| Learning Domains or Bloom's Taxonomy |
| | >>Note: Make judgments about the value of ideas or materials |
| | >>Note: Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure |
| | >>Note: Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences |
| | >>Note: 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 |
| | >>Note: Understand the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words |
| | >>Note: Recall data or information |
| | >>Note: Creating new movement patterns to fit a particular situation or specific problem. Learning outcomes emphasize creativity based upon highly developed skills |
| | >>Note: 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 |
| | >>Note: Skills are well developed and the individual can modify movement patterns to fit special requirements |
| | >>Note: The ability to use sensory cues to guide motor activity. This ranges from sensory stimulation, through cue selection, to translation |
| | >>Note: The early stages in learning a complex skill that includes imitation and trial and error. Adequacy of performance is achieved by practicing |
| | >>Note: 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 |
| | >>Note: Readiness to act. It includes mental, physical, and emotional sets. These three sets are dispositions that predetermine a persons response to different situations (sometimes called mindsets) |
| | Other Psychomotor Domains |
| | >>Note: Harrow, Anita (1972) A taxonomy of psychomotor domain: a guide for developing behavioral objectives. New York: David McKay. |
| | >>Note: Dave, R. H. (1975). Developing and Writing Behavioural Objectives. (R J Armstrong, ed.) Educational Innovators Press. |
| | Internalizing values (characterization) |
| | >>Note: Has a value system that controls their behavior. The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner. Instructional objectives are concerned with the student's general patterns of adjustment (personal, social, emotional) |
| | >>Note: 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 |
| | >>Note: 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 learners overt behavior and are often identifiable |
| | >>Note: 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) |
| | >>Note: Awareness, willingness to hear, selected attention |
| | A taxonomy is a classification based on objective criteria |
| | >>Note: Skills are well developed and the individual can modify movement patterns to fit special requirements |
| | >>Note: Creating new movement patterns to fit a particular situation or specific problem. Learning outcomes emphasize creativity based upon highly developed skills |
| | >>Note: 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 |
| | >>Note: The early stages in learning a complex skill that includes imitation and trial and error. Adequacy of performance is achieved by practicing |
| | >>Note: 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 |
| | >>Note: The ability to use sensory cues to guide motor activity. This ranges from sensory stimulation, through cue selection, to translation |
| | >>Note: Readiness to act. It includes mental, physical, and emotional sets. These three sets are dispositions that predetermine a persons response to different situations (sometimes called mindsets) |
| | Knows and acts upon a sequence of steps in a manufacturing process |
| | Recognize ones abilities and limitations |
| | Shows desire to learn a new process (motivation) |
| | B. S. Taxonomy of Educational Objectives |
| | Harrow's Psychomotor Domains |
| | >>Note: Harrow, Anita (1972) A taxonomy of psychomotor domain: a guide for developing behavioral objectives. New York: David McKay. |
| | No discursive communication - Effective body language, such as gestures and facial expressions |
| | Skilled movements - Advanced learned movements as one would find in sports or acting |
| | Physical abilities - Stamina that must be developed for further development such as strength and agility |
| | Perception - Response to stimuli such as visual, auditory, kinesthetic, or tactile discrimination |
| | Fundamental movements - Basic movements such as walking, or grasping |
| | Reflex movements - Reactions that are not learned |
| | Dave's Psychomotor Domains |
| | >>Note: Dave, R. H. (1975). Developing and Writing Behavioural Objectives. (R J Armstrong, ed.) Educational Innovators Press. |
| | 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 |
| | Articulation: Coordinating a series of actions, achieving harmony and internal consistency |
| | Example: Producing a video that involves music, drama, color, sound, etc |
| | Precision: Refining, becoming more exact. Few errors are apparent |
| | Example: Working and reworking something, so it will be "just right." |
| | 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 |
| | Imitation: Observing and patterning behavior after someone else. Performance may be of low quality |
| | Example: Copying a work of art |
| | >>Note: Skills are well developed and the individual can modify movement patterns to fit special requirements |
| | 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) |
| | B. S. Taxonomy of Educational Objectives |
| | >>Note: The ability to use sensory cues to guide motor activity. This ranges from sensory stimulation, through cue selection, to translation |
| | 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 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 |
| | B. S. Taxonomy of Educational Objectives |
| | >>Note: 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 |
| | B. S. Taxonomy of Educational Objectives |
| | >>Note: 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 |
| | Maneuvers a car into a tight parallel parking spot |
| | Operates a computer quickly and accurately |
| | Displays competence while playing the piano |
| | B. S. Taxonomy of Educational Objectives |
| | >>Note: Creating new movement patterns to fit a particular situation or specific problem. Learning outcomes emphasize creativity based upon highly developed skills |
| | Develops a new and comprehensive training programming |
| | Creates a new gymnastic routine |
| | B. S. Taxonomy of Educational Objectives |
| | >>Note: The early stages in learning a complex skill that includes imitation and trial and error. Adequacy of performance is achieved by practicing |
| | Performs a mathematical equation as demonstrated |
| | Follows instructions to build a model |
| | Responds hand-signals of instructor while learning to operate a forklift |
| | B. S. Taxonomy of Educational Objectives |
| | >>Note: Awareness, willingness to hear, selected attention |
| | Listen to others with respect |
| | Listen for and remember the name of newly introduced people |
| | Bloom B. S. Taxonomy of Educational Objectives |
| | >>Note: Has a value system that controls their behavior. The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner. Instructional objectives are concerned with the student's general patterns of adjustment (personal, social, emotional) |
| | Shows self-reliance when working independently |
| | Cooperates in group activities (displays teamwork) |
| | Uses an objective approach in problem solving |
| | Displays a professional commitment to ethical practice on a daily basis |
| | Revises judgments and changes behavior in light of new evidence |
| | Values people for what they are, not how they look |
| | Bloom B. S. Taxonomy of Educational Objectives |
| | >>Note: 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 |
| | Prioritizes time effectively to meet the needs of the organization, family, and self |
| | Creates a life plan in harmony with abilities, interests, and beliefs |
| | Accepts professional ethical standards |
| | Explains the role of systematic planning in solving problems |
| | Accepts responsibility for ones behavior |
| | Recognizes the need for balance between freedom and responsible behavior |
| | Bloom B. S. Taxonomy of Educational Objectives |
| | >>Note: 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 learners overt behavior and are often identifiable |
| | Informs management on matters that one feels strongly about |
| | Proposes a plan to social improvement and follows through with commitment |
| | Shows the ability to solve problems |
| | Is sensitive towards individual and cultural differences (value diversity) |
| | Demonstrates belief in the democratic process |
| | Bloom B. S. Taxonomy of Educational Objectives |
| | >>Note: 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) |
| | Participates in class discussions |
| | Questions new ideals, concepts, models, etc. in order to fully understand them |
| | Know the safety rules and practices them |
| | Bloom B. S. Taxonomy of Educational Objectives |
| | >>Note: Recall data or information |
| | at this level, knowledge is at its simplest level: whether you know something or not (e.g., a definition) |
| | Quote prices from memory to a customer |
| | observation and recall of information |
| | knowledge of dates, events, places |
| | mastery of subject matter |
| | >>Note: you should be able to repeat facts, without showing any understanding of what they mean |
| | Taxonomy of Educational Objectives |
| | >>Note: Make judgments about the value of ideas or materials |
| | >>Note: find errors in the logic of a solution, proof, paper, etc. |
| | apply criteria to judge given work |
| | >>Note: given specific criteria, apply judgment (e.g., review a paper) |
| | Select the most effective solution |
| | Hire the most qualified candidate |
| | Explain and justify a new budget |
| | Taxonomy of Educational Objectives |
| | >>Note: Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure |
| | construct complete solutions out of components |
| | >>Note: it is still assumed that the solution is made up of components, but you need to choose the components, and design the overall solution, rather than deal with components of a partial solution |
| | 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 |
| | Taxonomy of Educational Objectives |
| | >>Note: Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences |
| | ensure overall solution works |
| | >>Note: you need to be sure that your combination works |
| | structure components of solution |
| | >>Note: you need to be able to combine components |
| | organize components of solution |
| | >>Note: you need to be able to fit components together in the right order |
| | Troubleshoot a piece of equipment by using logical deduction |
| | Recognize logical fallacies in reasoning |
| | Gathers information from a department and selects the required tasks for training |
| | Taxonomy of Educational Objectives |
| | >>Note: 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 |
| | Use a manual to calculate an employees vacation time |
| | Apply laws of statistics to evaluate the reliability of a written test |
| | >>Note: classifying a problem or solution would be one example of classification (is it divide-and-conquer or greedy? is it a sort or a search?) |
| | >>Note: here the word “abstraction” has a slightly different meaning than in Computer Science: the term implies choosing a suitable formalism (e.g., variable names for real-world concepts modeled in a program) |
| | Taxonomy of Educational Objectives |
| | >>Note: Understand the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words |
| | understanding information |
| | translate knowledge into new context |
| | interpret facts, compare, contrast |
| | order, group, infer causes |
| | Rewrites the principles of test writing |
| | Explain in ones own words the steps for performing a complex task |
| | Translates an equation into a computer spreadsheet |
| | ability to interpret, predict |
| | >>Note: you should be able to interpret data, make predictions and otherwise show that you have a slightly deeper than purely factual understanding |
| | Taxonomy of Educational Objectives |
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