Psychomotor bloom taxonomy

1. BLOOM’S
TAXONOMY OF
EDUCATIONAL
OBJECTIVES

2. WHO IS BENJAMIN
BLOOM?
Benjamin Bloom was an American
educational psychologist who made
significant contributions to the classification
of educational objectives and the theory of
mastery learning. Bloom developed a
"taxonomy of educational objectives" which
classified the different learning objectives
and skills that educators set for students.

3. Bloom's Taxonomy of Educational
Learning
• Bloom's Taxonomy was created in 1956 under the leadership
of educational psychologist Dr. Benjamin Bloom.
• Bloom and his associates developed a taxonomic model of
instructional objectives in order to promote higher forms of
thinking in education, such as analyzing and evaluating
concepts, processes, procedures, and principles, rather than
just remembering facts (rote learning).

4. • Bloom's taxonomy is a classification system
used to define and distinguish different levels of
human cognition-i.e., thinking, learning, and
understanding.
• It is most often used when designing
educational, training, and learning processes. It is
an ordering of cognitive skills.

5. The Three Domains
Cognitive
Domain
01
Affective
Domain
02
Psychomotor
Domain
03

6. 01
COGNITIVE
DOMAIN

7. The cognitive domain is organized in a hierarchy that
begins with the straightforward acquisition of
knowledge, followed by the more sophisticated
cognitive tasks of comprehension, application,
analysis, synthesis and evaluation. This domain aims
to develop the mental skills and the acquisition of
knowledge of the individual.

8. 6 HIERARCHY LEVELS OF
COGNITIVE DOMAIN
a. REMEMBERING
b. UNDERSTANDING
c. APPLYING
d. ANALYZING
e. EVALUATING
f. CREATING

9. It is the ability to recall data and/or
information.
Example: A child recites the English alphabet.
a. Remembering

10. Is the ability to understand the meaning
of what is known. Here the students are able to
recall, but can do a little more (paraphrase,
discuss to some extent).
Example: A teacher explains a theory in his own
words.
b. Understanding

11. The ability to utilize an abstraction or to use
knowledge in a new situation.
Example: A nurse intern applies what she learned in
her Psychology class when she talks to patients.
c. Applying

12. The ability to differentiate facts and opinions. This
breaks down a communication into constituent parts,
revealing the relationship among them.
Example: A lawyer was able to win over a case after
recognizing logical fallacies in the reasoning of the
offender.
d. Analyzing

13. Is the ability to come up with judgments about the
importance of concepts. Judgement are made about the value of
materials or methods through evaluation.
Action verbs- judge, evaluate, value, rate, revise
Examples: A businessman selects the most efficient way of selling
products.
e. Evaluating

14. The ability to integrate different elements or concepts in
order to form a sound pattern or structure so a new meaning can
be established. This process pulls together many disorganized
elements or parts so as to form a whole.
Action verbs- compose, propose, develop, formulate,
arrange.
f. Creating

15. Examples: A therapist combines yoga,
biofeedback and support group therapy in creating
a care plan for his patient.

16. AFFECTIVE
DOMAIN
02

17. The affective domain is part of a system that
was published in 1965 for identifying, understanding
and addressing how people learn. This domain
involves our feelings, emotions, and attitudes. It also
includes the manner in which we deal with things
emotionally, such as feelings, values, appreciation,
enthusiasms, motivations, and attitudes.

18. a. RECEIVING
b. RESPONDING
c. VALUING
d. ORGANIZATION
e. CHARACTERIZATION
HIERARCHY LEVELS OF AFFECTIVE
DOMAIN

19. The receiving is the awareness of feelings,
emotions, and the ability to utilize selected
attention.
Action verbs- observe, be conscious, realize,
attend, listen.
a. Receiving

20. Example: Listening attentively to a friend.
Listening attentively to someone; watching a
movie, listening to a lecture; watching waves
crash on the sand.

21. The responses are made first with compliance, later
willingly and with satisfaction. It is active participation of the
learner.
Action verbs- comply, obey, look, respond, prefer.
Example: Participating in a group discussion. Having a
conversation; participating in a group discussion, giving a
presentation, complying with procedures, or following
directions.
b. Responding

22. Valuing is the ability to see the worth of something and
express it. Valuing is concerned with the worth you attach to a
particular object, phenomenon, behavior, or piece of
information.
This level ranges from simple acceptance to the more
complex state of commitment. Simpler acceptance may include
your desire for a team to improve its skills, while more complex
level of commitment may include taking responsibly for the
overall improvement of the team.
c. Valuing

23. Examples: Proposing a plan to improve team
skills, supporting ideas to increase
proficiency, or informing leaders of possible
issues. It is the ability to see the worth of
something and express it. Example: An activist
shares his ideas on the increase in salary of
laborers.

24. The ability to prioritize a value over another and
create a unique value system.
Example: A teenager spends more time in her studies
than with her boyfriend.
d. Organization

25. The ability to internalize values and let them
control the person`s behaviour.
Example: A man marries a woman not for her
looks but for what she is.
e. Characterization

26. 03
PSYCHOMOTOR
DOMAIN

27. The psychomotor domain includes
physical movement, coordination, and use
of the motor- skill areas. Development of
these skills requires practice and is
measured in terms of speed, precision,
distance, procedures. or techniques in
execution.

28. The psychomotor domain has been revised over
the years by Dave (1970), Harrow (1972), and
Simpson (1972).
Three Versions of the
Psychomotor Domain

29. ● Dave's Psychomotor Domain is the simplest
domain and easiest to apply. Its five levels of
motor skills represent different degrees of
competence in performing a skill. It captures
the levels of competence in the stages of
learning from initial exposure to final mastery.
Dave's Psychomotor Domain

30. HIERARCHY LEVEL OF
DAVE’S PSYCHOMTOR
DOMAIN
a. IMITATION
b. MANIPULATION
c. PRECISION
d. ARTICULATION
e. NATURALIZATION

31. It is the ability to observe and copy someone
else. At this level, you simply copy someone else
or replicate someone’s action following
observation.
a. Imitation

32. Example:
A 3-year-old watches as her mother pretends to
take a bite out of a piece of play pizza toy. The
child then imitates the same action by biting the
toy pizza.

33. The ability to perform certain actions by memory or
following instructions. At this level, you can perform a task
from written or verbal instructions.
Example: Josh was asked by her mother to install the
new refrigerator. So, Josh used a manual and followed the
steps in installing the parts. Now, they have a good
working refrigerator.
b. Manipulation

34. The ability to perform a certain actions with some
level of expertise and without help or intervention. At this
level, you are able to perform a skill with a high degree of
precision and accuracy and with few errors.
Example: A surgeon performing a delicate surgical
procedure with extreme accuracy and control.
c. Precision

35. The ability to adapt and integrate multiple
actions to develop methods to meet varying and
novel requirements.
Example: A professional dancer executing complex dance
movements with precision and clarity. The dancer
demonstrates control over their body, effectively
coordinating different muscle groups to create fluid and
well-defined movements.
d. Articulation

36. The ability to perform actions in an automatic, intuitive,
or unconscious way. At this level your performance is
automatic with little physical or mental exertion. Your
performance has become second-nature or natural,
without needing to think much about it.
Example: A skilled musician playing an instrument with ease and
fluidity. The musician has practiced extensively, and the movements
required to play the instrument have become second nature.
e. Naturalization

37. Anita Harrow's taxonomy is focused on the development of
physical fitness, dexterity, agility, and body control to
achieve a high level of expertise. Harrow's taxonomy is
organized according to the degree of coordination
including involuntary responses af learned capabilities. It
starts with simple reflexes and goes to complex high
expressive movements requiring coordination and
precision.
HARLOW’S PSYCHOMOTOR
DOMAIN

38. Automatic Reactions. These are
involuntary reactions that are
elicited without learning in response
to some stimuli.
a. Reflex Movement

39. ● Basic movements that can build to more
complex sets of movements. This would
include movements such as walking, running,
jumping, pushing, pulling, twisting, or
grasping.
b. Fundamental Movements

40. ● The ability to take in information from the
environment and react. This entails cognitive as well as
psychomotor behavior. It is your interpretation and
response to stimuli such as visual, auditory, tactile, or
kinesthetic that enable you to make adjustments to the
environment. This may include coordinated movements
such as jumping rope, juggling, or catching.
c. Perceptual Abilities

41. ● Physical activities requiring endurance, flexibility,
agility, dexterity and strength which produce an
efficiently functioning body. This may include
activities of strenuous effort for long periods of time,
muscular exertion, range of motion, or precise
movements.
d. Physical Abilities

42. ● Advanced learned movements where
a level of efficiency is achieved. These
are skills and movements that must be
learned for games, sports, dances,
performances, or drawing.
e. Skilled Movements

43. ● Expressive and interpretive movement that
communicate meaning without the aid of
verbal commands or help. This is
communication through expressive bodily
movements such as posture, gestures, facial
expressions, or creative movements. These
are skills and movements that you may see
with a mime or ballerina.
f. Non-discursive
Communication

44. Elizabeth Simpson built her taxonomy on the work
of Bloom and others. Simpson's psychomotor
domain is comprised of utilizing motor skills and
coordinating them. Simpson's taxonomy has a focus
toward the progression of mastery of a skill from
observation to invention.
3. SIMPSON
PSYCHOMOTOR DOMAIN

45. ● The ability to use sensory cues to
guide physical activity. This ranges
from sensory stimulation, through cue
selection, to translation.
a. Perception

46. ● The readiness to act. This is your mindset.
It is the mental, physical, and emotional
dispositions that make you respond in a
certain way to a situation.
b. Set

47. ● This is the early stage of learning a
complex skill. It is the first attempts at
a physical skill and involves imitation
and trial and error.
c. Guided Response

48. ● This is the intermediate stage in learning a
complex physical skill (basic proficiency). It is
the ability to convert learned responses into
habitual actions so the movements can be
performed with a medium level of
proficiency and confidence.
d. Mechanism

49. ● The ability to skillfully perform complex
movements correctly (expert). Complex
movements are performed quickly,
accurately, and with a minimum wasted
effort.
e. Complex overt response

50. ● The ability to modify learned skills to
meet new or special requirements. Your
skills are so well developed that you can
modify movement patterns to fit special
requirements.
f. Adaptation

51. ● The ability to create new movement
for a specific situation or problem.
You are able to develop an original
skill from a learned skill.
g. Origination

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53. REFERENCE(S):