An Overview On

LEARNING TAXONOMY

Reproduce from

http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm

BLOOM'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', or strictly speaking: Bloom's 'Taxonomy Of Educational Objectives')was initially (the first part) published in 1956 under the leadership of American academic and educational expert Dr Benjamin S Bloom.'Bloom's Taxonomy' was originally created in and for an academic context, (the development commencing in 1948), when Benjamin Bloomchaired a committee of educational psychologists, based in American education, whose aim was to develop a system of categories of learningbehaviour to assist in the design and assessment of educational learning. Bloom's Taxonomy has since been expanded over many years byBloom and other contributors (notably Anderson and Krathwhol as recently as 2001, whose theories extend Bloom's work to far more complexlevels than are explained here, and which are more relevant to the field of academic education than to corporate training and development).

Where indicated Bloom's Taxonomy tables are adapted and reproduced with permission from Allyn & Bacon, Boston USA, being the publishersand copyright 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'sTaxonomy, as featured below. (If you want to know more, there is a vast amount of related reading and references, listed at the end of thissummary explanation.)

Bloom's Taxonomy was primarily created for academic education, however it is relevant to all types of learning.

Interestingly, at the outset, Bloom believed that education should focus on 'mastery' of subjects and the promotion of higher forms of thinking,rather than a utilitarian approach to simply transferring facts. Bloom demonstrated decades ago that most teaching tended to be focused on fact-transfer and information recall - the lowest level of training - rather than true meaningful personal development, and this remains a centralchallenge for educators and trainers in modern times. Much corporate training is also limited to non-participative, unfeeling knowledge-transfer,(all those stultifyingly boring powerpoint presentations...), which is reason alone to consider the breadth and depth approach exemplified inBloom's model.

You might find it helpful now to see the Bloom Taxonomy overview. Did you realise there were all these potential dimensions to training andlearning?

Development of Bloom's Taxonomy

Benjamin S Bloom (1913-99) attained degrees at Pennsylvania State University in 1935. He joined the Department of Education at theUniversity of Chicago in 1940 and attained a PhD in Education in 1942, during which time he specialised in examining. Here he met his mentorRalph Tyler with whom he first began to develop his ideas for developing a system (or 'taxonomy') of specifications to enable educationaltraining and learning objectives to be planned and measured properly - improving the effectiveness of developing 'mastery' instead of simplytransferring facts for mindless recall. Bloom continued to develop the Learning Taxonomy model through the 1960's, and was appointed CharlesH Swift Distinguished Service Professor at Chicago in 1970. He served as adviser on education to several overseas governments including ofIsrael and India.

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

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

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

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

Bloom's Taxonomy has therefore since 1956 provided a basis for ideas which have 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'sTaxonomy' (including the detail for the third 'Psychomotor Domain') as we see it today. Collectively these concepts which make up the wholeBloom Taxonomy continue to be useful and very relevant to the planning and design of: school, college and university education, adult andcorporate training courses, teaching and lesson plans, and learning materials; they also serve as a template 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'sTaxonomy useful, as a template, framework or simple checklist to ensure you are using the most appropriate type of training or learning in orderto develop the capabilities required or wanted.

Training or learning design and evaluation need not cover all aspects of 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, and perhaps 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's Taxonomy - at this basic level it's a relatively simple and logicalmodel.

Taxonomy means 'a set of classification principles', or 'structure', and Domain simply means 'category'. Bloom and his colleagues wereacademics, looking at learning as a behavioural science, and writing for other academics, which is why they never called it 'Bloom's LearningStructure', which would perhaps have made more sense to people in the business world. (Interestingly this example of the use of technicallanguage 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 youraudience will easily recognise and understand.)

Bloom's Taxonomy underpins the classical 'Knowledge, Attitude, Skills' structure of learning method and evaluation, and aside from the evensimpler Kirkpatrick learning evaluation model, Bloom's Taxonomy of Learning Domains remains the most widely used system of its kind ineducation particularly, and also industry and corporate training. It's easy to see why, because it is such a simple, clear and effective model, bothfor explanation and application of learning objectives, teaching and training methods, and measurement of learning outcomes.

Bloom's Taxonomy provides an excellent structure for planning, designing, assessing and evaluating training and learning effectiveness. Themodel also serves as a sort of checklist, by which you can ensure that training is planned to deliver all the necessary development for students,trainees or learners, and a template by which you can assess the validity and coverage of any existing training, be it a course, a curriculum, or anentire training and development programme for a large organisation.

It is fascinating that Bloom's Taxonomy model (1956/64) and Kirkpatrick's learning evaluation model (1959) remain classical reference modelsand tools into the 21st century. This is because concepts such as Bloom's Taxonomy, Kirkpatrick's model, Maslow's Hierarchy of Needs,

Mcgregor's XY Theory, The SWOT analysis model, and Berne's Transactional Analysis theory, to name a few other examples, are timeless, andas such will always be relevant to the understanding and development of people and organisations.

Bloom's Taxonomy Definitions

Bloom's Taxonomy model is in three parts, or 'overlapping domains'. Again, Bloom used rather academic language, but the meanings are simpleto understand:

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 which summarise 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 abroad sense, but which he never fully detailed. This was apparently because Bloom and his colleagues felt that the academic environment heldinsufficient expertise to analyse and create a suitable reliable structure for the physical ability 'Psychomotor' domain. While this might seemstrange, such caution is not uncommon among expert and highly specialised academics - they strive for accuracy as well as innovation. InBloom's case it is as well that he left a few gaps for others to complete the detail; the model seems to have benefited from having severaldifferent contributors fill in the detail over the years, such as Anderson, Krathwhol, Masia, Simpson, Harrow and Dave (these last three havingeach developed versions of the third 'Psychomotor' domain).

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

The simple matrix structure enables a checklist or template to be constructed for the design of learning programmes, training courses, lessonplans, etc. Effective learning - especially in organisations, where training is to be converted into organisational results - should arguably cover allthe levels of each of the domains, where relevant to the situation and the learner.

The learner should benefit from development of knowledge and intellect (Cognitive Domain); attitude and beliefs (Affective Domain); and theability to put 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's Taxonomy. The definitions are intended to be simple modern daylanguage, to assist explanation and understanding. This simple overview can help you (and others) to understand and explain the taxonomy.Refer back to it when considering and getting to grips with the detailed structures - this overview helps to clarify and distinguish the levels.

For the more precise original Bloom Taxonomy terminology and definitions see the more detailed domain structures beneath this at-a-glancemodel. It's helpful at this point to consider also the 'conscious competence' learning stages model, which provides a useful perspective for allthree domains, and the concept of developing competence by stages in sequence

Cognitive Affective Psychomotor

knowledge attitude skills

1. Recall data 1. Receive (awareness) 1. Imitation (copy)

2. Understand 2. Respond (react) 2. Manipulation (follow instructions)

3. Apply (use) 3. Value (understand and act) 3. Develop Precision

4. Analyse (structure/elements) 4. Organise personal value system4. Articulation (combine, integrate relatedskills)

5. Synthesize (create/build)5. Internalize value system (adoptbehaviour)

5. Naturalization (automate, becomeexpert)

6. Evaluate (assess, judge in relationalterms)

(Detail of Bloom's Taxonomy Domains: 'Cognitive Domain' - 'Affective Domain' - '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 and Krathwhol also developed a complex two-dimensional extension of the Bloom Taxonomy, which is not explained here. If youwant to learn more about the bleeding edge of academic educational learning and evaluation there is a list of further references below. For mostmortals in teaching and training what's on this page is probably enough to make a start, and a big difference.

Note also that the Psychomotor Domain featured above is based on the domain detail established by RH Dave (who was a student of Bloom) in1967 (conference paper) and 1970 (book). The Dave model is the simplest and generally easiest to apply in the corporate developmentenvironment. Alternative Psychomotor Domains structures have been suggested by others, notably Harrow and Simpson's models detailedbelow. I urge you explore the Simpson and Harrow Psychomotor Domain alternatives - especially for the development of children and youngpeople, and for developing skills in adults that take people out of their comfort zones. This is because the Simpson and Harrow models offerdifferent emotional perspectives and advantages, which are useful for certain learning situations, and which do not appear so obviously in thestructure of the Dave model.

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

Bloom's Taxonomy in more detailed structure follows, with more formal terminology and definitions. Refer back to the Bloom Taxonomyoverview any time you need to refresh or clarify your perception of the model. It is normal to find that the extra detail can initially cloud thebasic structure - which is actually 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 model was produced by Anderson and Krathwhol in 2001 in which thelevels five and six (synthesis and evaluation) were inverted (reference: Anderson & Krathwohl, A Taxonomy for Learning, Teaching, andAssessing: A Revision of Bloom's Taxonomy of Educational Objectives, 2001). This is why you will see different versions of this CognitiveDomain model. Debate continues as to the order of levels five and six, which is interesting given that Bloom's Taxonomy states that the levelsmust 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. (Further comment about synthesis and evaluation priority.)

COGNITIVE DOMAIN

level category or 'level' behaviour descriptions

examples of activity to be

trained, or demonstration and

evidence to be measured

'key words' (verbs which

describe the activity to be

trained or measured at each

level)

1Knowledge

(REMEMBERING)recall or recognise information

multiple-choice test, recount

facts or statistics, recall a

process, rules, definitions; quote

arrange, define, describe,

label, list, memorise,

recognise, relate, reproduce,

law or procedure select, state

2Comprehension

(UNDERSTANDING)

understand meaning, re-state

data in one's own words,

interpret, extrapolate, translate

explain or interpret meaning

from a given scenario or

statement, suggest treatment,

reaction or solution to given

problem, create examples or

metaphors

explain, reiterate, reword,

critique, classify, summarise,

illustrate, translate, review,

report, discuss, re-write,

estimate, interpret, theorise,

paraphrase, reference, example

3Application

(APPLYING)

use or apply knowledge, put

theory into practice, use

knowledge in response to real

circumstances

put a theory into practical

effect, demonstrate, solve a

problem, manage an activity

use, apply, discover, manage,

execute, solve, produce,

implement, construct, change,

prepare, conduct, perform,

react, respond, role-play

4Analysis

(ANALYSING)

interpret elements,

organizational principles,

structure, construction, internal

relationships; quality, reliability

of individual components

identify constituent parts and

functions of a process or

concept, or de-construct a

methodology or process,

making qualitative assessment

of elements, relationships,

values and effects; measure

analyse, break down,

catalogue, compare, quantify,

measure, test, examine,

experiment, relate, graph,

diagram, plot, extrapolate,

value, divide

requirements or needs

5 (6)

Synthesis

(create/build)

(CREATING /

DESIGNING)

develop new unique structures,

systems, models, approaches,

ideas; creative thinking,

operations

develop plans or procedures,

design solutions, integrate

methods, resources, ideas, parts;

create teams or new approaches,

write protocols or contingencies

develop, plan, build, create,

design, organise, revise,

formulate, propose, establish,

assemble, integrate, re-

arrange, modify

6 (5)Evaluation

(EVALUATING)

assess effectiveness of whole

concepts, in relation to values,

outputs, efficacy, viability;

critical thinking, strategic

comparison and review;

judgement relating to external

criteria

review strategic options or

plans in terms of efficacy,

return on investment or cost-

effectiveness, practicability;

assess sustainability; perform a

SWOT analysis in relation to

alternatives; produce a financial

justification for a proposition or

venture, calculate the effects of

a plan or strategy; perform a

detailed and costed risk analysis

with recommendations and

justifications

review, justify, assess, present

a case for, defend, report on,

investigate, direct, appraise,

argue, project-manage

Refresh your understanding of where this fits into the Bloom Taxonomy overview.

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

Note that levels 5 and 6, Synthesis and Evaluation, were subsequently inverted 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 is dependent upon the extent of strategic expectation and authority that is builtinto each, which depends on your situation. Hence it is possible to make a case for Bloom's original order shown above, or Anderson andKrathwhol's version of 2001 (which simply inverts levels 5 and 6).

The above version is the original, and according to the examples and assumptions presented in the above matrix, is perfectly appropriate andlogical. I also personally believe the above order to be appropriate for corporate and industrial training and development if 'Evaluation' istaken to represent executive or strategic assessment and decision-making, which is effectively at the pinnacle of the corporate intellect-set.

I believe inversion of Synthesis and Evaluation carries a risk unless it is properly qualified. This is because the highest skill level absolutely mustinvolve strategic evaluation; effective management - especially of large activities or organisations - relies on strategic evaluation. And clearly,strategic evaluation, is by implication included in the 'Evaluation' category.

I would also argue that in order to evaluate properly and strategically, we need first to have learned and experienced the execution of thestrategies (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 your own particular circumstances, particularly if your interpretation of'Evaluation' is non-strategic, and not linked to decision-making. Changing the order of the levels is warranted if local circumstances alter thedegree of difficulty. Remember, the taxonomy is based in the premise that the degree of difficulty increases through the levels - people need tolearn to walk before they can run - it's that simple. So, if your situation causes 'Synthesis' to be more challenging than 'Evaluation', then changethe order of the levels accordingly (ie., invert 5 and 6 like Anderson and Krathwhol did), so that you train people in the correct order.

2. Bloom's Taxonomy - Affective Domain - (Feeling, Emotions - Attitude - 'Feel')

Bloom's Taxonomy second domain, the Affective Domain, was detailed by Bloom, Krathwhol and Masia in 1964 (Taxonomy of EducationalObjectives: Volume II, The Affective Domain. Bloom, Krathwohl and Masia.) Bloom's theory advocates this structure and sequence fordeveloping attitude - also now 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 the effectiveness of training and lesson designand delivery, and also the retention by and affect upon the learner or trainee.

AFFECTIVE DOMAIN

levelcategory or

'level'behaviour descriptions

examples of experience, or

demonstration and evidence to be

measured

'key words' (verbs which describe

the activity to be trained or

measured at each level)

1 Receiveopen to experience,

willing to hear

listen to teacher or trainer, take

interest in session or learning

experience, take notes, turn up, make

time for learning experience,

participate passively

ask, listen, focus, attend, take part,

discuss, acknowledge, hear, be open

to, retain, follow, concentrate, read,

do, feel

2 Respondreact and participate

actively

participate actively in group

discussion, active participation in

activity, interest in outcomes,

react, respond, seek clarification,

interpret, clarify, provide other

references and examples, contribute,

enthusiasm for action, question and

probe ideas, suggest interpretation

question, present, cite, become

animated or excited, help team,

write, perform

3 Valueattach values and express

personal opinions

decide worth and relevance of ideas,

experiences; accept or commit to

particular stance or action

argue, challenge, debate, refute,

confront, justify, persuade, criticise,

4

Organise or

Conceptualize

values

reconcile internal

conflicts; develop value

system

qualify and quantify personal views,

state personal position and reasons,

state beliefs

build, develop, formulate, defend,

modify, relate, prioritise, reconcile,

contrast, arrange, compare

5

Internalize or

characterise

values

adopt belief system and

philosophy

self-reliant; behave consistently with

personal value set

act, display, influence, solve,

practice,

Based on the 'Taxonomy Of Educational Objectives: Volume 2, The Affective Domain' (Bloom, Masia, Krathwohl) 1964. See also 'TaxonomyOf Educational Objectives: Handbook 1, The Cognitive Domain' (Bloom, Engelhart, Furst, Hill, Krathwohl) 1956. This table is adapted andreproduced with permission from Allyn & Bacon, Boston USA, being the publishers and copyright owners of 'Taxonomy Of EducationalObjectives' (Bloom et al 1956).

This domain for some people can be a little trickier to understand than the others. 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 taxonomy learning domains at-a-glance.

3. Bloom's Taxonomy - Psychomotor Domain - (Physical - Skills - 'Do')

The Psychomotor Domain was ostensibly established to address skills development relating to manual tasks and physical movement, however italso concerns and covers modern day business and social skills such as communications and operation IT equipment, for example telephone andkeyboard skills, or public speaking. Thus, 'motor' skills extend beyond the originally traditionally imagined manual and physical skills, so alwaysconsider using this domain, even if you think your environment is covered adequately by the Cognitive and Affective Domains. Whatever thetraining situation, it is likely that the Psychomotor Domain is significant. The Dave version of the Psychomotor Domain is featured mostprominently here because in my view it is the most relevant and helpful for work- and life-related development, although the PsychomotorDomains suggested by Simpson and Harrow are more relevant and helpful for certain types of adult training and development, as well as theteaching and development of young people and children, so do explore them all. Each has its uses and advantages.

Dave's Psychomotor Domain Taxonomy

PSYCHOMOTOR DOMAIN (DAVE)

level category or 'level' behaviour descriptions

examples of activity or

demonstration and evidence

to be measured

'key words' (verbs which describe

the activity to be trained or

measured at each level)

1 Imitationcopy action of another;

observe and replicatewatch teacher or trainer and

repeat action, process orcopy, follow, replicate, repeat, adhere

activity

2 Manipulationreproduce activity from

instruction or memory

carry out task from written or

verbal instruction

re-create, build, perform, execute,

implement

3 Precisionexecute skill reliably,

independent of help

perform a task or activity with

expertise and to high quality

without assistance or

instruction; able to demonstrate

an activity to other learners

demonstrate, complete, show, perfect,

calibrate, control,

4 Articulation

adapt and integrate

expertise to satisfy a non-

standard objective

relate and combine associated

activities to develop methods to

meet varying, novel

requirements

construct, solve, combine, coordinate,

integrate, adapt, develop, formulate,

modify, master

5 Naturalization

automated, unconscious

mastery of activity and

related skills at strategic

level

define aim, approach and

strategy for use of activities to

meet strategic need

design, specify, manage, invent,

project-manage

Based on RH Dave's version of the Psychomotor Domain ('Developing and Writing Behavioral Objectives', 1970. The theory was first presentedat a Berlin conference 1967, hence you may see Dave's model attributed to 1967 or 1970).

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

It is also useful to refer to the 'Conscious Competence' model, which arguably overlays, and is a particularly helpful perspective for explainingand representing the 'Psychomotor' domain, and notably Dave's version. (The 'Conscious Competence' model also provides a helpful perspectivefor the other two domains - Cognitive and Affective, and for the alternative Psychomotor Domains suggested by Harrow and Simpson below.)

Alternative Psychomotor Domain Taxonomy Versions

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

It's worth exploring and understanding the differences between the three Psychomotor Domain interpretations. Certainly each is different and hasa different use.

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

For young children, or for adults learning entirely new and challenging physical skills (which may require some additional attention toawareness and perception, and mental preparation), or for anyone learning skills which involve expression of feeling and emotion, then theSimpson or Harrow models can be more useful because they more specifically address these issues.

Simpson's version is particularly useful if you are taking adults out of their comfort zones, because it addresses sensory, perception (and byimplication attitudinal) and preparation issues. For example anything fearsome or threatening, like emergency routines, conflict situations, toughphysical tasks or conditions.

Harrow's version is particularly useful if you are developing skills which are intended ultimately to express, convey and/or influence feelings,because its final level specifically addresses the translation of bodily activities (movement, communication, body language, etc) into conveyingfeelings 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 adult development. For example, teaching adults to run a difficultmeeting, or make a parachute jump, will almost certainly warrant attention on sensory perception and awareness, and on preparing oneselfmentally, emotionally, and physically. In such cases therefore, Simpson's or Harrow's model would be more appropriate than Dave's.

Simpson's Psychomotor Domain Taxonomy

Elizabeth Simpson's interpretation of the Psychomotor domain differs from Dave's chiefly because it contains extra two levels prior to the initialimitation or copy stage. Arguably for certain situations, Simpson's first two levels, 'Perception' and 'Set' stage are assumed or incorporated withinDave'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. If not, then the more comprehensive Simpson versionmight help ensure that these two prerequisites for physical task development are checked and covered. As such, the Simpson model or theHarrow version is probably preferable than the Dave model for the development of young children.

PSYCHOMOTOR DOMAIN (SIMPSON)

level category or 'level' description

examples of activity or

demonstration and evidence to be

measured

'key words' (verbs which describe

the activity to be trained or

measured at each level)

1 Perception awarenessuse and/or selection of senses to

absorb data for guiding movement

recognise, distinguish, notice, touch

, hear, feel, etc

2 Set readiness mental, physical or emotional arrange, prepare, get set

preparation before experience or task

3 Guided Response attemptimitate or follow instruction, trial and

errorimitate, copy, follow, try

4 Mechanism basic proficiencycompetently respond to stimulus for

actionmake, perform, shape, complete

5Complex Overt

Responseexpert proficiency

execute a complex process with

expertisecoordinate, fix, demonstrate

6 Adaptation adaptable proficiencyalter response to reliably meet

varying challengesadjust, integrate, solve

7 Origination creative proficiencydevelop and execute new integrated

responses and activities

design, formulate, modify, re-design,

trouble-shoot

Adapted and simplified representation of Simpson's Psychomotor Domain ('The classification of educational objectives in the psychomotordomain', 1972). Elizabeth Simpson seems actually to have first presented her Psychomotor Domain interpretation in 1966 in the Illinois Journalof Home Economics. 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 towards the development of physical fitness, dexterity and agility, andcontrol of the physical 'body', to a considerable level of expertise. As such the Harrow model is more appropriate to the development of youngchildren's bodily movement, skills, and expressive movement than, say, the development of a corporate trainee's keyboard skills. By the sametoken, the Harrow model would be perhaps more useful for the development of adult public speaking or artistic performance skills than Dave'sor Simpson's, because the Harrow model focuses on the translation of physical and bodily activity into meaningful expression. The Harrowmodel is the only one of the three Psychomotor Domain versions which specifically implies emotional influence on others within the most expertlevel of bodily control, which to me makes it rather special.

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

PSYCHOMOTOR DOMAIN (HARROW)

level category or 'level' description

examples of activity or

demonstration and evidence to be

measured

'key words' (verbs which describe

the activity to be trained or

measured at each level)

1 Reflex Movement involuntary reaction respond physically instinctively react, respond

2Basic Fundamental

Movementsbasic simple movement

alter position, move, perform simple

actiongrasp, walk, stand, throw

3 Perceptual Abilities basic responseuse than one ability in response to

different sensory perceptions

catch, write, explore, distinguish

using senses

4 Physical Abilities fitnessdevelop strength, endurance, agility,

control

endure, maintain, repeat, increase,

improve, exceed

5 Skilled Movements complex operationsexecute and adapt advanced,

integrated movements

drive, build, juggle, play a musical

instrument, craft

6Non-discursive

Communication

meaningfully

expressive activity or

output

activity expresses meaningful

interpretation

express and convey feeling and

meaning through movement and

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 andevaluation of these development methods. At its basic level (refresh your memory of the Bloom Taxonomy overview if helpful), the Taxonomyprovides a simple, quick and easy checklist to start to plan any type of personal development. It helps to open up possibilities for all aspects ofthe subject or need concerned, and suggests a variety of the methods available for delivery of teaching and learning. As with any checklist, italso helps to reduce the risks of overlooking some vital aspects of the development required.

The more detailed elements within each domain provide additional reference points for learning design and evaluation, whether for a singlelesson, session or activity, or training need, or for an entire course, programme or syllabus, across a large group of trainees or students, or awhole organisation.

And at its most complex, Bloom's Taxonomy is continuously evolving, through the work of academics following in the footsteps of Bloom'searly associates, as a fundamental concept for the development of formalised education across the 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 useBloom's Taxonomy. It's a tool - or more aptly - a toolbox. Tools are most useful when the user controls them; not vice-versa.

Use Bloom's Taxonomy in the ways that you find helpful for your own situation.

Bloom Taxonomy And Educational Objectives References And Publications

Further information and detail relating to Bloom's Taxonomy follows, which includes theories developed by others, such as Hauenstein andMarzano, who demonstrate the ongoing extension of Bloom's Taxonomy concept:

1. Taxonomy of educational objectives: Handbook I, The cognitive domain. Bloom et al. 19562. Taxonomy of educational objectives: The classification of educational goals. Handbook II: The affective domain. Bloom, Krathwhol,

Masia, 19643. Taxonomy of educational objectives: The classification of educational goals. B Bloom, 19654. The classification of educational objectives in the Psychomotor domain. EJ Simpson, 19725. Developing and writing educational objectives (Psychomotor levels pp. 33-34). RH Dave, 19706. A taxonomy of the psychomotor domain: A guide for developing behavioral objectives. AJ Harrow, 19727. A comprehensive framework for instructional objectives: A guide to systematic planning and evaluation. Hannah and Michaelis, 19778. A conceptual framework for educational objectives: A holistic approach to traditional taxonomies. AD Hauenstein, 19889. Bloom's Taxonomy: A Forty-Year Retrospective. Anderson & Sosniak, 199410. Benjamin Bloom 1913-99 . A paper by Prof. Elliot W Eisner, 2000. (UNESCO: International Bureau of Education.)11. A Taxonomy for Learning, Teaching, and Assessing: A revision of Bloom's Taxonomy of Educational Objectives. Anderson, Krathwohl

et al. 200112. Designing a new taxonomy of educational objectives, RJ Marzano, 2001

Referencing Materials On This Page

Your preferred referencing phraseology/protocol would determine how you combine the following into an appropriate attribution.

If you do not understand referencing then search Google for 'referencing'. Look at the different methods (eg, Harvard, Vancouver, etc) which areexplained on various university websites, and if appropriate seek guidance from your tutor or course handbook/information.

Given the different originators of the various component models (tables) on this page, the precise data to include in the reference will depend onwhat content exactly you use.

Essentially the technical content (tables) should be credited according to the origination details given below each table.

Bloom's Taxonomy of Learning Domains is my own preferred way to describe the overall concept, but there are other over-arching headingsused for the concept (usually beginning with Bloom's Taxonomy..), and you should feel free to use an alternative heading if you want to.

The presentation of the Bloom Taxonomy models on this webpage is probably best described as an interpretation or explanation of Bloom'sTaxonomy of Learning Domains, December 2006. The retrieval date, webpage URL (address) and website name should also be included in thereference. The URL is http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm The website is www.businessballs.com. My nameis Alan Chapman.

The free use of these materials is for teaching and study purposes and does not extend to publication in any form.

Allyn & Bacon, Boston USA, are publishers and copyright owners of 'Taxonomy Of Educational Objectives' (Bloom et al 1956), and seem to bethe most significant point of contact for publishing permission of the Bloom Taxonomy tables, although their interests do not extend to all of thethe precise interpretations or the explanatory/contextual materials on this page.

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