This presentation is developed to train primary school teachers about bloom's taxonomy and its learning domains.

1. Bloom's Taxonomy
of
Learning Domains

2. Bloom's Taxonomy of Learning Domains
▪ Bloom's Taxonomy was created in 1956 under the
leadership of educational psychologist Dr Benjamin
Bloom in order to promote higher forms of thinking
in education, such as analysing and
evaluating concepts, processes, procedures, and
principles, rather than just remembering facts (rote
learning). It is most often used when designing
educational, training, and learning processes.

3. THE LADDER OF LEARNING

4. The Three Domains of Learning
▪ The committee identified three domains of
educational activities or learning (Bloom, et al.
1956):
–Cognitive: mental skills (knowledge)
–Affective: growth in feelings or emotional areas
(attitude or self)
–Psychomotor: manual or physical skills (skills)

5. The Three Domains of Learning
▪Revans suggest that all human learning at
the individual level occurs through this
process. Note that it covers what Jim
Stewart (1991) calls the levels of existence:
▪We think - cognitive domain
▪We feel - affective domain
▪We do - psychomotor domain

6. COGNITIVE DOMAIN

7. COGNITIVE DOMAIN
Category Examples, key words (verbs), and technologies for learning (activities)
Remembering: Recall or retrieve previous
learned information.
Examples: Recite a policy. Quote prices from memory to a customer.
Recite the safety rules.
Key Words: defines, describes, identifies, knows, labels, lists,
matches, names, outlines, recalls, recognizes, reproduces, selects,
states
Technologies: book marking, flash cards, rote learning based on
repetition, reading
Understanding: Comprehending the
meaning, translation, interpolation, and
interpretation of instructions and problems.
State a problem in one's own words.
Examples: Rewrite the principles of test writing. Explain in one's own
words the steps for performing a complex task. Translate an equation
into a computer spreadsheet.
Key Words: comprehends, converts, defends, distinguishes,
estimates, explains, extends, generalizes, gives an example, infers,
interprets, paraphrases, predicts, rewrites, summarizes, translates
Technologies: create an analogy, participating in cooperative
learning, taking notes, storytelling, Internet search

8. Applying: 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.
Examples: Use a manual to calculate an employee's vacation time.
Apply laws of statistics to evaluate the reliability of a written test.
Key Words: applies, changes, computes, constructs, demonstrates,
discovers, manipulates, modifies, operates, predicts, prepares,
produces, relates, shows, solves, uses
Technologies: collaborative learning, create a process, blog, practice
Analyzing: Separates material or
concepts into component parts so
that its organizational structure may
be understood. Distinguishes
between facts and inferences.
Examples: 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.
Key Words: analyzes, breaks down, compares, contrasts, diagrams,
deconstructs, differentiates, discriminates, distinguishes, identifies,
illustrates, infers, outlines, relates, selects, separates
Technologies: Fishbowls, debating, questioning what happened, run
a test
COGNITIVE DOMAIN

9. Evaluating: Make judgments about the
value of ideas or materials.
Examples: Select the most effective solution. Hire the most qualified
candidate. Explain and justify a new budget.
Key Words: appraises, compares, concludes, contrasts, criticizes,
critiques, defends, describes, discriminates, evaluates, explains,
interprets, justifies, relates, summarizes, supports
Technologies: survey, blogging
Creating: Builds a structure or pattern from
diverse elements. Put parts together to
form a whole, with emphasis on creating a
new meaning or structure.
Examples: 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.
Key Words: categorizes, combines, compiles, composes, creates,
devises, designs, explains, generates, modifies, organizes, plans,
rearranges, reconstructs, relates, reorganizes, revises, rewrites,
summarizes, tells, writes
Technologies: Create a new model, write an essay, network with
others
COGNITIVE DOMAIN

10. The Cognitive Dimension
▪ However, others have identified five contents or artefacts (Clark, Chopeta, 2004; Clark,
Mayer, 2007):
▪ Facts - Specific and unique data or instance.
▪ Concepts - A class of items, words, or ideas that are known by a common name, includes
multiple specific examples, shares common features.There are two types of concepts:
concrete and abstract.
▪ Processes - A flow of events or activities that describe how things work rather than how
to do things.There are normally two types: business processes that describe work flows
and technical processes that describe how things work in equipment or nature.They may
be thought of as the big picture, of how something works.

11. The Cognitive Dimension
▪ Procedures - A series of step-by-step actions and decisions that
result in the achievement of a task.There are two types of actions:
linear and branched.
▪ Principles - Guidelines, rules, and parameters that govern. It includes
not only what should be done, but also what should not be done.
Principles allow one to make predictions and draw implications.
Given an effect, one can infer the cause of a phenomena. Principles
are the basic building blocks of causal models or theoretical models
(theories).

12. The
Knowledge
Dimension
Remember
Under-
stand
Apply Analyze Evaluate Create
Facts list para-phrase classify outline rank categorize
Concepts recall explains show contrast criticize modify
Processes outline estimate produce diagram defend design
Procedures reproduce
give an
example
relate identify critique plan
Principles state converts solve
different-
iates
conclude revise
Meta-
cognitive
proper use interpret discover infer predict actualize
COGNITIVE DOMAIN – ADDED VALUES

13. AFFECTIVE DOMAIN
▪ The affective domain (Krathwohl, Bloom,
Masia, 1973) includes the manner in
which we deal with things emotionally,
such as feelings, values, appreciation,
enthusiasms, motivations, and attitudes.
The five major categories are listed from
the simplest behaviour to the most
complex:

14. AFFECTIVE DOMAIN

15. AFFECTIVE DOMAIN
Category Example and KeyWords (verbs)
Receiving Phenomena: Awareness,
willingness to hear, selected attention.
Examples: Listen to others with respect. Listen for
and remember the name of newly introduced
people.
Key Words: acknowledge, asks, attentive,
courteous, dutiful, follows, gives, listens,
understands
Responds to Phenomena: Active
participation on the part of the learners.
Attend and react to a particular
phenomenon. Learning outcomes may
emphasize compliance in responding,
willingness to respond, or satisfaction in
responding (motivation).
Examples: Participates in class discussions.
Gives a presentation. Questions new ideals,
concepts, models, etc. in order to fully understand
them. Know the safety rules and practice them.
Key Words: answers, assists, aids, complies,
conforms, discusses, greets, helps, labels,
performs, presents, tells

16. AFFECTIVE DOMAIN
Valuing: The worth or value a person
attaches to a particular object,
phenomenon, or behaviour. 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 learner's
overt behaviour and are often identifiable.
Examples: Demonstrates belief in the democratic process. Is
sensitive towards individual and cultural differences (value
diversity). Shows the ability to solve problems. Proposes a
plan to social improvement and follows through with
commitment. Informs management on matters that one feels
strongly about.
Key Words: appreciates, cherish, treasure, demonstrates,
initiates, invites, joins, justifies, proposes, respect, shares
Organization: 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.
Examples: Recognizes the need for balance between
freedom and responsible behaviour. Explains the role of
systematic planning in solving problems. Accepts professional
ethical standards. Creates a life plan in harmony with abilities,
interests, and beliefs. Prioritizes time effectively to meet the
needs of the organization, family, and self.
Key Words: compares, relates, synthesizes

17. AFFECTIVE DOMAIN
Internalizes Values (characterization):
Has a value system that controls their
behaviour. The behaviour is pervasive,
consistent, predictable, and most
important characteristic of the learner.
Instructional objectives are concerned with
the student's general patterns of
adjustment (personal, social, emotional).
Examples: 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 behaviour in light
of new evidence. Values people for what
they are, not how they look.
Key Words: acts, discriminates, displays,
influences, modifies, performs, qualifies,
questions, revises, serves, solves, verifies

18. ▪ The psychomotor domain (Simpson, 1972) 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.Thus, psychomotor skills rage from
manual tasks, such as digging a ditch or washing a
car, to more complex tasks, such as operating a
complex piece of machinery or dancing.
PSYCHOMOTOR DOMAIN

19. PSYCHOMOTOR DOMAIN (BLOOM’S-1956)

20. PSYCHOMOTOR DOMAIN (DAVE’S-1975)

21. PSYCHOMOTOR DOMAIN
Category Example and KeyWords (verbs)
Perception (awareness): The
ability to use sensory cues to guide
motor activity. This ranges from
sensory stimulation, through cue
selection, to translation.
Examples: 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.
Key Words: chooses, describes, detects, differentiates,
distinguishes, identifies, isolates, relates, selects.
Set: Readiness to act. It includes
mental, physical, and emotional
sets. These three sets are
dispositions that predetermine a
person's response to different
situations (sometimes called
mindsets).
Examples: Knows and acts upon a sequence of steps in a
manufacturing process. Recognize one's abilities and limitations.
Shows desire to learn a new process (motivation). NOTE: This
subdivision of Psychomotor is closely related with the “Responding
to phenomena” subdivision of the Affective domain.
Key Words: begins, displays, explains, moves, proceeds, reacts,
shows, states, volunteers.

22. PSYCHOMOTOR DOMAIN
Guided Response: The early
stages in learning a complex skill
that includes imitation and trial
and error. Adequacy of
performance is achieved by
practicing.
Examples: Performs a mathematical equation as
demonstrated. Follows instructions to build a model. Responds
hand-signals of instructor while learning to operate a forklift.
Key Words: copies, traces, follows, react, reproduce, responds
Mechanism (basic proficiency):
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.
Examples: Use a personal computer. Repair a leaking faucet.
Drive a car.
Key Words: assembles, calibrates, constructs, dismantles,
displays, fastens, fixes, grinds, heats, manipulates, measures,
mends, mixes, organizes, sketches.

23. PSYCHOMOTOR DOMAIN
Complex Overt Response (Expert):
The skilful 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.
Examples: Maneuvers a car into a tight parallel parking
spot. Operates a computer quickly and accurately.
Displays competence while playing the piano.
Key Words: assembles, builds, calibrates, constructs,
dismantles, displays, fastens, fixes, grinds, heats,
manipulates, measures, mends, mixes, organizes,
sketches.
NOTE: The Key Words are the same as Mechanism, but
will have adverbs or adjectives that indicate that the
performance is quicker, better, more accurate, etc.

24. PSYCHOMOTOR DOMAIN
Adaptation: Skills are well
developed and the individual can
modify movement patterns to fit
special requirements.
Examples: 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).
Key Words: adapts, alters, changes, rearranges, reorganizes,
revises, varies.
Origination: Creating new
movement patterns to fit a
particular situation or specific
problem. Learning outcomes
emphasize creativity based upon
highly developed skills.
Examples: Constructs a new theory. Develops a new and
comprehensive training programming. Creates a new gymnastic
routine.
Key Words: arranges, builds, combines, composes, constructs,
creates, designs, initiate, makes, originates.

25. INSTRUCTIONAL SYSTEM DESIGN

26. INSTRUCTIONAL SYSTEM DESIGN MODEL

27. Learning Strategies or
Instructional Strategies
▪ Learning or instructional strategies determine the approach for achieving the learning
objectives and are included in the pre-instructional activities, information
presentation, learner activities, testing, and follow-through.
▪ The strategies are usually tied to the needs and interests of students to enhance
learning and are based on many types of learning styles (Ekwensi, Moranski,
&Townsend-Sweet, 2006).
▪ Thus the learning objectives point you towards the instructional strategies, while the
instructional strategies will point you to the medium that will actually deliver the
instruction, such as eLearning, self-study, classroom, or OJT.
▪ However, do not fall into the trap of using only one medium when designing your
course. . . use a blended approach.

28. Instructional Strategy Selection Chart
Instructional Strategy
Cognitive Domain
(Bloom, 1956)
Affective
Domain
(Krathwohl,
Bloom, & Masia,
1973)
Psychomotor
Domain
(Simpson,
1972)
Lecture, reading, audio/visual,
demonstration, or guided
observations, question and
answer period
1. Knowledge
1. Receiving
phenomena
1. Perception
2. Set
Discussions, multimedia CBT,
Socratic didactic method,
reflection. Activities such as
surveys, role playing, case
studies, fishbowls, etc.
2. Comprehension
3. Application
2. Responding to
phenomena
3. Guided
response
4. Mechanism

29. Instructional Strategy Selection Chart
On-the-Job-Training (OJT),
practice by doing (some direction
or coaching is required), simulated
job settings (to include CBT
simulations)
4. Analysis 3. Valuing
5. Complex
response
Use in real situations. Also may be
trained by using several high level
activities coupled with OJT.
5. Synthesis
4. Organize
values into
priorities
6. Adaptation
Normally developed on own
(informal learning) through self-
study or learning through
mistakes, but mentoring and
coaching can speed the process.
6. Evaluation
5. Internalizing
values
7. Origination

30. Action Learning

31. Boot Camp

32. Coaching

33. Fishbowl

34. Fred Keller - The Personalized
System of Instruction (PSI)
Keller divided the process for creating PSI into four steps:
▪ Determine the material to be covered in the course.
▪ Divide the material into self contained modules
(segments).
▪ Create methods of evaluating the degree to which the
learner has conquered the material in a given module.
▪ Allow learners to move from module to module at their
own pace.

35. Programmed Learning
Although Sidney Pressey (1927) originated programmed learning, B. F. Skinner(1958)
popularized it. Skinner's approach has been called linear in nature and involves the
following features:
▪ Learners are exposed to small amounts of information and proceed from one frame
or one item of information, to the next in an orderly fashion (this is what is meant by
linear)
▪ Learners respond overtly so that their correct responses can be rewarded and their
incorrect responses can be corrected
▪ Learners are informed immediately about whether or not their response is correct
(feedback)
▪ Learners proceed at their own pace (self-pacing)

36. 70-20-10 Verses the 3-33
Pervasive Learning Model
The 70-20-10 process is a learning and development model developed by Michael
Lombardo and Robert Eichinger(2000) that uses a three blend approach to
provide a development platform for senior managers and leaders:
▪ About 70% of learning is by using challenging assignments and on-the-job
experiences.
▪ About 20% of learning is developed through relationships, networks, and
feedback.
▪ About 10% of the learning is delivered via formal training processes.

37. Thanks for listening