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Bloom's Taxonomy of Learning Domains

Bloom's Taxonomy
 It was created in 1956 under the leadership of educational psychologist Dr
Benjamin Bloom
 It aims to promote higher forms of thinking in education, such as analysing and
evaluating concepts, processes, procedures, and principles, rather than just
remembering facts (rote learning).
 It is most often used when designing educational, training, and learning processes
The Three Domains of Learning
 Cognitive: mental skills (knowledge)
 Affective: growth in feelings or emotional areas (attitude or self)
 Psychomotor: manual or physical skills (skills)

1. Cognitive Domain
a. It involves knowledge and the development of intellectual skills
b. There are six major categories
c. The categories can be thought of as degrees of difficulties. That is, the first
one must be mastered before the next one can take place

2. Affective Domain
a. The affective domain includes the manner in which we deal with things
emotionally, such as feelings, values, appreciation, enthusiasms, motivations,
and attitudes.

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 b. The five major categories are listed from the simplest behaviour to the most
complex
i. Receiving Phenomena:
 Awareness, willingness to hear, selected attention.
ii. Responding to Phenomena:
 Active participation on the part of the learners.
 Attends and reacts to a particular phenomenon
iii. Valuing:
 The worth or value a person attaches to a particular object,
phenomenon, or behaviour.
 This ranges from simple acceptance to the more complex state
of commitment.
iv. Organization:
 Organizes values into priorities by contrasting different values,
resolving conflicts between them, and creating a unique value
system.
v. Internalizing values (characterization):
 Has a value system that controls their behaviour.
 The behaviour is pervasive, consistent, predictable, and most
importantly, characteristic of the learner.
 Instructional objectives are concerned with the student's
general patterns of adjustment (personal, social, emotional)
3. Psychomotor Domain
a. The psychomotor domain includes physical movement, coordination, and use
of the motor-skill areas.
b. Development of these skills requires practice and is measured in terms of
speed, precision, distance, procedures, or techniques in execution.
c. The seven major categories are listed from the simplest behaviour to the most
complex:
i. Perception:
 The ability to use sensory cues to guide motor activity.
ii. Set:
 Readiness to act. It includes mental, physical, and emotional
sets. (Sometimes called mindsets)
 predetermine a person's response to different situations.
iii. Guided Response:
 learning a complex skill (includes imitation, trial and error)
 Adequacy of performance is achieved by practicing
iv. Mechanism:
 Learned responses have become habitual and the movements
can be performed with some confidence and proficiency
v. Complex Overt Response:
 The skilful performance of motor acts that involve complex
movement patterns.

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  Proficiency is indicated by a quick, accurate, and highly
coordinated performance, requiring a minimum of energy.
vi. Adaptation:
 Skills are well developed and the individual can modify
movement patterns to fit special requirements.
vii. Origination:
 Creating new movement patterns to fit a particular situation or
specific problem.
 Learning outcomes emphasize creativity based upon highly
developed skills.