support, dissect, measure, and score
 Create: design, compose, hypothesize, generate, formulate, invent, write, and construct