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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 of related 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 there were all these potential dimensions to training and
learning?
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).
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).
1. Receive 1. Imitation
1. Recall data
(awareness) (copy)
2. Manipulation
2. Respond
2. Understand (follow
(react)
instructions)
3. Value
3. Develop
3. Apply (use) (understand
Precision
and act)
4. Organise 4. Articulation
4. Analyse
personal (combine,
(structure/elements
value integrate related
)
system skills)
5.
Internalize
5. Naturalization
5. Synthesize value
(automate,
(create/build) system
become expert)
(adopt
behaviour)
6. Evaluate (assess,
judge in relational
terms)
cognitive domain
'key
words'
(verbs
examples of
which
activity to be
describe
behaviour trained, or
category or the
level description demonstratio
'level' activity to
s n and
be trained
evidence to
or
be measured
measured
at each
level)
arrange,
multiple-choice define,
test, recount describe,
recall or facts or statistics, label, list,
1 Knowledge recognise recall a process, memorise,
information rules, definitions; recognise,
quote law or relate,
procedure reproduce,
select, state
use, apply,
discover,
manage,
execute,
use or apply
solve,
knowledge, put a theory into
produce,
put theory into practical effect,
implement,
practice, use demonstrate,
3 Application construct,
knowledge in solve a problem,
change,
response to manage an
prepare,
real activity
conduct,
circumstances
perform,
react,
respond,
role-play
develop,
develop plans or plan, build,
develop new procedures, create,
unique design solutions, design,
structures, integrate organise,
systems, methods, revise,
Synthesis
5 models, resources, ideas, formulate,
(create/build)
approaches, parts; create propose,
ideas; creative teams or new establish,
thinking, approaches, write assemble,
operations protocols or integrate, re-
contingencies arrange,
modify
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:
affective domain
'key words'
(verbs
examples of
which
experience,
describe
behaviour or
category or the activity
level description demonstratio
'level' to be
s n and
trained or
evidence to
measured
be measured
at each
level)
listen to teacher
or trainer, take ask, listen,
interest in focus, attend,
session or take part,
learning discuss,
open to
experience, take acknowledge,
1 Receive experience,
notes, turn up, hear, be open
willing to hear
make time for to, retain,
learning follow,
experience, concentrate,
participate read, do, feel
passively
react,
respond, seek
clarification,
participate interpret,
actively in group clarify,
discussion, active provide other
participation in references
react and activity, interest and
2 Respond participate in outcomes, examples,
actively enthusiasm for contribute,
action, question question,
and probe ideas, present, cite,
suggest become
interpretation animated or
excited, help
team, write,
perform
argue,
decide worth and
challenge,
relevance of
attach values debate,
ideas,
and express refute,
3 Value experiences;
personal confront,
accept or commit
opinions justify,
to particular
persuade,
stance or action
criticise,
self-reliant;
act, display,
Internalize or adopt belief behave
influence,
5 characterise system and consistently with
solve,
values philosophy personal value
practice,
set
'key
words'
(verbs
examples of which
activity or describe
behaviour
category or demonstratio the
level description
'level' n and activity to
s
evidence to be trained
be measured or
measured
at each
level)
watch teacher or
copy action of copy, follow,
trainer and
another; replicate,
1 Imitation repeat action,
observe and repeat,
process or
replicate adhere
activity
re-create,
reproduce
carry out task build,
activity from
2 Manipulation from written or perform,
instruction or
verbal instruction execute,
memory
implement
construct,
relate and solve,
adapt and combine combine,
integrate associated coordinate,
expertise to activities to integrate,
4 Articulation
satisfy a non- develop methods adapt,
standard to meet varying, develop,
objective novel formulate,
requirements modify,
master
automated,
define aim, design,
unconscious
approach and specify,
mastery of
Naturalizatio strategy for use manage,
5 activity and
n of activities to invent,
related skills
meet strategic project-
at strategic
need manage
level
'key
words'
(verbs
examples of which
activity or describe
category descriptio demonstratio the
level
or 'level' n n and activity to
evidence to be trained
be measured or
measured
at each
level)
mental, physical
or emotional
arrange,
preparation
2 Set readiness prepare, get
before
set
experience or
task
imitate or follow
Guided imitate, copy,
3 attempt instruction, trial
Response follow, try
and error
competently make,
basic respond to perform,
4 Mechanism
proficiency stimulus for shape,
action complete
alter response to
adjust,
adaptable reliably meet
6 Adaptation integrate,
proficiency varying
solve
challenges
'key
words'
(verbs
examples of which
activity or describe
category or descriptio demonstratio the
level
'level' n n and activity to
evidence to be trained
be measured or
measured
at each
level)
respond
Reflex involuntary react,
1 physically
Movement reaction respond
instinctively
drive, build,
execute and
juggle, play a
Skilled complex adapt advanced,
5 musical
Movements operations integrated
instrument,
movements
craft
express and
convey
meaningfully activity
Non-discursive feeling and
expressive expresses
6 Communicatio meaning
activity or meaningful
n through
output interpretation
movement
and actions
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 personal development. 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 of academics 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.
see also
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• Howard Gardner and multiple intelligences theories
• Kirkpatrick's learning evaluation model
• Fisher's personal transition model
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templates and style
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• grievance procedures letters samples for employees
• group selection recruitment method
• induction training checklist, template and tips
• job interviews - tips, techniques, questions, answers
• job descriptions, writing templates and examples
• performance appraisals - process and appraisals form template
• team briefing process
• training programme evaluation processes
• training and developing people - how to
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