This document discusses Bloom's Taxonomy of learning domains. It explains that there are three domains: cognitive, affective, and psychomotor. The cognitive domain involves knowledge and intellectual skills. It is hierarchical, ranging from basic recall to higher-order thinking skills. The affective domain includes attitudes, emotions, and values. The psychomotor domain encompasses physical skills and movements. Each domain has multiple levels that progress from simple to complex behaviors. Understanding these learning domains helps instructors create effective learning objectives, assessments, and curricula.

2. Learning Domain
Prof( Dr,) Swati Bhattacharyya
Dept. of Biochemistry
CNMC, Kolkata

3. Objectives
• Session Objectives for Participants:
• classify and define learning domains
• demonstrate a basic understanding of
learning.
• understand progression of hierarchy of each
domain.

4. How the session progresses
• Background.
• Introduction to learning domain.
• Classifying & defining domain.
• Examnples
• Reviewing understanding of learning domain.

5. Why this session
• Knowledge – understanding of learning
domain.
• Developing the ability to apply them for
a) holistic learning experience.
b) creating teaching-learning objectives.
c)planning appropriate assessments.
d) modifying the existing curriculum or
creating a new one.

6. Bloom’s Taxonomy
• Oldest model to be used. Bloom , a psychologist
and educationist developed it around 1956-
1972.
• His main work was on cognitive domain.
• Many educationists from his group contributed
to the model.
• Kartwohl for affective domain
• Anita Harrow for psychomotor domain.
• But the model is known as Bloom’s Taxonomy.

7. Domains of learning
• Three domains
• 1. Cognitive- knowledge
• 2. Affective- Emotional/soft skills
• 3.Psychomotor-To do/ kinesthetic

8. Representation
• Cognitive Domain
• Affective Domain
• Psychomotor

9. The three domains

10. Hierarchical Taxonomy
for
Cognitive domain

11. Blooms Taxonomy

12. Bloom’s Taxonomy (new)

13. First three levels of Cognitive Domain
• Knowledge– Recalls data/ information
• Understanding– Explores deeper to
internalise information.
• Application—applying properly what
was learned to practice

14. Next three levels of Cognitive domain
• Analysing/Analysis—Separates material into
component part & shows relationship.
• Evaluating/Evaluation—makes judgement
about it.
• Create/ synthesis-Use diverse elements to
create new one

15. Appropriate Action Verbs

17. knowledge

18. Understanding

19. Applying

20. ANALYSING

21. Evaluating

22. Creating

23. knowledge
Understanding
Applying
Analysing
Evaluating
Creating

24. 1. Enumerate four clinically important
enzymes.
2. Plan a laboratory test panel to assess
intrahepatic cholestasis , Hepatic
porphyria.
3 .Prepare a spreadsheet of liver enzymes
from LFT reports of sample no. 1, 2, 3, 4, 5.
4. Explain the mechanism of action of liver
transaminases.
Few questions

25. The affective domain

27. Hierarchical model of affective domain

28. First Three levels of affective domain
• Receiving– Willingly hears or considers
• Responding-- Attends or reacts to a
particular situation.
• Valuing— Attaches values to
phenomenon/object/ behavior

29. Next levels of Affective domain
• Organising- organises values into
priorities
• Internalising- acts consistently with
internalised values.

30. Receiving
Responding
Valuing ideas
Internalising

31. Affective domain

32. Soft Skills
• Communication
• Self motivation
• Leadership
• Responsibility
• Team work
• Problem solving
• Time Management
• Flexibility
• Conflict resolution

33. What is more difficult to measure
Softer skills are always more difficult to assess

34. The psychomotor domain
This domain includes physical movement, co-
ordination and use of motor skill.

35. The hierarchical levels of psychomotor
domain

36. Origination
Adaptation
Complex Overt Response
Mechanism
Guided Response
Set
Perception

38. The first four levels
• Perception– uses sensory cues to guide motor
activities.
• Set- is ready to act
• Guided response- imitates ; follows instruction
• Mechanism– applies learned response
habitually with ease

39. The next levels of psychomotor
domain
• Complex overt response—performs with
hesitation
• Adaptation-Modifies skill to fit special
requirements
• Origination-shows creatvity with high skill.

41. The To-Do Aspect ( Psychomotor Domain )
Create a to-do situation & break it into different components of
Psychomotor domain in hierarchical fashion
Team A- For Phase one students
Team B- For Phase two
Team C- For Phase three.
Team D- For phase three
Team E- For phase two

42. Summary
• Learning domain in Bloom’s Taxonomy has three
domains; Cognitive, Affective ,Psychomotor.
• Each domain is divided into levels ,starting from the
simplest behavior to the most complex.
• The curricula & the Teacher decides the acceptable
levels of learning competency which can be
assessed at each level.
• The Affective domain is as important as the
cognitive & the psychomotor domain.