This document provides an overview of various taxonomies of learning objectives, including Bloom's Taxonomy of Cognitive Domain, Krathwohl's Taxonomy of Affective Domain, and Harrow's Taxonomy of Psychomotor Domain. It examines the six levels of Bloom's Cognitive Domain - Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. It also explores the five levels of Krathwohl's Affective Domain - Receiving, Responding, Valuing, Organizing, and Characterizing. Finally, it discusses Harrow's Psychomotor Domain which ranges from Reflex Movements to Origination.

1. TAXONOMY
TAXONOMY
OF OBJECTIVES
OF OBJECTIVES
By Group 6

2. OVERVIEW
OVERVIEW
Bloom’s Taxonomy of
Cognitive Domain
Krathwohl’s Taxonomy
Affective Domain
Anita Harrow’s
Taxonomy of
Psychomotor Domain
Moore’s Three Level
of Learning
Psychomotor Domain
By Group 6

3. BLOOM’S
BLOOM’S
COGNITIVE DOMAIN
COGNITIVE DOMAIN
By Gipala

4. BLOOM’S
BLOOM’S
Bloom's Taxonomy is a hierarchical
model developed by educational
psychologist Benjamin Bloom and his
colleagues in 1956. Three domains:
cognitive, affective, and
psychomotor.
COGNITIVE DOMAIN
COGNITIVE DOMAIN

5. "The purpose of education is to
change the thoughts, feelings
and actions of students."
-Benjamin Bloom
EXPLORING THE SIX COGNITIVE
LEVELS OF BLOOM'S TAXONOMY
EXPLORING THE SIX COGNITIVE
LEVELS OF BLOOM'S TAXONOMY

6. 2. Comprehension: At this level, students demonstrate understanding by explaining,
summarizing, or interpreting the information. Verbs at this level include 'describe,'
'explain,' and 'summarize.'
BLOOM’S TAXONOMY
BLOOM’S TAXONOMY
Comprehension
Knowledge: This level focuses on the ability to recall Factual Knowledge, such as
terms, definitions, and facts. Lesson level verbs at this level include 'define,' 'list,' and
'identify.'
1.
Knowledge
3. Application: Here, students apply their understanding to new situations, solving
problems or demonstrating Procedural Knowledge. Verbs include 'apply,' 'demonstrate,' and
'solve.'
Application

7. 5. Synthesis: This level involves creating new ideas or solutions by combining existing
information, like a chef creating a unique dish from familiar ingredients. Verbs include
'create,' 'design,' and 'synthesize.’
BLOOM’S TAXONOMY
BLOOM’S TAXONOMY
Synthesis
4. Analysis: Students break down complex ideas into smaller parts, examining
relationships and patterns. Verbs at this level are 'analyze,' 'compare,' and 'contrast.'
Analysis
6. Evaluation: At the highest level, students assess the value or quality of ideas, concepts,
or solutions, demonstrating Metacognitive Knowledge. Verbs are 'evaluate,' 'judge,' and
'appraise.'
Evaluation

9. KRATHWOHL’S
KRATHWOHL’S
AFFECTIVE DOMAIN
AFFECTIVE DOMAIN
By Habla and Junio

10. THREE DOMAINS OF
LEARNING
THREE DOMAINS OF
LEARNING
Psychomotor Domain
Cognitive Domain
Affective Domain

11. WHO IS KRATHWOHL?
WHO IS KRATHWOHL?

12. DAVID READING
KRATHWOHL
DAVID READING
KRATHWOHL
May 14, 1921
David Reading Krathwohl was American educational
psychologist.
Director of the Bureau of Educational Research at
Michigan State University and held senior positions in
several large research organizations
He worked alongside Benjamin Bloom and contributed
to what is now known as Bloom’s taxonomy, in
particular, the Affective taxonomy.
Bloom’s Part 1 on Cognitive taxonomy was published in
1956. Part 2, however, published by Krathwohl, came
eight years later in 1964 and has been somewhat
overlooked. He established, for affective learning, a
similar hierarchy in the Cognitive domain.

13. AFFECTIVE DOMAIN
AFFECTIVE DOMAIN

14. WHAT IS THE AFFECTIVE
DOMAIN OF TAXONOMY?
WHAT IS THE AFFECTIVE
DOMAIN OF TAXONOMY?
Emotional side of learning, how learners feel, involving learners’ attitudes, interests,
beliefs and motivations.
This is not just the feelings and emotions one experiences as one learns but also how
those affective components are internalized and used by the learner to learn and move
forward in their learning journey. Motivation is an important concept in affective
learning
Internalization refers to the process whereby a person’s affect toward an object
passes from a general awareness level to a point where the affect is ‘internalized’ and
consistently guides or controls the person’s behavior

15. LEVEL OF AFFECTIVE LEARNING
LEVEL OF AFFECTIVE LEARNING
RECEIVING
RECEIVING
Is the learner aware of or responding to the
environment?
refers to the student’s willingness to attend to
particular phenomena or stimuli (classroom
activities, textbook, music, etc.)
From a teaching standpoint, it is concerned with getting, holding, and
directing the student’s attention.

16. EXAMPLES
EXAMPLES
Receiving Verbs:
Asks, Chooses, Shows willingness, Describes, Follows, Pays
attention, Holds, Identifies, Locates, Names, Points to, Selects,
Sits attentively.
The Pupil; Listens attentively to teacher. Shows awareness of
the importance of learning. Attends closely to the classroom
activities.
Listen for and remember the name of newly introduced people.

17. LEVEL OF AFFECTIVE LEARNING
LEVEL OF AFFECTIVE LEARNING
RESPONDING
RESPONDING
Can the learner show a new behavior due to
an experience?
refers to active participation on the part of the
student. He not only attends to a particular
phenomenon but also reacts to it in some way.
Learning outcomes in this area may emphasize willingness in responding,
or satisfaction in responding.

18. EXAMPLES
EXAMPLES
Receiving Verbs:
Answers, Replies, Responds, Assists, Complies, Conforms,
Discusses, Greets, Helps, Labels, Performs, Practices, Presents,
Reads, Recites, Tells, Reports, Selects, Writes.
The Pupil; Responds to the teacher’s question. Participates in a
group discussion. Gives a presentation. Complies with procedures
or follows directions..
Questions new ideals, concepts, models, etc. in order to fully
understand them.

19. VALUING
VALUING
Learning outcomes in this area are concerned with
behavior that is consistent and stable enough to make
the value clearly identifiable.
is concerned with the worth or value
a student attaches to a particular
object, phenomenon, or behavior.
Instructional objectives that are commonly
classified under “attitudes” and
“appreciation” would fall into this category.

20. EXAMPLES
EXAMPLES
Key Words (Verbs) — Completes, Describes, Differentiates,
Explains, Follows, Forms, Initiates, Invites, Joins, Justifies,
Proposes, Reads, Reports, Shares, Studies, Works.
Examples (Learning Outcomes) — The Pupil; Demonstrates
problem solving attitude. Appreciates good literature.
Supports ideas to improve proficiency.

21. ORGANIZING
ORGANIZING
Thus the emphasis is on comparing,
relating, and synthesizing values.
is concerned with bringing together
different values, resolving conflicts
between them, and beginning the
building of an internally consistent
value system.
Learning outcomes may be concerned with;
(1) the conceptualization of a value
(recognizes the responsibility of each
individual for improving human relations);
(2) or with the organization of a value
system (develops a vocational plan that
satisfies his or her need for both economic
security and social service).

22. EXAMPLES
EXAMPLES
Key Words (Verbs) — Adheres, Alters, Arranges, Combines,
Compares, Completes, Defends, Explains, Generalizes,
Identifies, Integrates, Modifies, Orders, Organizes, Prepares,
Relates, Synthesizes.
Examples (Learning Outcomes) — The Pupil; Spends more time
in study than sports. Prioritizes time effectively to meet the
needs of the study, family, and self. Understands and accepts
own strengths and weaknesses.

23. CHARACTERIZING BY A
VALUE OR VALUE SET
CHARACTERIZING BY A
VALUE OR VALUE SET
Learning outcomes at this level cover a
broad range of activities, but the major
emphasis is on the act that the behavior
is typical or characteristic of the student.
Thus the behavior is pervasive,
consistent, and predictable.
The individual has a value system that
has controlled his or her behavior for a
sufficiently long time for him or her to
develop a characteristic “life-style.”
Instructional objectives that are
concerned with the student's general
patterns of adjustment (personal, social,
emotional) would be appropriate here.

24. EXAMPLES
EXAMPLES
Key Words (Verbs) — Acts, Discriminates, Displays, Influences,
Listens, Modifies, Performs, Practices, Proposes, Qualifies,
Questions, Revises, Serves, Solves, Uses, Verifies.
Examples (Learning Outcomes) — The Pupil; Shows self-
reliance when working independently. Cooperates in group
activities (displays teamwork). Uses an objective approach in
problem solving. Values people for what they are, not how they
look.

25. ANITA HARROW’S
ANITA HARROW’S
PSYCHOMOTOR DOMAIN
PSYCHOMOTOR DOMAIN
By Millan & Butao

26. 
ANITA JOYCE DUP-LAGA
HARROW

ANITA JOYCE DUP-LAGA
HARROW
December 21, 1935
She was born and grew up in Pittsburgh, Pennsylvania.
Harrow began her career in education as a classroom
teacher, where she quickly realized that traditional
teaching methods were not always effective for all
students.
She pursued her Masters degree in Educational
Psychology from the University of Pittsburgh, where
she studied under the guidance of the renowned
educational psychologist Benjamin Bloom.
She contributed to what is now known as Harrow's
taxonomy, in particular, the Psychomotor Domain
taxonomy.

27. PSYCHOMOTOR DOMAIN
PSYCHOMOTOR DOMAIN

28. WHAT IS THE PSYCHOMOTOR
DOMAIN OF TAXONOMY?
WHAT IS THE PSYCHOMOTOR
DOMAIN OF TAXONOMY?
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.
Anita Harrow’s taxonomy (1972) of psychomotor domain focuses 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 and learned capabilities. It starts with the simple reflexes and goes
to complex highly expressive movements requiring coordination and precision.

29. REFLEX MOVEMENT
REFLEX MOVEMENT
Reflex (Involuntary) movements are
automatic reactions elicited without
learning in response to some stimuli.
These are the reactions that are not
learned, such as a involuntary
reactions, segmental, intersegmental,
and suprasegmental reflexes.
Key Words (Verbs) — To flex, to stretch,
to straighten, to extend, to inhibit, to
lengthen, to shorten, to tense, to stiffen, to
relax.
Examples (Observable Behavior) — The
learner; Responds physically instinctively.

30. EXAMPLES
EXAMPLES
Pulling our hands away immediately after touching a hot or cold
object
When a loud noise or sudden movement occurs, the body reacts by
quickly tensing the muscles and preparing to respond to the
perceived threat
When something touches the back of the throat, the body triggers a
reflex to contract the muscles of the throat and prevent the object
from entering the airway.

31. BASIC FUNDAMENTAL MOVEMENT
BASIC FUNDAMENTAL MOVEMENT
Examples (Observable Behavior) — The
learner; Changes location. Moves in space
while remaining in one place. Moves
extremities in coordinated fashion.
Basic fundamental movements are
inherent movement patterns which are
formed by combining of reflex
movements and are the basis for
complex skilled movements. Basic
movements can build more complex set
of movements.
Key Words (Verbs) To crawl, to creep, to
slide, to walk, to jump, to run, to grasp, to
reach, to tighten, to support, to handle.

32. EXAMPLES
EXAMPLES
To run in a 100-meter dash.
Thirty minutes of jumping rope will see off nearly 400 calories.
He slid across the ice.

33. PERCEPTUAL ABILITIES
PERCEPTUAL ABILITIES
Examples (Observable Behavior) — The learner;
Discriminates visually e.g. Classify objects by
colors. Discriminates auditory e.g. Differentiate
sounds, track noises. Discriminates
kinesthetically. Discriminates tactually.
Coordinates two or more perceptual abilities
e.g. Walk on rope without falling.
Key Words (Verbs) — To catch, to bounce,
to eat, to write, to balance, to bend, to
draw from memory, to distinguish by
touching, to explore
Perceptual abilities refers to
interpretation of various stimuli that
enable one to make adjustments to the
environment through visual, auditory,
kinesthetic, or tactile discrimination.
This entails cognitive as well as
psychomotor behavior. It may include
coordinated movements to respond to
stimulus.

34. EXAMPLES
EXAMPLES
When we see a red traffic light, our visual system processes the
color red, recognizes it as a signal to stop, and initiates the
appropriate response of slowing down our vehicle.
When we hear a honking horn, our auditory system helps us locate
the direction of the sound and recognize it as a warning signal.
When we smell a familiar perfume, our olfactory system triggers
memories associated with that scent, evoking emotions and feelings.

35. PHYSICAL ACTIVITIES
PHYSICAL ACTIVITIES
Key Words (Verbs) — To endure, to
improve, to increase, to stop, to start, to
move precisely, to touch, to bend.
Physical abilities require endurance,
strength, vigor, and agility which
produces a sound, efficiently
functioning body. This may include
activities of strenuous effort for long
period of time that results in
muscular/cardiovascular endurance.
Examples (Observable Behavior) — The
learner; Exerts tension. Moves quickly.
Stops immediately. Endures fatigue. e.g.
Performs sit-ups, Wrestles in the ring,
Bends a rod.

36. SKILLED MOVEMENTS
SKILLED MOVEMENTS
Key Words (Verbs) — To waltz, to type, to
play the piano, to plane, to file, to skate, to
juggle, to paint, to dive, to fence, to golf, to
change.
Skilled movements are the
result of the acquisition of a
degree of efficiency when
performing a complex task. A
high level of efficiency is
achieved to perform a
complex task.
Examples (Observable Behavior) — The
learner; Changes or modifies basic body
movement patterns. Uses a tool or implement
in adaptive or skilled manner. e.g. Improves
catching and batting skills, Performs a hurdle
run, Types words on computer.

37. NON-DISCURSIVE COMMUNICATION
NON-DISCURSIVE COMMUNICATION
Key Words (Verbs) — To gesture, to stand, to
sit, to express facially, to dance skillfully, to
perform skillfully, to paint skillfully, to play
skillfully.
Non-discursive communication is
communication through bodily movements
ranging from posture to gestures, creative
movements, facial expressions, act a part
in a play through sophisticated
choreographics. Body postures, gestures,
and facial expressions efficiently
executed in skilled dance movement and
choreographics.
Examples (Observable Behavior) — The learner;
Moves expressively. Moves interpretatively.
Communicates emotions. Communicates esthetically.
Expresses joy. e.g. Approves using a facial
expression, gestures, posture. Performs a dance,
drama, play, circus.

38. MOORE’S THREE LEVEL
OF LEARNING
MOORE’S THREE LEVEL
OF LEARNING
PSYCHOMOTOR DOMAIN
PSYCHOMOTOR DOMAIN
By Lozarita

39. DAVID R. MOORE
DAVID R. MOORE
David R. Moore is a distinguished figure in
physical education and kinesiology. He holds a
Ph.D. in Physical Education with a specialization
in motor behavior from the University of
Illinois at Urbana-Champaign.
He is renowned for his work on the Three
Levels of Learning in the Psychomotor Domain,
a framework widely utilized in understanding
skill acquisition.
Moore’s expertise has profoundly impacted the
field of research, establishing him as a
respected authority in psychomotor
development. He has contributed significantly
through academic roles and publications
focusing on motor learning.

40. PSYCHOMOTOR
PSYCHOMOTOR
includes physical movement, coordination, and use of the motor
skill areas
the development of the psychomotor domain requires practice
and is measured in terms of speed, precision, distance,
procedures, or techniques in execution.

41. PSYCHOMOTOR DOMAIN
PSYCHOMOTOR DOMAIN
Precision
Manipulation
Imitation
Moore (1998) gave three
levels of learning in
the psychomotor
domain.
They are as follows:
The Moore’s model
provides a clear
framework for
understanding how
individuals develop
physical skills.
It is simple, its
applicability is versatile,
it shows the hierarchy
of skill development
and it emphasizes
observational learning.

42. THREE LEVELS OF LEARNING IN
PSYCHOMOTOR DOMAIN
THREE LEVELS OF LEARNING IN
PSYCHOMOTOR DOMAIN
instructor shares the knowledge content and demonstrate the
skill
the student can carry out the basic principle of the skills with
instructional support from the teacher.
performance may be of low quality
Imitation
VERBS: Copy, Imitate, Follow, Mimic, Perform, Repeat,
Replicate, Reproduce,Trace

43. a student can perform the skill independently by memory
without the aid of the instructor.
actions are performed with the aid of written and verbal
instruction, not visual demonstration.
THREE LEVELS OF LEARNING IN
PSYCHOMOTOR DOMAIN
THREE LEVELS OF LEARNING IN
PSYCHOMOTOR DOMAIN
Manipulation
VERBS: Act, Build, Execute, Perform, Complete,
Accomplish, Follow, Play, Produce

44. THREE LEVELS OF LEARNING IN
PSYCHOMOTOR DOMAIN
THREE LEVELS OF LEARNING IN
PSYCHOMOTOR DOMAIN
Precision
students can perform skill accurately, efficiently, and effortlessly
AUTOMATICITY - ability to perform a skill with unconscious effort
VERBS: Achieve automatically, Excel expertly, Perform masterfully,
Demonstrate skillfully, Calibrate perfectly