Bloom's Taxonomy

Psychomotor Domain

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. The seven major categories listed the simplest behavior to the most complex:

Perception

The ability to use sensory cues to guide motor activity. This ranges from sensory stimulation, through cue selection, to translation.

Examples: Detects nonverbal communication cues. Adjusts heat of stove to correct temperature by smell and taste of food. Estimate where a ball will land after it is thrown and then moving to the correct location to catch the ball. Adjusts the height of the forks on a forklift by comparing where the forks are in relation to the pallet.

Key Words: Describe, choose, differentiate, detect, identify, distinguish, isolate, relate, select.

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: Recognize one's abilities and limitations. Knows and acts upon a sequence of steps in a manufacturing process. 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: Display, begin, move, explain, react, proceed, volunteer, show, state.

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: Follows instructions to build a model. Performs a mathematical equation as demonstrated. Responds hand signals of instructor while learning to operate a forklift.

Key Words: Trace, copy, react, follow, respond, reproduce.

Mechanism

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: Repair a leaking faucet. Use a personal computer. Drive a car.

Key Words: Calibrate, assemble, dismantle, construct, fasten, display, grind, fix, manipulate, heat, mend, measure, organize, mix, sketch.

Complex Overt Response

The skillful 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.

Examples: Maneuver a car into a tight parallel parking spot. Operate a computer quickly and accurately. Display competence while playing the piano.

Key Words: Build, assemble, construct, calibrate, display, dismantle, fixe, fasten, heat, grind, measure, manipulate, mix, mend, sketch, organize.

Origination

Creating new movement patterns to fit a particular situation or specific problem. Learning outcomes emphasize creativity based upon highly developed skills.

Examples: Construct a new theory. Create a new gymnastic routine. Develop a new and comprehensive training programming.

Key Words: Build, arrange, compose, combine, create, construct, initiate, design, make, originate.

Other Psychomotor Domains

As mentioned earlier, the committee did not produce a compilation for the psychomotor

domain model, but others have. The one discussed above is by Simpson (1972).

There are two other popular versions:

Dave's(4):

Manipulation: Being able to perform certain actions by following instructions and

practicing. Example: Creating work on one's own, after taking lessons, or reading

about it.

Imitation: Observing and patterning behavior after someone else. Performance

may be of low quality. Example: Copying a work of art.

Articulation: Coordinating a series of actions, achieving harmony and internal

consistency. Example: Producing a video that involves music, drama, color,

sound, etc.

Precision: Refining, becoming more exact. Few errors are apparent. Example:

Working and reworking something, so it will be "just right."

Naturalization: Having high level performance become natural, without needing

to think much about it. Examples: Michael Jordan playing basketball, Nancy

Lopez hitting a golf ball, etc.

Bloom's Taxonomy

Affective Domain

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: choose, ask, follow, describe, hold, give, locate, identify, point to, name, sit, select, reply, erect, use.

Responding to Phenomena:

Active participation on the part of the learners. Attends and reacts to a particular phenomenon. Learning outcomes may emphasize compliance in responding, willingness to respond, or satisfaction in responding (motivation).

Examples: Give a presentation. Participate in class discussions. Know the safety rules and practices them. Question new ideals, models, concepts, etc. in order to fully understand them.

Key Words: assist, answer, comply, aid, discuss, conform, help, greet, perform, label, present, practice, recite, read, select, report, write, tell.

Valuing:

The worth or value a person attaches to a particular object, phenomenon, or behavior. 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 behavior and are often identifiable.

Examples: Demonstrate belief in the democratic process. Show the ability to solve problems. Is sensitive towards individual and cultural differences (value diversity). Inform management on matters that one feels strongly about. Propose a plan to social improvement and follow through with commitment.

Key Words: demonstrate, complete, explain, differentiate, form, follow, invite, initiate, justify, join, read, propose, select, report, study, share, work.

Organization:

Organize values into priorities by contrasting different values, resolving conflicts between them, and creating a unique value system. The emphasis is on comparing, synthesizing and relating values.

Examples: Accept responsibility for one’s behavior. Recognize the need for balance between freedom and responsible behavior. Accept professional ethical standards. Explain the role of systematic planning in solving problems. Prioritize time effectively to meet the needs of the organization, family, and self. Create a life plan in harmony with abilities, interests, and beliefs.

Key Words: alter, adhere, combine, arrange, complete, compare, explain, defend, generalize, formulate, integrate, identify, order, modify, prepare, organize, synthesize, relate.

Internalizing values (characterization):

Has a value system that controls their behavior. The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner. Instructional objectives are concerned with the student's general patterns of adjustment (personal, social, emotional).

Examples: Cooperate in group activities (displays teamwork). Show self-reliance when working independently. Display a professional commitment to ethical practice on a daily basis. Use an objective approach in problem solving. Value people for what they are, not how they look. Revise judgments and changes behavior in light of new evidence.

Key Words: discriminate, act, influence, display, modify, listen, practice, perform, qualify, propose, revise, question, solve, serve, verify.

Bloom's Taxonomy

Cognitive Domain

Example and Key Words

Knowledge:

Recall data or information.

Examples: Recite a policy. Quote prices from memory to a customer. Know the safety rules.

Key Words: Describe, define, know, identify, list, label, name, match, recall, outline, recognize, select, reproduce, state.

Comprehension:

Understand the interpolation, meaning, and interpretation of instructions and problems. State a problem in one's own words.

Examples: Explain in one’s own words the steps for performing a complex task. Rewrite the principles of test writing. Translate an equation into a computer spreadsheet.

Key Words: Comprehend, defend, convert, estimate, distinguish, explain, generalize, give examples, extend, infer, paraphrase, interpret, predict, summarize, rewrite, translate.

Application:

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: Apply laws of statistics to evaluate the reliability of a written test. Use a manual to calculate an employee’s vacation time.

Key Words: Change, apply, construct, compute, discover, demonstrate, modify, manipulate, predict, operate, produce, prepare, show, relate, use, solve.

Analysis:

Separates material or concepts into component parts so that its organizational structure may be understood. Distinguish between facts and inferences.

Examples: Troubleshoot a piece of equipment by using logical deduction. Gathers information from a department and selects the required tasks for training. Recognize logical fallacies in reasoning.

Key Words: Break down, analyze, contrast, compare, deconstruct, diagram, discriminate, differentiate, identify, distinguish, infer, illustrate, relate, outline, separate, select.

Synthesis:

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. Integrates training from several sources to solve a problem. Design a machine to perform a specific task. Revises and process to improve the outcome.

Key Words: combine, categorize, compose, compile, devise, create, explain, design, modify, plan, organize, reconstruct, rearrange, reorganize, relate, rewrite, revise, tell, summarize, write.

Evaluation:

Make judgments about the value of ideas or materials.

Examples: Select the most effective solution. Explain and justify a new budget. Hire the most qualified candidate.

Key Words: compare, appraise, contrast, conclude, critique, criticize, describe, defend, evaluate, explain, discriminate, justify, interpret, summarize, relate, support.

Bloom's Taxonomy

The Three Types of Learning

There is more than one type of learning. A committee of colleges, led by Benjamin Bloom, identified three domains of educational activities:

·         Cognitive: mental skills (Knowledge)

·         Affective: growth in feelings or emotional areas (Attitude)

·         Psychomotor: manual or physical skills (Skills)

Cognitive Domain

The cognitive domain comprises knowledge and the development of intellectual skills. This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills. There are six major categories, which are listed in order below, starting from the simplest behavior to the most complex. The categories can be thought of as degrees of difficulties. That is, the first one must be mastered before the next one can take place.

Affective Domain

This domain includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes. The five major categories listed the simplest behavior to the most complex.

Psychomotor Domain

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. The seven major categories listed the simplest behavior to the most complex.

Gagne’s Nine Events of Instruction

In 1965, Robert Gagne published The Conditions of Learning that identified the mental conditions for learning. These were grounded on the information processing model of the mental events that occur when adults are presented with various stimuli. Gagne’s theory specifies that there are many different types or levels of learning and that each specific type requires unique types of instruction.

The Nine Events

1. Gain attention

The first step is to provoke the student’s interest with innovation or surprise. You may also want to appeal to the learner by asking questions, so that they will be further encouraged to engage with the content.

2. Inform learner of objectives

It is important to inform the learner of the expectations that you have of them. This will help lessen anxiety in students who would otherwise not know what they should be studying.

3. Stimulate recall of prior learning

Students, particularly adult learners, retain concepts and new information better if the concepts are related to something they already know. In this manner, they can associate to their personal experiences, and the learning will be more meaningful.

4. Present stimulus material

At this point in the learning process, the content is presented to the students. For the student to retain information, it is desirable that the content be organized into meaningful chunks, and that a variety of methods appealing to all learning styles be used. Using examples and real-life situations is also a great way to enhance the retention of information, as learners can apply the material to their own life experiences and internalize the content.

5. Provide learner guidance

Communication between the instructor and the learner is an essential means of providing guidance. Not only does communication help the learner stay on track, but it also ensures that the instructor has an idea of how the students are doing. Other means of guidance come in the form of visual material such as videos, graphs, case studies, analogies, and mnemonics, which assist the learner in retaining and encoding the information into their long-term memory.

6. Elicit performance

Once the content is presented and hopefully understood, learners need an opportunity to practice. Often, the same examples that have previously been presented are used and new ones are introduced to see if the learner truly understands or is just repeating what was done before.

Good practice items should:

·         Be relevant to the objective

·         Elicit the exact performance stated in the objective

·         Clearly specify the practice format and nature of the student response

·         Be provided as frequently and immediately following instruction as possible

7. Provide feedback

Feedback is essentially additional guidance. If the learner has not yet grasped a concept or idea, this is the time to provide more information and different examples.

Good feedback should:

·         Be immediate and frequent

·         Provide comments about the student’s performance

·         Enable students to correct their own mistakes when possible

8. Assess performance

At the end of a course, student performance is assessed in order to determine if the desired learning has occurred. Keep in mind that assessments should match the stated objectives in order to provide accurate judgment.

9. Enhance retention and transfer

Once the final exam is complete, most students assume that the course is over. Nevertheless, it is important to help students apply their knowledge to areas outside of the course. To do so, it is a good idea to provide learners with meaningful context in which to use this new knowledge.

Application of Gagne’s Nine Events

Albert is an instructor for an online introductory course in child psychology. After conducting a preliminary survey of the students in his course, he finds that they all come from various backgrounds and are studying in very different fields.

1. Gain attention

He begins his course by showing a short video of a mentally troubled adult and then asks the students to propose ideas explaining what may have occurred in the subject’s childhood to that would have shaped his adult mind. (This can also be done in the form of a case study.)

2. Inform learner of objectives

Albert then provides students with the objectives of the course.

“By the end of this course, you will:

·         • Recognize and identify a variety of childhood mental disorders.

·         • Identify the prominent theories in child development.

·         • Apply certain childhood development theories to various real-life scenarios.”

3. Stimulate recall of prior learning

To prepare students for the content that they will find in his modules, Albert poses a question before each module that puts students in the right frame of mind.

4. Present stimulus material

Every week, Albert presents content related to the course. In his modules, he uses learning objects such as timelines of child development, drag and drop exercises, and case studies for students to discuss in the discussion board. When presenting content, Albert makes sure that he has provided plenty of examples that everyone in his class can benefit from.

For example, in module three, Albert presents Piaget’s stages of cognitive development. To explain the stages, he uses the fictional accounts of Anna and Pascal, two cousins who are of the same age. The students are presented with the development of the cousins from birth to age 14 and study the stages as they progress further into the story. This way of presenting the material is engaging, as students will naturally be curious to know how the story ends and will follow the events closely as they encounter Piaget’s stages of cognitive development.

5. Provide learner guidance

To guide students in their learning, Albert is always available to answer questions via email and phone within 48 hours. He also reads and comments on all of the discussion board posts.

The numerous tables and visual aids that Albert uses also allow the students to remember concepts better than merely reading text explaining the concepts. Though it may not readily seem so, this is also a form of learner guidance.

6. Elicit performance

In addition to his case studies, Albert ensures that each module in his course contains a self-check quiz at the very end. This allows students to see if they understood all of the material before continuing on to the next module.

7. Provide feedback

As mentioned previously, Albert comments on student discussion board posts and answers questions within 48 hours. However, he never provides students with the answers. Instead, Albert asks students guiding questions that will enable them to correct their own mistakes.

For example: A student explains in a post that the inability to conserve means that a child in the preoperational stage is unable to keep things and loses them frequently.

Albert asks the student to recall the narrative of Anna and Pascal playing with their mother’s beaded necklace.

The student now understands that an inability to conserve means that a child in this phase will believe that a string of beads set up in a "O—O—O—O" pattern will have a larger number of beads than a string which has a "OOOO" pattern, because the latter pattern has less space in between beads (or Os).

In addition, Albert uses polls to see how students did on their self-check quizzes and to assess how many of them need more information or practice in order to grasp certain topics or concepts.4

8. Assess performance

To assess student performance, Albert divides students into groups and assigns each one a case study where they must identify the mental disorder of a child and determine in which stage of development this may have happened. Students must justify their answers and post their conclusions on the discussion board. An exam is also administered at the end of the course.

9. Enhance retention and transfer

Throughout the course, Albert has made sure to provide real life examples, so that students could relate these examples to their own relationships with children. In doing so, he hopes that the knowledge gained in his course will be transferred to other courses in psychology that his students will take as well as to other areas in their lives.

ADDIE

ADDIE stands for:

Analyze: define the needs and constraints

Design: specify learning activities, assessment and choose methods and media

Develop: begin production, formative evaluation, and revise

Implement: put the plan into action

Evaluate: evaluate the plan from all levels for next implementation

Why use ADDIE?

The ADDIE (analyze, design, develop, implement, and evaluate) instructional design model is a basic model that holds true for any type of learning, including Web-based (Hall, 1997, p. 81). ADDIE model is simple and incorporates all the components found in all other instructional design models.

1. Analyze

a. Analyze your learners and gather as much information as you can on them.

b. Analyze your broad goals for the lesson or unit. What is it you’re hoping to achieve?

2. Design

a. Identify learning objectives—what specific skills and knowledge do you wish students to obtain?

For example, “Student will be able to describe each step of the ADDIE process.”

b. Identify outcomes—how will you know that the students have achieved your learning objectives? How will you assess learning?

3. Develop

a. Develop your instructional strategies—how will you facilitate students in learning the objectives you identified so that they are able to achieve the outcomes you’ve set for them?

b. Plan the logistics—how will you group students?

How will you arrange the classroom? What tools and materials will students have available to them?

4. Implement

Try out your lesson plan or unit with students.

5. Evaluate

Were you successful? Did students learn? Did they have fun doing it? What should you change for the next time?