![• receiving:iswillingtonotice aparticularphenomenon
• responding:makesresponse,atfirstwithcompliance,laterwillinglyandwithsatisfaction
• valuing:acceptsworthof a thing
• organisation:organisesvalues;determinesinterrelationships;adaptsbehaviourtovalue system
• characterisation:generalisescertainvaluesintocontrollingtendencies; emphasisoninternal
consistency;laterintegratestheseintoatotal philosophyof lifeorworldview.
Psychomotor domain
The psychomotordomainconcernsthingsstudentsmightphysicallydo.Althoughnotaxonomyof this
domainwascompiledbyBloomand hiscoworkers,several competingtaxonomieshave beencreated
overthe yearssince Bloom’soriginal books.The one summarisedhere isbasedonworkbyHarrow
[Harrow,A. (1972). A Taxonomyof the PsychomotorDomain:A Guide forDevelopingBehavioral
Objectives.NewYork:McKay],as summarisedinBarry,K.and King,L.(1993) BeginningTeaching.
WentworthFalls,NSW:Social Science Press.
The levelsof thisdomainare categorisedas:• reflex:objectivesnotusuallywrittenatthis‘low’level
• fundamental movements:applicable mostlytoyoungchildren(crawl,run,jump,reach,change
direction)
• perceptual abilities:catch,write,balance,distinguish,manipulate
• physical abilities:stop,increase,move quickly,change,react
• skilledmovements:play,hit,swim,dive,use
• non-discursive communication:express,create,mime,design,interpret
The last twocategoriesseemlikelytobe well applicable toprogramsinthe creative andprofessional
areas.Clinical skillssuchaspalpation arguablylegitimatelyqualifyaspsychomotorskillsinthe skilled
movementcategory,while painting,drawingandacting,forexample,willatleastinpart fall intothe
non-discursive communicationcategory.
The psychomotordomainanditsrelevantverbsandcategorieshave beenlesswellarticulated,atall
levelsof education,thanthe cognitive andaffectivedomains.However,itisimportantthatyoudo not
ignore objectivesinthisareashouldthere be relevantskillsinourcourse.](https://image.slidesharecdn.com/bloomtaxonomy-170420044255/85/Bloom-taxonomy-2-320.jpg)
Bloom taxonomy
- 1. Bloom’s taxonomy Bloom’staxonomyof educationalobjectivesThismaterial islargelydrawnfromahandoutfromDr RobertKleinsasser(School of LanguagesandComparativeCultural Studies,UQ).He acknowledgesthat the verblistscome fromthe WashingtonState Boardof Vocational Education. The verb listswill be veryuseful whenyouwrite yourownlearninggoals(whichare akindof educational objective). Bloom’sdomainsThree domains: • cognitive (aboutknowing) • affective (aboutattitudes,feelings) • psychomotor(aboutdoing) FormulatedbyBloomandcoworkers. Cognitive andaffective domainswere completedandpublishedinthe 1950s. Psychomotorwasnever published,althoughothershave tried.Itisarguablyabit outof date (fromthe mid’50s and at present beingre-examined),buthelpful. Cognitive domain A hierarchyof six levels(the hierarchyiswhatismostunderquestionatpresent): • knowledge:the recall of specificitems • comprehension:canrecall,butcando a little more (e.g.paraphrase,define,discusstosome extent) • application:all of the above,butcantake informationof anabstractnature anduse it inconcrete situations • analysis:canbreakdowna communicationintoitsconstituentparts,revealingthe relationships amongthem • synthesis:canpull togethermanydisorganisedelementsorparts soas to form a whole • evaluation:makesjudgements aboutthe value of materialsormethods Affective domain A hierarchyof five levels(the hierarchyiswhatismostunderquestionatpresent):
- 2. • receiving:iswillingtonotice aparticularphenomenon • responding:makesresponse,atfirstwithcompliance,laterwillinglyandwithsatisfaction • valuing:acceptsworthof a thing • organisation:organisesvalues;determinesinterrelationships;adaptsbehaviourtovalue system • characterisation:generalisescertainvaluesintocontrollingtendencies; emphasisoninternal consistency;laterintegratestheseintoatotal philosophyof lifeorworldview. Psychomotor domain The psychomotordomainconcernsthingsstudentsmightphysicallydo.Althoughnotaxonomyof this domainwascompiledbyBloomand hiscoworkers,several competingtaxonomieshave beencreated overthe yearssince Bloom’soriginal books.The one summarisedhere isbasedonworkbyHarrow [Harrow,A. (1972). A Taxonomyof the PsychomotorDomain:A Guide forDevelopingBehavioral Objectives.NewYork:McKay],as summarisedinBarry,K.and King,L.(1993) BeginningTeaching. WentworthFalls,NSW:Social Science Press. The levelsof thisdomainare categorisedas:• reflex:objectivesnotusuallywrittenatthis‘low’level • fundamental movements:applicable mostlytoyoungchildren(crawl,run,jump,reach,change direction) • perceptual abilities:catch,write,balance,distinguish,manipulate • physical abilities:stop,increase,move quickly,change,react • skilledmovements:play,hit,swim,dive,use • non-discursive communication:express,create,mime,design,interpret The last twocategoriesseemlikelytobe well applicable toprogramsinthe creative andprofessional areas.Clinical skillssuchaspalpation arguablylegitimatelyqualifyaspsychomotorskillsinthe skilled movementcategory,while painting,drawingandacting,forexample,willatleastinpart fall intothe non-discursive communicationcategory. The psychomotordomainanditsrelevantverbsandcategorieshave beenlesswellarticulated,atall levelsof education,thanthe cognitive andaffectivedomains.However,itisimportantthatyoudo not ignore objectivesinthisareashouldthere be relevantskillsinourcourse.