Bloom's Taxonomy of Learning Domains

The Three Types of Learning

There is more than one type of learning. A committee of colleges, led by Benjamin Bloom (1956), identified three domains of educational activities:

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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 categories as KSA (Knowledge, Skills, and Attitude). This taxonomy of learning behaviors can be thought of as the goals of the learning process. That is, after a learning episode, the learner should have acquired new skills, knowledge, and/or attitudes. The committee also produced an elaborate compilation for the cognitive and affective domains, but none for the psychomotor domain. Their explanation for this oversight was that they have little experience in teaching manual skills within the college level (I guess they never thought to check with their sports or drama department). This compilation divides the three domains into subdivisions, starting from the simplest behavior to the most complex. The divisions outlined are not absolutes and there are other systems or hierarchies that have been devised in the educational and training world. However, Bloom's taxonomy is easily understood and is probably the most widely applied one in use today.

Cognitive Domain
The cognitive domain (Bloom, 1956) 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

Example and Key Words (verbs)

Examples: Recite a policy. Quote prices from memory to a customer. Knows the safety rules.

Knowledge: Recall data or information.

Key Words: defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states. Examples: Rewrites the principles of test writing. Explain in one's own words the steps for performing a complex task. Translates an equation into a computer

Comprehension: Understand the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words.

spreadsheet. Key Words: comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives an example, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates. Examples: Use a manual to calculate an employee's

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.

vacation time. Apply laws of statistics to evaluate the reliability of a written test. Key Words: applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses. Examples: Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in

Analysis: Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences.

reasoning. Gathers information from a department and selects the required tasks for training. Key Words: analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates.

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.

Examples: Write a company operations or process manual. Design a machine to perform a specific task. Integrates training from several sources to solve a problem. Revises 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. Examples: Select the most effective solution. Hire the most qualified candidate. Explain and justify a new budget. Evaluation: Make judgments about the value of ideas or materials. Key Words: appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports.

Affective Domain

The affective domain (Krathwohl, Bloom, Masia, 1973) includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes. The five major categories are listed from the simplest behavior to the most complex:

Category
Receiving Phenomena: Awareness,

Example and Key Words (verbs)

Examples: Listen to others with respect. Listen for

and remember the name of newly introduced people. willingness to hear, selected attention. Key Words: asks, chooses, describes, follows, gives, holds, identifies, locates, names, points to, selects, sits, erects, replies, uses. Examples: Participates in class discussions. Gives 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). Key Words: answers, assists, aids, complies, conforms, discusses, greets, helps, labels, performs, practices, presents, reads, recites, reports, selects, tells, writes. Examples: Demonstrates belief in the democratic 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. process. Is sensitive towards individual and cultural differences (value diversity). Shows the ability to solve problems. Proposes a plan to social improvement and follows through with commitment. Informs management on matters that one feels strongly about. Key Words: completes, demonstrates, differentiates, explains, follows, forms, initiates, invites, joins, justifies, proposes, reads, reports, selects, shares, studies, works. Examples: Recognizes the need for balance between freedom and responsible behavior. Accepts responsibility for one's behavior. Explains the role of 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. systematic planning in solving problems. Accepts professional ethical standards. Creates a life plan in harmony with abilities, interests, and beliefs. Prioritizes time effectively to meet the needs of the organization, family, and self. Key Words: adheres, alters, arranges, combines, compares, completes, defends, explains, formulates, generalizes, identifies, integrates, modifies, orders, organizes, prepares, relates, synthesizes. Internalizing values (characterization): Has a value system that controls their behavior. The behavior is pervasive, consistent, predictable, and most Examples: Shows self-reliance when working independently. Cooperates in group activities (displays teamwork). Uses an objective approach in problem solving. Displays a professional a presentation. Questions new ideals, concepts, models, etc. in order to fully understand them. Know the safety rules and practices them.

commitment to ethical practice on a daily basis. importantly, characteristic of the learner. Instructional objectives are concerned with the student's general patterns of adjustment (personal, social, emotional). Revises judgments and changes behavior in light of new evidence. Values people for what they are, not how they look. Key Words: acts, discriminates, displays, influences, listens, modifies, performs, practices, proposes, qualifies, questions, revises, serves, solves, verifies.

Psychomotor Domain

The psychomotor domain (Simpson, 1972) includes physical movement, coordination, and use of the motorskill 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 are listed from the simplest behavior to the most complex:

Category

Example and Key Words (verbs)

Examples: Detects non-verbal communication cues. Estimate where a ball will land after it is thrown and then moving to the correct location to catch the ball. Adjusts heat of stove to correct

Perception: The ability to use sensory cues to guide motor activity. This ranges from sensory stimulation, through cue selection, to translation.

temperature by smell and taste of food. Adjusts the height of the forks on a forklift by comparing where the forks are in relation to the pallet. Key Words: chooses, describes, detects, differentiates, distinguishes, identifies, isolates, relates, selects.

Set: Readiness to act. It includes mental, physical, and emotional sets. These three sets are dispositions that predetermine a person's

Examples: Knows and acts upon a sequence of steps in a manufacturing process. Recognize one's abilities and limitations. Shows desire to

learn a new process (motivation). NOTE: This subdivision of Psychomotor is closely related response to different situations (sometimes called mindsets). with the Responding to phenomena subdivision of the Affective domain. Key Words: begins, displays, explains, moves, proceeds, reacts, shows, states, volunteers. Examples: Performs a mathematical equation Guided Response: The early stages in learning a complex skill that includes imitation and trial and error. Adequacy of performance is achieved by practicing. as demonstrated. Follows instructions to build a model. Responds hand-signals of instructor while learning to operate a forklift. Key Words: copies, traces, follows, react, reproduce, responds Examples: Use a personal computer. Repair a 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. leaking faucet. Drive a car. Key Words: assembles, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches. Examples: Maneuvers a car into a tight parallel 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. parking spot. Operates a computer quickly and accurately. Displays competence while playing the piano. Key Words: assembles, builds, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches. NOTE: The Key Words are the same as Mechanism, but will have adverbs or adjectives that indicate that the performance is quicker, better, more accurate, etc. Adaptation: Skills are well developed and the individual can modify movement patterns to fit special requirements. Examples: Responds effectively to unexpected experiences. Modifies 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: adapts, alters, changes,

rearranges, reorganizes, revises, varies. Examples: Constructs a new theory. Develops Origination: Creating new movement patterns to fit a particular situation or specific problem. Learning outcomes emphasize creativity based upon highly developed skills. a new and comprehensive training programming. Creates a new gymnastic routine. Key Words: arranges, builds, combines, composes, constructs, creates, designs, initiate, makes, originates.

Other Psychomotor Domain Taxonomies

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 (1975):

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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 (1972):

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Reflex movements Reactions that are not learned. Fundamental movements Basic movements such as walking, or grasping. Perception Response to stimuli such as visual, auditory, kinesthetic, or tactile

discrimination. Physical abilities Stamina that must be developed for further development such as

strength and agility.

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Skilled movements Advanced learned movements as one would find in sports or

acting. No discursive communication Effective body language, such as gestures and facial

expressions.

Bloom's Revised Taxonomy

Lorin Anderson, a former student of Bloom, revisited the cognitive domain in the learning taxonomy in the midnineties and made some changes, with perhaps the two most prominent ones being, 1) changing the names in the six categories from noun to verb forms, and 2) slightly rearranging them (Pohl, 2000). This new taxonomy reflects a more active form of thinking and is perhaps more accurate:

Next Steps

Learning Strategies using Bloom's

Ta x o n o m y

Learning Strategies or

Instructional Strategies
Learning or instructional strategies determine the approach for achieving the learning objectives and are included in the pre-instructional activities, information presentation, learner activities, testing, and followthrough. The strategies are usually tied to the needs and interests of students to enhance learning and are based on many types of learning styles (Ekwensi, Moranski, &Townsend-Sweet, 2006). Thus the learning objectives point you towards the instructional strategies, while the instructional strategies will point you to the medium that will actually deliver the instruction, such as elearning, self-study, classroom, or OJT. However, do not fall into the trap of using only one medium when designing your course. . . use a blended approach.

Although some people use the terms interchangeably, objectives, strategies, and media, all have separate Instructional Strategy Cognitive Domain (Bloom, 1956) Affective Domain (Krathwohl, Bloom, & Masia, 1973) Lecture, reading, audio/visual, demonstration, or guided observations, question and answer period Discussions, multimedia CBT, Socratic didactic method, reflection. Activities such as surveys, role playing, case studies, fishbowls, etc. On-the-Job-Training (OJT), practice by doing (some direction or coaching is required), simulated job settings (to include CBT simulations) Use in real situations. Also may be trained by using several high level activities coupled with OJT. Normally developed on own (informal learning) through self-study or learning through mistakes, but mentoring and coaching can speed the process. meanings. For example, your learning objective might be "Pull the correct items for a customer order;" the instructional strategies are a demonstration, have a question and answer period, and then receive hands-on practice by actually performing the job, while the media might be a combination of elearning and OJT. The Instructional Strategy Selection Chart shown below is a general guideline for selecting the learning strategy. It is based on Bloom's Taxonomy (Learning Domains). The matrix generally runs from the passive learning methods (top rows) to the more active participation methods (bottom rows. Bloom's Taxonomy (the right three columns) runs from top to bottom, with the lower level behaviors being on top and the higher behaviors being on the bottom. That is, there is a direct correlation in learning: 6. Evaluation 5. Internalizing values 7. Origination 5. Synthesis 4. Organize values into priorities 6. Adaptation 4. Analysis 3. Valuing 3. Application 2. Comprehension 2. Responding to phenomena 1. Knowledge 1. Receiving phenomena Psychomotor Domain (Simpson, 1972)

1. Perception
2. Set

3. Guided response
4. Mechanism 5. Complex response

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Lower levels of performance can normally be taught using the more passive learning

methods. Higher levels of performance usually require some sort of action or involvement by the

learners.

Instructional Strategy Selection Chart

The chart does not cover all possibilities, but most activities should fit in. For example, self-study could fall under reading, audio visual, and/or activities, depending upon the type of program you design.

A Framework for Designing Learning Environments

This short guide (less than a 10 minute read) provides a framework that is composed of four models:

While you can click any part of the above map (to include the Complex/Complicated Environments) to learn more about the topic, it is suggested you read the following first to see how the various models tie together.

ISD

Instructional System Design This guide to ISD uses the ADDIE model (analysis, design, develop, implement or delivery, & evaluation). It is perhaps the best know instructional design model and provides a solid framework for Learning or Instructional Designers. Note that ISD is considered a plug and play model in that it allows other model and frameworks to be plugged into it so that it can adapt to almost any learning situation or environment. While the model above shows that the ADDIE version of the ISD model is quite dynamic, the model below shows the various steps within each of the five phases:

Agile Design

Agile Design: An Ethos for Creating Learning Platforms One of the criticisms of ISD is that it is too process orientated and does not focus enough on the people. Using Agile Design in conjunction with ISD helps to make the design process just as much an art as science. The model includes a Rapid Instructional Design (iteration) method for creating an Agile and Blended learning model where people are above processes and documentation.

Instructional Design Framework The ISD model is quite comprehensive as it covers the entire spectrum of the learning or training platform being built. Since ISD is so broad in nature, it does not go into a lot of design

detail (which in turn makes it a great plug and play model). This framework plugs into the Design phase of ISD for creating richer and more interactive learning environments.

Extending Instructional System Design ISD was built for simple to complicated environments. However, as our world and the organizations within it get more complex, ISD is just not enough at times. This model the

same key words or verbs as shown in the table in the Cognitive Domain section.

Instructional Design Toolkit

Reference
Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc. Dave, R. H. (1975). Developing and Writing Behavioral Objectives. (R. J. Armstrong, ed.). Tucson, Arizona: Educational Innovators Press. Harrow, A. (1972) A Taxonomy of Psychomotor Domain: A Guide for Developing Behavioral Objectives. New York: David McKay. Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1973). Taxonomy of Educational Objectives, the Classification of Educational Goals. Handbook II: Affective Domain. New York: David McKay Co., Inc.

Pohl, M. (2000). Learning to Think, Thinking to Learn: Models and Strategies to Develop a Classroom Culture of Thinking. Cheltenham, Vic.: Hawker Brownlow. Simpson E. J. (1972). The Classification of Educational Objectives in the Psychomotor Domain. Washington, DC: Gryphon House. Knowledge

Useful Verbs tell list describe relate locate write find state name

Sample Question Stems What happened after...? How many...? Who was it that...? Can you name the...? Describe what happened at...? Who spoke to...? Can you tell why...? Find the meaning of...? What is...? Which is true or false...?

Potential activities and products Make a list of the main events.. Make a timeline of events. Make a facts chart. Write a list of any pieces of information you can remember. List all the .... in the story. Make a chart showing... Make an acrostic. Recite a poem.

Comprehension
Useful Verbs explain interpret outline discuss distinguish predict restate translate compare describe Sample Question Stems Can you write in your own words...? Can you write a brief outline...? What do you think could of happened next...? Who do you think...? What was the main idea...? Who was the key character...? Can you distinguish between...? What differences exist between...? Can you provide an Cut out or draw pictures to show a particular event. Illustrate what you think the main idea was. Make a cartoon strip showing the sequence of events. Write and perform a play based on the story. Retell the story in your words. Paint a picture of some aspect you like. Write a summary report of an event. Prepare a flow chart to illustrate the sequence of events. Make a colouring book. Potential activities and products

example of what you mean...? Can you provide a definition for...?

Application
Useful Verbs solve show use illustrate construct complete examine classify Sample Question Stems Do you know another Construct a model to demonstrate instance where...? how it will work. Could this have Make a diorama to illustrate an happened in...? important event. Can you group by Make a scrapbook about the areas of characteristics such study. as...? Make a paper-mache map to include What factors would relevant information about an event. you change if...? Take a collection of photographs to Can you apply the demonstrate a particular point. method used to some Make up a puzzle game suing the experience of your ideas from the study area. own...? Make a clay model of an item in the What questions would material. you ask of...? Design a market strategy for your From the information product using a known strategy as a given, can you model. develop a set of Dress a doll in national costume. instructions about...? Paint a mural using the same Would this information materials. be useful if you had Write a textbook about... for others. a ...? Potential activities and products

Analysis
Useful Verbs analyse distinguish examine compare Sample Question Stems Potential activities and products Design a questionnaire to gather information. Write a commercial to sell a new product.

Which events could have happened...? I ... happened, what might the ending have been?

contrast investigate categorise identify explain separate advertise

How was this similar to...? What was the underlying theme of...? What do you see as other possible outcomes? Why did ... changes occur? Can you compare your ... with that presented in...? Can you explain what must have happened when...? How is ... similar to ...? What are some of the problems of...? Can you distinguish between...? What were some of the motives behind...? What was the turning point in the game? What was the problem with...?

Conduct an investigation to produce information to support a view. Make a flow chart to show the critical stages. Construct a graph to illustrate selected information. Make a jigsaw puzzle. Make a family tree showing relationships. Put on a play about the study area. Write a biography of the study person. Prepare a report about the area of study. Arrange a party. Make all the arrangements and record the steps needed. Review a work of art in terms of form, colour and texture.

Synthesis
Useful Verbs create invent compose predict plan construct design imagine propose devise formulate Sample Question Stems Can you design a ... Invent a machine to do a specific to ...? task. Why not compose a Design a building to house your song about...? study. Can you see a Create a new product. Give it a name possible solution to...? and plan a marketing campaign. If you had access to Write about your feelings in relation all resources how to... would you deal Write a TV show, play, puppet show, with...? role play, song or pantomime Why don't you devise about...? your own way to deal Design a record, book, or magazine with...? cover for...? What would happen Make up a new language code and if...? write material suing it. How many ways can Sell an idea. you...? Devise a way to... Potential activities and products

Can you create new and unusual uses for...? Can you write a new recipe for a tasty dish? can you develop a proposal which would...

Compose a rhythm or put new words to a known melody.

Evaluation
Useful Verbs judge select choose decide justify debate verify argue recommend assess discuss rate prioritise determine Sample Question Stems Is there a better solution to... Judge the value of... Can you defend your position about...? Do you think ... is a good or a bad thing? How would you have handled...? What changes to ... would you recommend? Do you believe? Are you a ... person? How would you feel if...? How effective are...? What do you think about...? Prepare a list of criteria to judge a ... show. Indicate priority and ratings. Conduct a debate about an issue of special interest. Make a booklet about 5 rules you see as important. Convince others. Form a panel to discuss views, eg "Learning at School." Write a letter to ... advising on changes needed at... Write a half yearly report. Prepare a case to present your view about... Potential activities and products