Bloom taxaomy.docx

7/30/2019 Bloom taxaomy.docx

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loom's taxonomy - learning domains

Benjamin Bloom's Taxonomy of

Learning Domains - Cognitive,Affective, Psychomotor Domains -design and evaluation toolkit fortraining and learning

Bloom's Taxonomy, (in full: 'Bloom's Taxonomy of Learning Domains', orstrictly speaking: Bloom's 'Taxonomy Of Educational Objectives') was initially(the first part) published in 1956 under the leadership of American academicand educational expert Dr Benjamin S Bloom. 'Bloom's Taxonomy' wasoriginally created in and for an academic context, (the developmentcommencing in 1948), when Benjamin Bloom chaired a committee ofeducational psychologists, based in American education, whose aim was todevelop a system of categories of learning behaviour to assist in the designand assessment of educational learning. Bloom's Taxonomy has since beenexpanded over many years by Bloom and other contributors (notably

Anderson and Krathwhol as recently as 2001, whose theories extend Bloom'swork to far more complex levels than are explained here, and which are morerelevant to the field of academic education than to corporate training anddevelopment).

Where indicated Bloom's Taxonomy tables are adapted and reproduced withpermission from Allyn & Bacon, Boston USA, being the publishers andcopyright owners of 'Taxonomy Of Educational Objectives' (Bloom et al 1956).

Most corporate trainers and HR professionals, coaches and teachers, will

benefit significantly by simply understanding the basics of Bloom's Taxonomy,as featured below. (If you want to know more, there is a vast amountofrelated reading and references, listed at the end of this summaryexplanation.)

Bloom's Taxonomy was primarily created for academic education,however it is relevant to all types of learning.
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Interestingly, at the outset, Bloom believed that education should focus on'mastery' of subjects and the promotion of higher forms of thinking, ratherthan a utilitarian approach to simply transferring facts. Bloom demonstrateddecades ago that most teaching tended to be focused on fact-transfer and

information recall - the lowest level of training - rather than true meaningfulpersonal development, and this remains a central challenge for educators andtrainers in modern times. Much corporate training is also limited to non-participative, unfeeling knowledge-transfer, (all those stultifyingly boringpowerpoint presentations...), which is reason alone to consider the breadthand depth approach exemplified in Bloom's model.

You might find it helpful now to see theBloom Taxonomy overview. Did yourealise there were all these potential dimensions to training and learning?

development of bloom's taxonomy

Benjamin S Bloom (1913-99) attained degrees at Pennsylvania StateUniversity in 1935. He joined the Department of Education at the University ofChicago in 1940 and attained a PhD in Education in 1942, during which timehe specialised in examining. Here he met his mentor Ralph Tyler with whomhe first began to develop his ideas for developing a system (or 'taxonomy') ofspecifications to enable educational training and learning objectives to beplanned and measured properly - improving the effectiveness of developing

'mastery' instead of simply transferring facts for mindless recall. Bloomcontinued to develop the Learning Taxonomy model through the 1960's, andwas appointed Charles H Swift Distinguished Service Professor at Chicago in1970. He served as adviser on education to several overseas governmentsincluding of Israel and India.

Bloom's (and his colleagues') initial attention was focused on the'CognitiveDomain', which was the first published part of Bloom's Taxonomy, featured inthe publication: 'Taxonomy Of Educational Objectives: Handbook 1, TheCognitive Domain' (Bloom, Engelhart, Furst, Hill, Krathwohl, 1956).

The 'Taxonomy Of Educational Objectives: Handbook II, The AffectiveDomain' (Bloom, Masia, Krathwohl) as the title implies, deals with the detail ofthe second domain, the'Affective Domain', and was published in 1964.

Various people suggested detail for the third'Psychomotor Domain', whichexplains why this domain detail varies in different representations of the
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complete Bloom Taxonomy. The three most popularly referenced versions ofthe Psychomotor Domain seem to be those ofRH Dave(1967/70),EJSimpson(1966/72), andAJ Harrow(1972).

As such 'Bloom's Taxonomy' describes the three-domain structure, withinwhich the detail may vary, especially for the third domain.

Bloom's Taxonomy has therefore since 1956 provided a basis for ideas whichhave been used (and developed) around the world by academics, educators,teachers and trainers, for the preparation of learning evaluation materials,and also provided the platform for the complete 'Bloom's Taxonomy'(including the detail for the third 'Psychomotor Domain') as we see it today.Collectively these concepts which make up the whole Bloom Taxonomycontinue to be useful and very relevant to the planning and design of: school,

college and university education, adult and corporate training courses,teaching and lesson plans, and learning materials; they also serve as atemplate for the evaluation of: training, teaching, learning and development,within every aspect of education and industry.

If you are involved in the design, delivery or evaluation of teaching, training,courses, learning and lesson plans, you should find Bloom's Taxonomy useful,as a template, framework or simple checklist to ensure you are using themost appropriate type of training or learning in order to develop thecapabilities required or wanted.

Training or learning design and evaluation need not cover all aspectsof the Taxonomy - just make sure there is coverage of the aspectsthat are appropriate.

As such, if in doubt about your training aims - check what's possible, andperhaps required, by referring to Bloom's Taxonomy.

explanation of bloom's taxonomy

First, don't be put off by the language or the apparent complexity of Bloom'sTaxonomy - at this basic level it's a relatively simple and logical model.

Taxonomy means 'a set of classification principles', or 'structure',and Domain simply means 'category'. Bloom and his colleagues were
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academics, looking at learning as a behavioural science, and writing for otheracademics, which is why they never called it 'Bloom's Learning Structure',which would perhaps have made more sense to people in the business world.(Interestingly this example of the use of technical language provides a helpful

lesson in learning itself, namely, if you want to get an idea across to people,you should try to use language that your audience will easily recognise andunderstand.)

Bloom's Taxonomy underpins the classical 'Knowledge, Attitude, Skills'structure of learning method and evaluation, and aside from the evensimplerKirkpatrick learning evaluation model, Bloom's Taxonomy of LearningDomains remains the most widely used system of its kind in educationparticularly, and also industry and corporate training. It's easy to see why,because it is such a simple, clear and effective model, both for explanation

and application of learning objectives, teaching and training methods, andmeasurement of learning outcomes.

Bloom's Taxonomy provides an excellent structure for planning, designing,assessing and evaluating training and learning effectiveness. The model alsoserves as a sort ofchecklist, by which you can ensure that training isplanned to deliver all the necessary development for students, trainees orlearners, and a template by which you can assess the validity and coverage ofany existing training, be it a course, a curriculum, or an entire training anddevelopment programme for a large organisation.

It is fascinating that Bloom's Taxonomy model (1956/64) andKirkpatrick'slearning evaluation model(1959) remain classical reference models and toolsinto the 21st century. This is because concepts such as Bloom's Taxonomy,Kirkpatrick's model,Maslow's Hierarchy of Needs,Mcgregor's XY Theory,TheSWOT analysismodel, andBerne's Transactional Analysis theory, toname a few other examples, are timeless, and as such will always be relevantto the understanding and development of people and organisations.

bloom's taxonomy definitions
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Bloom's Taxonomy model is in three parts, or 'overlapping domains'. Again,Bloom used rather academic language, but the meanings are simple tounderstand:

1. Cognitive domain (intellectual capability, ie., knowledge, or 'think')2.Affective domain (feelings, emotions and behaviour, ie., attitude,

or 'feel')3. Psychomotor domain (manual and physical skills, ie., skills, or 'do')

This has given rise to the obvious short-hand variations on the theme whichsummarise the three domains; for example, Skills-Knowledge-Attitude, KAS,Do-Think-Feel, etc.

Various people have since built on Bloom's work, notably in the third domain,

the 'psychomotor' or skills, which Bloom originally identified in a broad sense,but which he never fully detailed. This was apparently because Bloom and hiscolleagues felt that the academic environment held insufficient expertise toanalyse and create a suitable reliable structure for the physical ability'Psychomotor' domain. While this might seem strange, such caution is notuncommon among expert and highly specialised academics - they strive foraccuracy as well as innovation. In Bloom's case it is as well that he left a fewgaps for others to complete the detail; the model seems to have benefitedfrom having several different contributors fill in the detail over the years, suchas Anderson, Krathwhol, Masia, Simpson, Harrow and Dave (these last threehaving each developed versions of the third 'Psychomotor' domain).

In each of the three domains Bloom's Taxonomy is based on the premise thatthe categories are ordered in degree of difficulty.An important premise ofBloom's Taxonomy is that each category (or 'level') must bemastered before progressing to the next. As such the categories withineach domain are levels of learning development, and these levels increase indifficulty.

The simple matrix structure enables a checklist or template to be constructedfor the design of learning programmes, training courses, lesson plans, etc.Effective learning - especially in organisations, where training is to beconverted into organisational results - should arguably cover all the levels ofeach of the domains, where relevant to the situation and the learner.


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The learner should benefit from development of knowledge and intellect(Cognitive Domain); attitude and beliefs (Affective Domain); and the ability toput physical and bodily skills into effect - to act (Psychomotor Domain).

bloom's taxonomy overview

Here's a really simple adapted 'at-a-glance' representation of Bloom'sTaxonomy. The definitions are intended to be simple modern day language,to assist explanation and understanding. This simple overview can help you(and others) to understand and explain the taxonomy. Refer back to it whenconsidering and getting to grips with the detailed structures - this overviewhelps to clarify and distinguish the levels.

For the more precise original Bloom Taxonomy terminology and definitionssee the more detailed domain structures beneath this at-a-glance model. It'shelpful at this point to consider also the'conscious competence' learningstages model, which provides a useful perspective for all three domains, andthe concept of developing competence by stages in sequence.

Cognitive Affective Psychomotor

knowledge attitude skills

1. Recall data1. Receive(awareness)

1. Imitation(copy)

2. Understand2. Respond(react)

2. Manipulation(followinstructions)

3. Apply (use)3. Value(understandand act)

3. DevelopPrecision
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4. Analyse(structure/elements)

4. Organisepersonalvalue system

4. Articulation(combine,integraterelated skills)

5. Synthesize(create/build)

5.Internalizevalue system(adoptbehaviour)

5.Naturalization(automate,become expert)

6. Evaluate (assess,

judge in relationalterms)

(Detail of Bloom's Taxonomy Domains:'Cognitive Domain'-'AffectiveDomain'-'Psychomotor Domain')

N.B. In the Cognitive Domain, levels 5 and 6, Synthesis and Evaluation, were

subsequently inverted by Anderson and Krathwhol in 2001. Anderson andKrathwhol also developed a complex two-dimensional extension of the BloomTaxonomy, which is not explained here. If you want to learn more about thebleeding edge of academic educational learning and evaluation there is a listof further references below. For most mortals in teaching and training what'son this page is probably enough to make a start, and a big difference.

Note also that the Psychomotor Domain featured above is based on thedomain detail established by RH Dave (who was a student of Bloom) in 1967(conference paper) and 1970 (book). The Dave model is the simplest andgenerally easiest to apply in the corporate development environment.Alternative Psychomotor Domains structures have been suggested by others,notablyHarrow and Simpson's models detailed below. I urge you exploretheSimpsonandHarrowPsychomotor Domain alternatives - especially for thedevelopment of children and young people, and for developing skills in adultsthat take people out of their comfort zones. This is because the Simpson and
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Harrow models offer different emotional perspectives and advantages, whichare useful for certain learning situations, and which do not appear soobviously in the structure of the Dave model.

(Back to the development of Bloom's Taxonomy.)

Bloom's Taxonomy in more detailed structure follows, with more formalterminology and definitions. Refer back to theBloom Taxonomy overview anytime you need to refresh or clarify your perception of the model. It is normalto find that the extra detail can initially cloud the basic structure - which isactually quite simple - so it's helpful to keep the simple overview to hand.

bloom's taxonomy learning domains -detailed structures

1. bloom's taxonomy - cognitive domain - (intellect- knowledge - 'think')

Bloom's Taxonomy 1956 Cognitive Domain is as follows. An adjusted modelwas produced by Anderson and Krathwhol in 2001 in which the levels five andsix (synthesis and evaluation) were inverted (reference: Anderson &Krathwohl, A Taxonomy for Learning, Teaching, and Assessing: A Revision ofBloom's Taxonomy of Educational Objectives, 2001). This is why you will seedifferent versions of this Cognitive Domain model. Debate continues as to theorder of levels five and six, which is interesting given that Bloom's Taxonomystates that the levels must be mastered in order.

In my humble opinion it's possible to argue either case (Synthesis then

Evaluation, or vice-versa) depending on the circumstances and the precisecriteria stated or represented in the levels concerned, plus the extent of'creative thinking' and 'strategic authority' attributed to or expected at the'Synthesis' level. In short - pick the order which suits your situation. (Furthercomment about synthesis and evaluation priority.)
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cognitive domain

level

category or'level'

behaviourdescriptions

examples ofactivity to betrained, ordemonstration andevidence tobe measured

'key

words'(verbswhichdescribetheactivityto betrainedor

measured at eachlevel)

1 Knowledgerecall orrecognise

information

multiple-choicetest, recountfacts orstatistics, recall

a process, rules,definitions;quote law orprocedure

arrange,define,describe,label, list,memorise,

recognise,relate,reproduce,select,state

2Comprehension

understandmeaning, re-state data inone's ownwords,interpret,extrapolate,translate

explain orinterpretmeaning from a

given scenarioor statement,suggesttreatment,reaction orsolution to

explain,reiterate,reword,

critique,classify,summarise, illustrate,translate,review,


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given problem,create examplesor metaphors

report,discuss,re-write,estimate,interpret,theorise,paraphrase,reference,example

3 Application

use or applyknowledge,put theoryinto practice,useknowledgein responseto real

circumstances

put a theoryinto practicaleffect,demonstrate,solve aproblem,manage an

activity

use, apply,discover,manage,execute,solve,produce,implement,construct,change,prepare,

conduct,perform,react,respond,role-play

4 Analysis

interpretelements,organization

al principles,structure,construction,internalrelationships; quality,

identifyconstituentparts and

functions of aprocess orconcept, or de-construct amethodology orprocess, making

analyse,breakdown,

catalogue,compare,quantify,measure,test,examine,


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reliability ofindividualcomponents

qualitativeassessment ofelements,relationships,values andeffects;measurerequirements orneeds

experiment, relate,graph,diagram,plot,extrapolate, value,divide

5Synthesis(create/build)

develop newuniquestructures,systems,models,approaches,ideas;creativethinking,

operations

develop plansor procedures,designsolutions,integratemethods,resources,ideas, parts;create teams ornewapproaches,

write protocolsor contingencies

develop,plan,build,create,design,organise,revise,formulate,propose,establish,assemble,integrate,

re-arrange,modify

6 Evaluation

assesseffectivenessof wholeconcepts, inrelation to

values,outputs,efficacy,viability;criticalthinking,

review strategicoptions or plansin terms ofefficacy, returnon investment

or cost-effectiveness,practicability;assesssustainability;perform

review,justify,assess,present acase for,

defend,report on,investigate, direct,appraise,argue,


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strategiccomparisonand review;judgementrelating toexternalcriteria

aSWOTanalysis in relation toalternatives;produce afinancialjustification fora proposition orventure,calculate theeffects of a planor strategy;perform adetailed and

costed riskanalysis withrecommendations andjustifications

project-manage

Refresh your understanding of where this fits into the Bloom Taxonomyoverview.

Based on the 'Taxonomy Of Educational Objectives: Handbook 1, TheCognitive Domain' (Bloom, Engelhart, Furst, Hill, Krathwohl) 1956. This tableis adapted and reproduced with permission from Allyn & Bacon, Boston USA,being the publishers and copyright owners of 'Taxonomy Of EducationalObjectives' (Bloom et al 1956).

Note that levels 5 and 6, Synthesis and Evaluation, were subsequentlyinverted by Anderson and Krathwhol in 2001, on which point:

cognitive domain - order ranking of 'synthesis' and'evaluation'

In my view, the question of the order of Synthesis and Evaluation isdependent upon the extent of strategic expectation and authority that is builtinto each, which depends on your situation. Hence it is possible to make a
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case for Bloom's original order shown above, or Anderson and Krathwhol'sversion of 2001 (which simply inverts levels 5 and 6).

The above version is the original, and according to the examples andassumptions presented in the above matrix, is perfectly appropriate andlogical. I also personally believe the above order to be appropriatefor corporate and industrial training anddevelopment if'Evaluation' is taken to represent executive or strategicassessment and decision-making, which is effectively at the pinnacle ofthe corporate intellect-set.

I believe inversion of Synthesis and Evaluation carries a risk unless it isproperly qualified. This is because the highest skill level absolutely mustinvolve strategic evaluation; effective management - especially of large

activities or organisations - relies on strategic evaluation. Andclearly,strategic evaluation, is by implication included in the 'Evaluation'category.

I would also argue that in order to evaluate properly and strategically, weneed first to have learned and experienced the execution of the strategies (ie,to have completed the synthesis step) that we intend to evaluate.

However, you should feel free to invert levels 5 and 6 if warranted by yourown particular circumstances, particularly if your interpretation of 'Evaluation'

is non-strategic, and not linked to decision-making. Changing the order of thelevels is warranted if local circumstances alter the degree of difficulty.Remember, the taxonomy is based in the premise that the degree of difficultyincreases through the levels - people need to learn to walk before they canrun - it's that simple. So, if your situation causes 'Synthesis' to be morechallenging than 'Evaluation', then change the order of the levels accordingly(ie., invert 5 and 6 like Anderson and Krathwhol did), so that you train peoplein the correct order.

2. bloom's taxonomy - affective domain - (feeling,emotions - attitude - 'feel')

Bloom's Taxonomy second domain, the Affective Domain, was detailed byBloom, Krathwhol and Masia in 1964 (Taxonomy of Educational Objectives:


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Volume II, The Affective Domain. Bloom, Krathwohl and Masia.) Bloom'stheory advocates this structure and sequence for developing attitude - alsonow commonly expressed in the modern field of personal development as'beliefs'. Again, as with the other domains, the Affective Domain detail

provides a framework for teaching, training, assessing and evaluating theeffectiveness of training and lesson design and delivery, and also theretention by and affect upon the learner or trainee.

affective domain

level

category or'level'


examples ofexperience,ordemonstration andevidence tobe measured

'keywords'(verbswhichdescribethe activityto betrained ormeasuredat eachlevel)

1 Receive

open toexperience,willing tohear

listen toteacher ortrainer, takeinterest insession orlearningexperience,take notes,turn up, make

time forlearningexperience,participatepassively

ask, listen,focus,attend, takepart,discuss,acknowledge, hear, beopen to,

retain,follow,concentrate,read, do,feel


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2 Respondreact andparticipateactively

participateactively ingroupdiscussion,activeparticipation inactivity,interest inoutcomes,enthusiasm foraction,

question andprobe ideas,suggestinterpretation

react,respond,seekclarification,interpret,clarify,provideotherreferencesandexamples,contribute,question,

present,cite, becomeanimated orexcited, helpteam, write,perform

3 Value

attachvalues andexpresspersonalopinions

decide worthand relevance

of ideas,experiences;accept orcommit toparticularstance oraction

argue,

challenge,debate,refute,confront,justify,persuade,criticise,

4Organise orConceptualize values

reconcileinternalconflicts;developvalue system

qualify and

quantifypersonal views,state personalposition andreasons, statebeliefs

build,

develop,formulate,defend,modify,relate,prioritise,


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reconcile,contrast,arrange,compare

5

Internalizeorcharacterisevalues

adopt beliefsystem andphilosophy

self-reliant;behaveconsistentlywith personalvalue set

act, display,influence,solve,practice,

Based on the 'Taxonomy Of Educational Objectives: Volume 2, The Affective

Domain' (Bloom, Masia, Krathwohl) 1964. See also 'Taxonomy Of EducationalObjectives: Handbook 1, The Cognitive Domain' (Bloom, Engelhart, Furst, Hill,Krathwohl) 1956. This table is adapted and reproduced with permission fromAllyn & Bacon, Boston USA, being the publishers and copyright owners of'Taxonomy Of Educational Objectives' (Bloom et al 1956).

This domain for some people can be a little trickier to understand than theothers. The differences between the levels, especially between 3, 4, and 5,are subtle, and not so clear as the separations elsewhere in the Taxonomy.

You will find it easier to understand if you refer back to thebloom's taxonomylearning domains at-a-glance.

3. bloom's taxonomy - psychomotor domain -(physical - skills - 'do')

The Psychomotor Domain was ostensibly established to address skillsdevelopment relating to manual tasks and physical movement, however it alsoconcerns and covers modern day business and social skills such ascommunications and operation IT equipment, for example telephone andkeyboard skills, or public speaking. Thus, 'motor' skills extend beyond theoriginally traditionally imagined manual and physical skills, so always considerusing this domain, even if you think your environment is covered adequatelyby the Cognitive and Affective Domains. Whatever the training situation, it is
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likely that the Psychomotor Domain is significant. The Dave version of thePsychomotor Domain is featured most prominently here because in my view itis the most relevant and helpful for work- and life-related development,although the Psychomotor Domains suggested by Simpson and Harrow are

more relevant and helpful for certain types of adult training and development,as well as the teaching and development of young people and children, so doexplore them all. Each has its uses and advantages.

dave's psychomotor domain taxonomy

psychomotor domain (dave)

level

category or'level'


examples ofactivity ordemonstration andevidence tobe measured

'keywords'(verbswhichdescribetheactivity tobe trainedormeasuredat eachlevel)

1 Imitation

copy actionof another;observe andreplicate

watch teacheror trainer andrepeat action,process oractivity

copy,follow,replicate,repeat,adhere

2 Manipulation

reproduceactivity frominstructionor memory

carry out taskfrom written orverbalinstruction

re-create,build,perform,execute,implement


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3 Precisionexecute skillreliably,independentof help

perform a taskor activity withexpertise andto high qualitywithoutassistance orinstruction;able todemonstrate anactivity to otherlearners

demonstrat

e, complete,show,perfect,calibrate,control,

4 Articulation

adapt andintegrateexpertise tosatisfy anon-standardobjective

relate andcombineassociatedactivities todevelopmethods tomeet varying,novelrequirements

construct,solve,combine,coordinate,integrate,adapt,develop,formulate,modify,master

5Naturalization

automated,unconsciousmastery ofactivity andrelated skillsat strategiclevel

define aim,approach andstrategy for useof activities tomeet strategicneed

design,specify,manage,invent,project-manage

Based on RH Dave's version of the Psychomotor Domain ('Developing andWriting Behavioral Objectives', 1970. The theory was first presented at aBerlin conference 1967, hence you may see Dave's model attributed to 1967or 1970).


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Refresh your understanding of where the Psychomotor Domain fits into theBloom Taxonomy overview.

It is also useful to refer to the'Conscious Competence' model, which arguablyoverlays, and is a particularly helpful perspective for explaining andrepresenting the 'Psychomotor' domain, and notably Dave's version. (The'Conscious Competence' model also provides a helpful perspective for theother two domains - Cognitive and Affective, and for the alternativePsychomotor Domains suggested byHarrowandSimpsonbelow.)

alternative psychomotor domain taxonomyversions

Dave's Psychomotor Domain above is probably the most commonlyreferenced and used psychomotor domain interpretation. There are certainlytwo others; Simpson's, and Harrow's, (if you know any others pleasecontactus).

It's worth exploring and understanding the differences between the threePsychomotor Domain interpretations. Certainly each is different and has adifferent use.

In my view the Dave model is adequate and appropriate for most adulttraining in the workplace.

For young children, or for adults learning entirely new and challengingphysical skills (which may require some additional attention to awareness andperception, and mental preparation), or for anyone learning skills whichinvolve expression of feeling and emotion, then the Simpson or Harrow

models can be more useful because they more specifically address theseissues.

Simpson's versionis particularly useful if you are taking adults out of theircomfort zones, because it addresses sensory, perception (and by implicationattitudinal) and preparation issues. For example anything fearsome or
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threatening, like emergency routines, conflict situations, tough physical tasksor conditions.

Harrow's versionis particularly useful if you are developing skills which areintended ultimately to express, convey and/or influence feelings, because itsfinal level specifically addresses the translation of bodily activities (movement,communication,body language, etc) into conveying feelings and emotion,including the effect on others. For example, public speaking, training itself,and high-level presentation skills.

The Harrow and Simpson models are also appropriate for other types of adultdevelopment. For example, teaching adults to run a difficult meeting, or makea parachute jump, will almost certainly warrant attention on sensoryperception and awareness, and on preparing oneself mentally, emotionally,

and physically. In such cases therefore, Simpson's or Harrow's model wouldbe more appropriate than Dave's.

simpson's psychomotor domain taxonomy

Elizabeth Simpson's interpretation of the Psychomotor domain differs fromDave's chiefly because it contains extra two levels prior to the initial imitationor copy stage. Arguably for certain situations, Simpson's first two levels,

'Perception' and 'Set' stage are assumed or incorporated within Dave's first'Imitation' level, assuming that you are dealing with fit and healthy people(probably adults rather than young children), and that 'getting ready' or'preparing oneself' is part of the routine to be taught, learned or measured. Ifnot, then the more comprehensive Simpson version might help ensure thatthese two prerequisites for physical task development are checked andcovered. As such, the Simpson model or the Harrow version is probablypreferable than the Dave model for the development of young children.

psychomotor domain (simpson)

levelcategoryor 'level'

descriptionexamples ofactivity ordemonstration

'key words'(verbswhich
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and evidenceto bemeasured

describethe activityto betrained ormeasuredat eachlevel)

1 Perception awareness

use and/orselection ofsenses to absorbdata for guidingmovement

recognise,distinguish,notice, touch, hear, feel,etc

2 Set readiness

mental, physicalor emotionalpreparationbeforeexperience ortask

arrange,prepare, getset

3GuidedResponse

attemptimitate or followinstruction, trialand error

imitate,copy, follow,try

4 Mechanismbasicproficiency

competentlyrespond tostimulus foraction

make,perform,shape,complete

5ComplexOvertResponse

expertproficiency

execute acomplex processwith expertise

coordinate,fix,demonstrate

6 Adaptation adaptable alter response to adjust,


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proficiency reliably meetvaryingchallenges

integrate,solve

7 Originationcreativeproficiency

develop andexecute newintegratedresponses andactivities

design,formulate,modify, re-design,trouble-shoot

Adapted and simplified representation of Simpson's Psychomotor Domain

('The classification of educational objectives in the psychomotor domain',1972). Elizabeth Simpson seems actually to have first presented herPsychomotor Domain interpretation in 1966 in the Illinois Journal of HomeEconomics. Hence you may see the theory attributed to either 1966 or 1972.

harrow's psychomotor domain taxonomy

Harrow's interpretation of the Psychomotor domain is strongly biased towardsthe development of physical fitness, dexterity and agility, and control of thephysical 'body', to a considerable level of expertise. As such the Harrow modelis more appropriate to the development of young children's bodily movement,skills, and expressive movement than, say, the development of a corporatetrainee's keyboard skills. By the same token, the Harrow model would beperhaps more useful for the development of adult public speaking or artisticperformance skills than Dave's or Simpson's, because the Harrow modelfocuses on the translation of physical and bodily activity into meaningfulexpression. The Harrow model is the only one of the three PsychomotorDomain versions which specifically implies emotional influence on otherswithin the most expert level of bodily control, which to me makes it ratherspecial.

As ever, choose the framework that best fits your situation, and the needsand aims of the trainees or students.


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psychomotor domain (harrow)

level

category or'level'

description

examples ofactivity ordemonstration andevidence tobe measured

'key

words'(verbswhichdescribetheactivityto betrainedor

measured at eachlevel)

1ReflexMovement

involuntaryreaction

respondphysicallyinstinctively

react,respond

2BasicFundamentalMovements

basic simplemovement

alter position,move, performsimple action

grasp,

walk,stand,throw

3PerceptualAbilities

basicresponse

use than oneability inresponse todifferentsensoryperceptions

catch,write,explore,distinguishusingsenses

4PhysicalAbilities

fitnessdevelopstrength,endurance,

endure,maintain,repeat,


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agility, control increase,improve,exceed

5SkilledMovements

complexoperations

execute andadaptadvanced,integratedmovements

drive,build,juggle,play amusicalinstrument, craft

6Non-discursiveCommunication

meaningfully expressiveactivity oroutput

activityexpressesmeaningfulinterpretation

expressandconveyfeelingandmeaningthroughmovementand

actions

Adapted and simplified representation of Harrow's Psychomotor Domain(1972). (Non-discursive means intuitively direct and well expressed.)

in conclusion

Bloom's Taxonomy is a wonderful reference model for all involved in teaching,training, learning, coaching - in the design, delivery and evaluation of thesedevelopment methods. At its basic level (refresh your memory of theBloomTaxonomy overviewif helpful), the Taxonomy provides a simple, quick andeasy checklist to start to plan any type of personal development. It helps toopen up possibilities for all aspects of the subject or need concerned, andsuggests a variety of the methods available for delivery of teaching and
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learning. As with any checklist, it also helps to reduce the risks of overlookingsome vital aspects of the development required.

The more detailed elements within each domain provide additional referencepoints for learning design and evaluation, whether for a single lesson, sessionor activity, or training need, or for an entire course, programme or syllabus,across a large group of trainees or students, or a whole organisation.

And at its most complex, Bloom's Taxonomy is continuously evolving, throughthe work of academics following in the footsteps of Bloom's early associates,as a fundamental concept for the development of formalised education acrossthe world.

As with so many of the classical models involving the development of people

and organisations, you actually have a choice as to how to use Bloom'sTaxonomy. It's a tool - or more aptly - a toolbox. Tools are most useful whenthe user controls them; not vice-versa.

Use Bloom's Taxonomy in the ways that you find helpful for your ownsituation

Humans are lifelong learners. From birth onward we learn

and assimilate what we have just learned into what wealready know. Learning in the Geosciences, like all learning,

can be catagorized into the domains of concept knowledge,how we view ourselves as learners and the skills we need toengage in the activities of geoscientists. As early as 1956

Educational Psychologist Benjamin Bloom divided what andhow we learn into three seperate domains of learning.

Cognitive Domain

Cognitive Domain - This domain includes content knowledgeand the development of intellectual skills. This includes therecall or recognition of specific facts and concepts that serve

developing intellectual abilities and skills. There are six majorcategories, starting from the simplest behavior (recalling

facts) to the most complex (Evaluation). The University of


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Washington's Geography Department website Major

Categories in the Taxonomy of Educational Objectives has adetailed explanation of Bloom's Six Levels of CognitiveDevelopment(more info)Affective Domain

Affective Domain- How does one approach learning? With

confidence, a can do attitude. The Affective domain includesfeelings, values, appreciation, enthusiasms, motivations, and

attitudes. The University of Dayton, School of LawAffectiveDomainwebsite describes each catagory in the domain and

provides illustrative examples and keywords for the

cognitive, affective, and psychomotor domains.Psychomotor Domain

Psychomotor Domain- The psychomotor domain includesphysical movement, coordination, and use of the motor-skillareas. Development of these skills requires practice and is

measured in terms of speed, precision, distance, procedures,or techniques in execution. For a more detailed treatment of

this domain see the Penn State Teaching and Learning withTechnology websitePsychomotor Domain Taxonomy(more info)Connecting Learning and Assessment

To see how assessments are built from these domains of

learning and to learn how to build effective assessments go

to theHallmarks of Effective Assessmentpage.
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