Bloom's taxonomy is a set of three hierarchical models used to classify educational learning objectives into levels of complexity and specificity. The three lists cover the learning objectives in cognitive, affective and sensory domains.

1. ZUHEB AHMED SIDDIQUI
ASSISTANT PROFESSOR (PHYSIOTHERAPY)
DEPARTMENT OF REHABILITATION SCIENCES
JAMIA HAMDARD

2. BLOOM’S TAXONOMY OF
EDUCATIONAL OBJECTIVES
 Taxonomy is the study of classification.
 Objectives of education need to be classified in a specific way.
 Benjamin Bloom, an American educational psychologist and a
group of cognitive psychologists did the first and most acceptable
work.
 In 1956, Bloom’s Taxonomy of Educational Objectives was
proposed.

3. EDUCATION
AFFECTIVE DOMAIN
Develops emotional,
spiritual and moral
aspects of personality
related to the heart
EDUCATIONAL OBJECTIVES
PSYCHOMOTOR
DOMAIN
Develops skill aspects of
personality related to body
parts and its movement i.e.
manipulative or motor skills
COGNITIVE
DOMAIN
Develops mental aspects
of personality
All-round Development of Personality

4. COGNITIVE DOMAIN
 This domain includes objectives of teaching and learning related
to mental thinking and intellectual abilities, which deal with
thinking, knowing and problem solving.
 It develops our cognitive abilities, factual knowledge,
conceptual understanding & high order thinking.
 They are arranged from simple to complex and from concrete to
abstract behaviour.

6. 1. KNOWLEDGE
 First and lowest level of cognitive domain.
 Represents memory
 Constitutes recall and recognition of various facts, concepts,
principles, theories and laws of biological sciences.
 No addition or deletion is done by learners.
 E.g. New Delhi is capital of India
 Human body has 206 bones.

7. 2.UNDERSTANDING/COMPREHENSION
 Second level of cognitive domain.
 Develops only after the development of knowledge in any particular area
of study.
 Individual is expected to go beyond level of recall & recognition.
 After developing comprehension on any content area the learner
becomes capable of doing:
a) Translate, summarize or define the acquired knowledge in his own words.
b) Interpret the acquired information or knowledge in his own words
c) Extrapolate, means the individual relates two or more events, concepts or
phenomenon

8. 3. APPLICATION
 After developing knowledge & comprehension of any
concept, the individual is able to apply them in his day to
day life.
 An individual can solve many problems of daily life by
applying knowledge and comprehension of various contents.
 Third level of cognitive domain.
 E.g. if you know ill-effects of oily food, you will apply in
daily food habit and avoid eating such food.

9. 4. ANALYSIS
 Individual develops the potential to break the whole into its various
components or constituents.
 Detect the relation & organization of various parts.
 Students develop the ability to break a theory into its various facts,
concepts and principles.
 When analyzing we mainly perform 3 tasks
a) Analysis of elements, constituents or parts of the whole.
b) Analysis of the relationship among various parts.
c) Analysis of the organizational pattern of the constituents to make a whole.

10. 5. SYNTHESIS
 It’s a process of putting together various elements or parts to make a
whole.
 It is a complex ability at higher level of cognition.
 Involves the creation of a new pattern or structure by manipulating
various components.
 It has the elements of creativity in it.
 Synthesis involves the development of :
a) A unique communication
b) A plan procedure or proposed set of operations
c) A set of abstract relations

11. 6. EVALUATION
 Highest and most complex cognitive ability which involves all 5
abilities.
 Process of judging the worth or value of a thing.
 May be an idea, object, process, procedure or a product.
 It includes facts, concepts, principles, theories and laws of biological
sciences.
 Both quantitative & qualitative process.
 Develops decision making ability in the individual and involves
judgment in terms of internal and external criteria.

14. AFFECTIVE DOMAIN
 Related to emotions and development of those aspects of
personality which are more influenced by the heart than
by the mind.
 Includes development of attitudes, values, interests
appreciations, feelings, likes and dislikes towards
something.

16. 1. RECEIVING
 It is the ability and inclination of an individual to receive
information.
 Includes attention, awareness, willingness of an individual
towards something.
 Receiving develops readiness towards listening, seeing and any
kind of activity.
 These are preconditions of learning, personality development,
imbibing culture and values.
 It means sensitizing a child to stimuli or phenomena

17. 2. RESPONDING
 Second level objective
 Merely being receptive will not serve the purpose.
 Child is required to be responsive too.
 Responding basically reflects on receiving.
 Responding is represented by interests which is a tendency to respond to a
particular object, event or situation.
 Receiving & responding form a two-way communication process and thus
facilitates teaching and learning.
 When a teacher discusses or teaches a lesson, the students listen attentively and
respond in terms of reflection and share their experiences.

18. 3. VALUING
 During the process of receiving & responding, an individual is naturally
inclined towards making value judgement about the things he is concerned
with.
 May be an object, an event, an idea, a rule, a set of norms or modern aspects of
our culture.
 An individual sets guidelines for controlling his own behaviour.
 Character building or value inculcation in an individual is done through:
 Acceptance of a value
 Preference of a value
 Commitment of a value

19. Example
 Teacher A is regular but not punctual
 Teacher B is punctual but not regular
 Teacher C is regular & punctual but does not have good
communication skill
 Teacher D is regular but not punctual and has got
communication skill.
 Teacher E has good subject knowledge but is not able to
explain properly.

20. 4. ORGANIZATION
 Through the process of valuing, the individual imbibes various values
from time to time.
 He analyses different imbibed values and constructs relatively
enduring value system by organizing and synthesizing them.
 A system of values forms the complex behaviour represented by
general behaviour, a code of conduct.
 This leads to formation of a set value structure or philosophy of life in
the individual.
 Helps individual in decision making.

21. 5. CHARACTERIZATION OF VALUES OR
VALUE COMPLEX
 Highest level of objective
 At this stage individual develops a set of values, attitudes and
beliefs for himself.
 Helps in building his character and gives shape to his
philosophy and total personality.
 Goes on changing with age, experience.

24. PSYCHOMOTOR DOMAIN
 Includes those objectives of education which deal with manual and motor
skills.
 Skill-based goals
 Means psychological and motor activities
 Includes all manipulative skills.
 Psychological readiness is essential for any motor activity.
 Any function we perform is a result of N-M coordination.
 As level of coordination increases, action becomes more rapid, precise and
natural.
 Given by Guilford, Simpson, Dave & Harrow.

26. 1. INITIATION-OBSERVATION/OBSERVATION-INITIATION
 Before performing any skill, pupils need psychological preparation.
 At the time of beginning any skilled work, students generally hesitate to initiate or start a
process.
 A child may be highly motivated to begin the process but starting or initiating the
process will always be the foremost step in developing any skill.
 Contrary, it may be the child observes a task being performed and develops an
inclination towards it.
 He is psychologically ready to learn that task and takes the initiative.
 In this case observation is followed by initiation.
 To develop a skill the process starts from I-O/O-I

27. 2. OBSERVATION - MANIPULATION
 After child is ready to take initiative, he/she observes other performing that
particular skill and manipulates tools & techniques to reproduce or copy that
skill on his own.
 Observation and manipulation goes hand in hand, thus the child improves in
performing the skill.
 More observation and manipulation leads the individual towards perfection.
 During this process, the student:
a) Follow direction
b) Perform selected step or actions
c) Correct their performance through necessary practice.

28. 3. PRECISION
 By repeated observation and manipulation, a time comes when the
learner is able to perform that skill or motor activities with a
desired level of precision i.e. accuracy and exactness.
 Child reaches at a higher level of refinement.
 From manipulation to precision, the learner takes the following
steps:
a) Controlling his faults
b) Eliminating errors
c) Finally reproducing the desired skill with precision

29. 4. ARTICULATION
 Learner brings novel attributes to his skill:
 Sequencing: coordination of a series of acts by
establishing appropriate sequence.
 Harmony: accomplishing harmony or internal consistency
among different actions.

30. 5. NATURALIZATION
 Highest level in skill development
 The art becomes automatic.
 Individual performs with the highest degree of refinement,
ease and convenience as natural as possible.
 Looks like an effortless performance.

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