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BLOOM'S TAXONOMY - LEARNING DOMAINS

Benjamin Bloom's Taxonomy of Learning Domains - Cognitive, Affective, Psychomotor

Domains - design and evaluation toolkit for training 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 Bloom chaired a committee of

educational psychologists, based in American education, whose aim was to develop a system

of categories of learning behaviour to assist in the design and assessment of educational

learning. Bloom's Taxonomy has since been expanded over many years by Bloom and other

contributors (notably Anderson and Krathwhol as recently as 2001, whose theories extend

Bloom's work to far more complex levels 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 publishers and 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's Taxonomy, as featured below. (If you want to

know more, there is a vast amount ofrelated reading and references, listed at the end of this

summary 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 central challenge 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 in Bloom's

model.

You might find it helpful now to see the Bloom Taxonomy overview. Did you realise therewere all these potential dimensions to training and learning?

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 the University of Chicago in 1940 and attained a PhD

in Education in 1942, during which time he specialised in examining. Here he met his mentor

Ralph Tyler with whom he first began to develop his ideas for developing a system (or

'taxonomy') of specifications to enable educational training and learning objectives to be

planned and measured properly - improving the effectiveness of developing 'mastery' instead

of simply transferring facts for mindless recall. Bloom continued to develop the LearningTaxonomy model through the 1960's, and was appointed Charles H Swift Distinguished

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Service Professor at Chicago in 1970. He served as adviser on education to several overseas

governments including of Israel 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 the detail 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 of the complete Bloom Taxonomy. The three

most popularly referenced versions of the Psychomotor Domain seem to be those ofRH

Dave(1967/70), EJ Simpson (1966/72), and AJ Harrow(1972).

As such 'Bloom's Taxonomy' describes the three-domain structure, within which the detailmay 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's Taxonomy' (including the detail for the third 'Psychomotor Domain') as we see it

today. Collectively these concepts which make up the whole Bloom Taxonomy continue 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 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's Taxonomy useful, as a template,

framework or simple checklist to ensure you are using the most appropriate type of training

or learning in order to 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 aspects that 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 logical model.

Taxonomy means 'a set of classification principles', or 'structure', and Domain simply

means 'category'. Bloom and his colleagues were academics, looking at learning as a

behavioural science, and writing for other academics, 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

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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 and understand.)

Bloom's Taxonomy underpins the classical 'Knowledge, Attitude, Skills' structure of

learning method and evaluation, and aside from the even simplerKirkpatrick learning

evaluation model, Bloom's Taxonomy of Learning Domains remains the most widely usedsystem of its kind in education particularly, 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, and measurement of

learning outcomes.

Bloom's Taxonomy provides an excellent structure for planning, designing, assessing and

evaluating training and learning effectiveness. The model 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 an entire 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 models and 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, and as 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 simple to 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 a broad sense, but which he

never fully detailed. This was apparently because Bloom and his colleagues felt that the

academic environment held insufficient expertise to analyse and create a suitable reliable

structure for the physical ability 'Psychomotor' domain. While this might seem strange, such

caution is not uncommon among expert and highly specialised academics - they strive for

accuracy as well as innovation. In Bloom'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 several different

contributors fill in the detail over the years, such as Anderson, Krathwhol, Masia, Simpson,

Harrow and Dave (these last three having each developed versions of the third 'Psychomotor'

domain).

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In each of the three domains Bloom's Taxonomy is based on the premise that the categories

are ordered in degree of difficulty. An important premise of Bloom's Taxonomy is that

each category (or 'level') must be mastered before progressing to the next. As such the

categories within 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, lesson plans, etc. Effective learning - especially in

organisations, where training is to be converted into organisational results - should arguably

cover all the 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 the ability 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 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 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-glance model. It's helpful at this point to consider

also the 'conscious competence' learning stages model, which provides a useful perspective

for all three domains, and the concept of developing competence by stages in sequence.

Cognitive Affective Psychomotor

Knowledge attitude skills

1. Recall data1. 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

system

4. Articulation

(combine, integrate

related skills)

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5. Synthesize

(create/build)

5. Internalize

value system

(adopt behaviour)

5. Naturalization

(automate, become

expert)

6. Evaluate (assess,judge in relational

terms)

(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. Ifyou want to learn more about the bleeding edge of academic educational learning and

evaluation there is a list of further references below. For most mortals 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) in 1967 (conference paper) and 1970

(book). The Dave model is the simplest and generally easiest to apply in the corporate

development environment. Alternative Psychomotor Domains structures have been suggested

by others, notably Harrow and Simpson's models detailed below. I urge you explore

the Simpson and Harrow Psychomotor Domain alternatives - especially for the development

of children and young people, and for developing skills in adults that take people out of theircomfort zones. This is because the Simpson and Harrow models offer different emotional

perspectives and advantages, which are useful for certain learning situations, and which do

not appear so obviously 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 formal terminology and

definitions. Refer back to theBloom Taxonomy overview 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 the basic 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 the levels five and six (synthesis and

evaluation) were inverted (reference: Anderson & Krathwohl, A Taxonomy for Learning,

Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives,

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2001). This is why you will see different versions of this Cognitive Domain model. Debate

continues as to the order of levels five and six, which is interesting given that Bloom's

Taxonomy states 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 precise criteria stated or represented in thelevels 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 andevidence to be

measured

'key words'

(verbs which

describe the

activity to betrained or

measured at

each level)

1 Knowledge

recall or

recognise

information

multiple-choice test,

recount facts or

statistics, recall a

process, rules,

definitions; quote

law or procedure

arrange, define,

describe, label,

list, memorise,

recognise, relate,

reproduce, select,

state

2 Comprehension

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

3 Application 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,

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respond, role-play

4 Analysis

interpretelements,

organizational

principles,

structure,

construction,

internal

relationships;

quality, reliability

of individual

components

identify constituent

parts and functions

of a process orconcept, or de-

construct a

methodology or

process, making

qualitative

assessment of

elements,

relationships, values

and effects; measure

requirements or

needs

analyse, breakdown, catalogue,

compare,

quantify,

measure, test,

examine,

experiment,

relate, graph,

diagram, plot,

extrapolate,

value, divide

5Synthesis

(create/build)

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 Evaluation

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

recommendationsand justifications

review, justify,

assess, present a

case for, defend,report on,

investigate,

direct, appraise,

argue, project-

manage

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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. This table is adapted and reproduced with

permission from Allyn & Bacon, Boston USA, being the publishers and copyright owners of

'Taxonomy Of Educational 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 built into each, which depends on your

situation. Hence it is possible to make a case for Bloom's original order shown above, or

Anderson and Krathwhol's version of 2001 (which simply inverts levels 5 and 6).

The above version is the original, and according to the examples and assumptions presentedin the above matrix, is perfectly appropriate and logical. I also personally believe the above

order to be appropriate forcorporate and industrial training and

development if'Evaluation' is taken 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 must involve 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 havelearned 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 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 the degree of difficulty. Remember, the taxonomy is based in the premise

that the degree of difficulty increases through the levels - people need to learn to walk before

they can run - it's that simple. So, if your situation causes 'Synthesis' to be more challenging

than 'Evaluation', then change the 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 Educational Objectives: Volume II, The

Affective Domain. Bloom, Krathwohl and Masia.) Bloom's theory advocates this structure

and sequence for developing 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

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of training and lesson design and 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 toexperience,

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 Respond

react and

participate

actively

participate actively

in group discussion,

active participationin activity, interest

in outcomes,

enthusiasm for

action, question and

probe ideas, suggest

interpretation

react, respond, seek

clarification,

interpret, clarify,

provide otherreferences and

examples,

contribute, question,

present, cite, become

animated or excited,

help team, write,

perform

3 Valueattach values andexpress 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

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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 'Taxonomy Of Educational Objectives: Handbook

1, The Cognitive Domain' (Bloom, Engelhart, Furst, Hill, Krathwohl) 1956. This table is

adapted and reproduced with permission from Allyn & 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 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 it also concerns and covers modern day

business and social skills such as communications and operation IT equipment, for example

telephone and keyboard skills, or public speaking. Thus, 'motor' skills extend beyond the

originally traditionally imagined manual and physical skills, so always consider using this

domain, even if you think your environment is covered adequately by the Cognitive and

Affective Domains. Whatever the training situation, it is likely that the Psychomotor Domainis significant. The Dave version of the Psychomotor Domain is featured most prominently

here because in my view it is 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 do explore them all. Each has its

uses and advantages.

dave's psychomotor domain taxonomy

psychomotor domain (dave)

levelcategory 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 Imitation copy action of

another; observe

watch teacher or

trainer and repeat

copy, follow,

replicate, repeat,

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and replicateaction, process or

activityadhere

2 Manipulation

reproduce

activity frominstruction or

memory

carry out task fromwritten or verbal

instruction

re-create, build,perform, execute,

implement

3 Precision

execute skill

reliably,

independent of

help

perform a task or

activity with

expertise and to

high quality without

assistance or

instruction; able to

demonstrate anactivity 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 presented at 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 explaining and representing the 'Psychomotor'

domain, and notably Dave's version. (The 'Conscious Competence' model also provides a

helpful perspective for the other two domains - Cognitive and Affective, and for the

alternative Psychomotor Domains suggested byHarrowandSimpson below.)

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alternative psychomotor domain taxonomy versions

Dave's Psychomotor Domain above is probably the most commonly referenced and used

psychomotor domain interpretation. There are certainly two 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 has a 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 to awareness and perception, and mental preparation),

or for anyone learning skills which involve expression of feeling and emotion, then the

Simpson 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 by implication attitudinal) and preparation

issues. For example anything fearsome or threatening, like emergency routines, conflict

situations, tough physical 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 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 adult development.

For example, teaching adults to run a difficult meeting, or make a parachute jump, will

almost certainly warrant attention on sensory perception and awareness, and on preparing

oneself mentally, 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 initial imitation or copy stage. Arguably forcertain 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. If not, then the

more comprehensive Simpson version might help ensure that these two prerequisites for

physical task development are checked and covered. As such, the Simpson model or the

Harrow version is probably preferable than the Dave model for the development of young

children.

psychomotor domain (simpson)

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levelcategory 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 eachlevel)

1 Perception awareness

use 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

preparation beforeexperience or task

arrange, prepare, get

set

3Guided

Responseattempt

imitate or follow

instruction, trial and

error

imitate, copy, follow,

try

4 Mechanism basic proficiencycompetently respond

to stimulus for action

make, perform,

shape, complete

5ComplexOvert

Response

expert

proficiency

execute a complexprocess with

expertise

coordinate, fix,

demonstrate

6 Adaptationadaptable

proficiency

alter response to

reliably meet varying

challenges

adjust, integrate,

solve

7 Originationcreative

proficiency

develop and execute

new integrated

responses 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 her Psychomotor Domain interpretation in 1966 in the Illinois

Journal of Home Economics. Hence you may see the theory attributed to either 1966 or 1972.

harrow's psychomotor domain taxonomy

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Harrow's interpretation of the Psychomotor domain is strongly biased towards the

development of physical fitness, dexterity and agility, and control of the physical 'body', to a

considerable level of expertise. As such the Harrow model is more appropriate to the

development of young children's bodily movement, skills, and expressive movement than,

say, the development of a corporate trainee's keyboard skills. By the same token, the Harrow

model would be perhaps more useful for the development of adult public speaking or artisticperformance skills than Dave's or Simpson's, because the Harrow model focuses on the

translation of physical and bodily activity into meaningful expression. The Harrow model is

the only one of the three Psychomotor Domain versions which specifically implies emotional

influence on others within the most expert level 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

2

Basic

Fundamental

Movements

basic simple

movement

alter position,

move, perform

simple action

grasp, walk, stand,

throw

3Perceptual

Abilitiesbasic response

use than one ability

in response to

different sensory

perceptions

catch, write,

explore,

distinguish using

senses

4 Physical Abilities fitness

develop strength,

endurance, agility,

control

endure, maintain,

repeat, increase,

improve, exceed

5Skilled

Movements

complex

operations

execute and adapt

advanced,

integrated

movements

drive, build,

juggle, play a

musical

instrument, craft

6 Non-discursive meaningfully activity expresses express and

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Communicationexpressive

activity or output

meaningful

interpretation

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 and evaluation of these development methods. At

its basic level (refresh your memory of the Bloom Taxonomy overview if helpful), the

Taxonomy provides a simple, quick and easy checklist to start to plan any type of personaldevelopment. It helps to open up possibilities for all aspects of the subject or need concerned,

and suggests a variety of the methods available for delivery of teaching and learning. As with

any checklist, it also 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 single lesson, session or 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, through the work ofacademics following in the footsteps of Bloom's early 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 use Bloom'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 and Marzano, who demonstrate the ongoing

extension of Bloom's Taxonomy concept:

Taxonomy of educational objectives: Handbook I, The cognitive domain. Bloom et al. 1956

Taxonomy of educational objectives: The classification of educational goals. Handbook II:

The affective domain. Bloom, Krathwhol, Masia, 1964

Taxonomy of educational objectives: The classification of educational goals. B Bloom, 1965

The classification of educational objectives in the Psychomotor domain. EJ Simpson, 1972

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Developing and writing educational objectives (Psychomotor levels pp. 33-34). RH Dave,

1970

A taxonomy of the psychomotor domain: A guide for developing behavioral objectives. AJ

Harrow, 1972

A comprehensive framework for instructional objectives: A guide to systematic planning andevaluation. Hannah and Michaelis, 1977

A conceptual framework for educational objectives: A holistic approach to traditional

taxonomies. AD Hauenstein, 1988

Bloom's Taxonomy: A Forty-Year Retrospective. Anderson & Sosniak, 1994

Benjamin Bloom 1913-99 . A paper by Prof. Elliot W Eisner, 2000. (UNESCO: International

Bureau of Education.)

A Taxonomy for Learning, Teaching, and Assessing: A revision of Bloom's Taxonomy of

Educational Objectives. Anderson, Krathwohl et al. 2001

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 are explained 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 on what 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 headings used for the concept (usually beginning

with Bloom's Taxonomy..), and you should feel free to use an alternative heading if you wantto.

The presentation of the Bloom Taxonomy models on this webpage is probably best described

as an interpretation or explanation of Bloom's Taxonomy of Learning Domains, December

2006. The retrieval date, webpage URL (address) and website name should also be included

in the reference. The URL is

http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm The website is

www.businessballs.com. My name is Alan Chapman.

The free use of these materials is for teaching and study purposes and does not extend to

publication in any form.

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Allyn & Bacon, Boston USA, are publishers and copyright owners of 'Taxonomy Of

Educational Objectives' (Bloom et al 1956), and seem to be the most significant point of

contact for publishing permission of the Bloom Taxonomy tables, although their interests do

not extend to all of the the precise interpretations or the explanatory/contextual materials on

this page.

see also

conscious competence

Howard Gardner and multiple intelligences theories

Kirkpatrick's learning evaluation model

Fisher's personal transition model

360 degree appraisals tips

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