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: 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 domains as KSA (Knowledge, Skills, and Attitude). This taxonomy of learning behaviors can be thought of as "the goals of the training process." That is, after the training session, the learner should have acquires new skills, knowledge, and/or attitudes.
Cognitive (Knowledge)
The cognitive domain involves knowledge 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 six major categories, which are listed in order below, starting from the simplest behavior to the most complex. 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.
Category
|
Illustrative Objective and Key Words
|
Knowledge: Recall data or information.
| Students will be able to:
· list the direct and indirect evidence that supports the evolution of modern species from ancestral forms
- recite a policy.
- know the safety rules.
Key Words: define, describe, identify, know, label, list, match, name, outline, recall, recognize, reproduce, select, state.
|
Comprehension: Understand the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words.
| Students will be able to: - explain the role of structure, function and regulatory mechanisms of the digestive, respiratory, excretory and circulatory systems in energy and matter exchange
- rewrite the principles of test writing.
- explain in one’s own words the steps for performing a complex task.
- translate an equation into a computer spreadsheet.
Key Words: comprehend, convert, defend, distinguish, estimate, explain, extend, generalize, give, infer, interpret, paraphrase, predict, rewrite, summarize, translate. |
| Application: Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place. | Students will be able to:
- predict if reactants or products are favored in a reversible reaction, on the basis of the magnitude of the equilibrium constant.
- apply laws of statistics to evaluate the reliability of a written test.
Key Words: apply, change, compute, construct, demonstrate, discover, manipulate, modify, operate, predict, prepare, produce, relate, show, solve, use. |
| Analysis: Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences. | Students will be able to:
- relate the reversibility of reactions in electrochemical cells to equilibrium.
- troubleshoot a piece of equipment by using logical deduction.
- recognize logical fallacies in reasoning.
Key Words: analyze, break down, compare, contrasts diagram, deconstruct, differentiate, discriminate, distinguish, identify, illustrate, infer, outline, relate, select, separate. |
| Synthesis: Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure. | Students will be able to: - summarize and explain the biogeochemical cycles for carbon, nitrogen, and phosphorous.
- write a company operations or process manual.
- revise and process to improve the outcome.
Key Words: categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes. |
| Evaluation: Make judgments about the value of ideas or materials. | Students will be able to: - explain how environmental pollutants, like cyanide or hydrogen sulfide, inhibit cellular respiration.
- select the most effective solution.
- hire the most qualified candidate.
Key Words: appraise, compare, conclude, contrast, criticize, critique, defend, describe, discriminate, evaluate, explain, interpret, justify, relate, summarize, support. |
Affective (Attitude)
This domain includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes. The five major categories listed the simplest behavior to the most complex:
Category
|
Illustrative Objective and Key Words
|
| Receiving Phenomena: Awareness, willingness to hear, selected attention. | Students will be encouraged to: - appreciate the complex and precise nature of the immune system and its sensitivity to factors like stress and infection.
- listen to others with respect.
- listen for and remember the name of newly introduced people.
Key Words: appreciate, ask, choose, describe, follow, give, hold, identify, locate, name, point to, select, sit, erect, reply, use. |
| Responding to Phenomena: Active participation on the part of the learners. Attends and reacts to a particular phenomenon. Learning outcomes may emphasize compliance in responding, willingness to respond, or satisfaction in responding (motivation). | Students will be encouraged to: - give presentation on the interactive nature of science and technology in developing products and processes that promote or inhibit the functioning of the human organism’s system
- participate in class discussions.
- question new ideals, concepts, models, etc. in order to fully understand them.
- kow the safety rules and practices them.
Key Words: answer, assist, aid, comply, conform, discuss, greet, help, label, perform, practice, give, present, read, recite, report, select, tell, write. |
| Valuing: The worth or value a person attaches to a particular object, phenomenon, or behavior. This ranges from simple acceptance to the more complex state of commitment. Valuing is based on the internalization of a set of specified values, while clues to these values are expressed in the learner’s overt behavior and are often identifiable. | Students will be encouraged to: - initiate how the digestive, respiratory, excretory, transport and defense systems are closely linked to cellular respiration.
- demonstrate belief in the democratic process. Is sensitive towards individual and cultural differences (value diversity).
- show the ability to solve problems.
- propose a plan to social improvement and follows through with commitment.
Key Words: complete, demonstrate, differentiate, explain, follows form, initiate, invite, join, justify, propose, read, report, select, share, study, work. |
| Organization: Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating an unique value system. The emphasis is on comparing, relating, and synthesizing values. | Students will be encouraged to:
- recognize the need for balance between freedom and responsible behavior.
- accept responsibility for ones behavior.
- explain the role of systematic planning in solving problems.
- accept professional ethical standards.
- create a life plan in harmony with abilities, interests, and beliefs.
- prioritize time effectively to meet the needs of the organization, family, and self.
Key Words: adhere, alter, arrange, combine, compare, complete, defend, explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, synthesize. |
| Internalizing values (characterization): Has a value system that controls their behavior. The behavior 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). | Students will be encouraged to:
- show self-reliance when working independently.
- cooperate in group activities (displays teamwork). - use an objective approach in problem solving.
- revise judgments and changes behavior in light of new evidence.
- value people for what they are, not how they look.
Key Words: act, discriminate, display, influence, listen, modify, perform, practice, propose, qualify, question, revise, serve, solve, verify. |
Psychomotor (Skills)
The psychomotor domain includes physical movement, coordination, and use of the motor-skill areas. Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures, or techniques in execution. The seven major categories listed the simplest behavior to the most complex:
Other 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 Simpson (1972). There are two other popular versions:
Dave's:
- Imitation: Observing and patterning behavior 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, color, sound, etc.
- Naturalization: Having high level performance become natural, without needing to think much about it. Examples: Michael Jordan playing basketball, Nancy Lopez hitting a golf ball, etc.
Harrow's:
- Involuntary movement - reaction
- Fundamental movements - basic movements
- Perception - response to stimuli
- Physical abilities - stamina that must be developed for further development
- Skilled movements - advanced learned movements
- No discursive communication - effective body language
Category
|
Illustrative Objective and Key Words
|
| Perception: The ability to use sensory cues to guide motor activity. This ranges from sensory stimulation, through cue selection, to translation. |
Students will be able to:
- measure the amount of solar radiation in the local area, and compare this with solar radiation data of other areas of the province and/or the country.
- detect non-verbal communication cues.
- adjust heat of stove to correct temperature by smell and taste of food.
Key Words: choose, describe, detect, differentiate, measure, distinguish, identify, isolate, relate, select.
|
| Set: Readiness to act. It includes mental, physical, and emotional sets. These three sets are dispositions that predetermine a person’s response to different situations (sometimes called mindsets). |
Students will be able to:
-know and act upon the stages of embryo development, using preserved material, such us chicken embryos, prepared slides, models or computer simulations; and extrapolating these events to the development of human fetus.
- recognize ones abilities and limitations.
- show desire to learn a new process (motivation).
NOTE: This subdivision of Psychomotor is closely related with the "Responding to phenomena" subdivision of the Affective domain.
Key Words: begin, display, explain, move, proceed, react, show, state, and volunteer.
|
| Guided Response: The early stages in learning a complex skill that includes imitation and trial and error. Adequacy of performance is achieved by practicing. |
Students will be able to:
- perform a mathematical equation as demonstrated. Follows instructions to build a model.
- respond hand-signals of instructor while learning to operate a forklift.
Key Words: copy, trace, follow, react, reproduce, respond, perform
|
| Mechanism: This is the intermediate stage in learning a complex skill. Learned responses have become habitual and the movements can be performed with some confidence and proficiency. |
Students will be able to:
- collect, verify and organize data into tables of their own design, and graphs and diagrams of others’ design, using written and symbolic forms; and describe findings or relationships, using scientific vocabulary, notation, theories and models.
- use a personal computer.
- repair a leaking faucet.
- drive a car.
Key Words: assemble, calibrate, construct, dismantle, display, fasten, fix, grind, heat, manipulate, measure, mend, mix, organize, sketch.
|
| Complex Overt Response: The skillful performance of motor acts that involve complex movement patterns. Proficiency is indicated by a quick, accurate, and highly coordinated performance, requiring a minimum of energy. This category includes performing without hesitation, and automatic performance. For example, players are often utter sounds of satisfaction or expletives as soon as they hit a tennis ball or throw a football, because they can tell by the feel of the act what the result will produce. |
Students will be able to:
- draw and interpret graphs of experimental data that relate pressure and temperature to gas volume.
- maneuver a car into a tight parallel parking spot. - - operate a computer quickly and accurately.
- display competence while playing the piano.
Key Words: assemble, build, calibrate, construct, dismantle, display, fasten, fix, grind, heat, manipulate, measure, mend, mix, organize, sketch.
|
| Adaptation: Skills are well developed and the individual can modify movement patterns to fit special requirements. |
Students will be able to:
- perform and evaluate an experiment to determine molar mass from gaseous volume.
- respond effectively to unexpected experiences.
- modify instruction to meet the needs of the learners.
- perform a task with a machine that it was not originally intended to do (machine is not damaged and there is no danger in performing the new task).
Key Words: adapt, alter, change, rearrange, reorganize, revise, varies, respond, modify, perform.
|
| Origination: Creating new movement patterns to fit a particular situation or specific problem. Learning outcomes emphasize creativity based upon highly developed skills. |
Students will be able to:
- design a model of a closed biological system in equilibrium with respect to carbon dioxide, water and oxygen exchange; e.g., space station, Biosphere II
- construct a new theory.
- develop a new and comprehensive training programming.
- create a new gymnastic routine.
Key Words: arrange, build, combine, compose, construct, create, design, initiate, make, originate.
|
Reference
1. Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc.
2.Krathwohl, D. R., Bloom, B. S., & Bertram, B. M. (1973). Taxonomy of Educational Objectives, the Classification of Educational Goals. Handbook II: Affective Domain. New York: David McKay Co., Inc.
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