stinguish using senses|
|4||Physical Abilities||fitness||develop strength, endurance, agility, control||endure, maintain, repeat, increase, improve, exceed|
|5||Skilled Movements||complex operations||execute and adapt advanced, integrated movements||drive, build, juggle, play a musical instrument, craft|
|6||Non-discursive Communication||meaningfully expressive activity or output||activity expresses meaningful interpretation||express and convey feeling and meaning through movement and actions|
Adapted and simplified representation of Harrow's Psychomotor Domain (1972). (Non-discursive means intuitively direct and well expressed.)
Bloom's Taxonomy is a wonderful reference model for all involved in teaching, training, learning, coaching - in the design, delivery and evaluation of these development methods. At its basic level (refresh your memory of the Bloom Taxonomy overview if helpful), the Taxonomy provides a simple, quick and easy checklist to start to plan any type of personal development. It helps to open up possibilities for all aspects of the subject or need concerned, and suggests a variety of the methods available for delivery of teaching and learning. As with any checklist, it also helps to reduce the risks of overlooking some vital aspects of the development required.
The more detailed elements within each domain provide additional reference points for learning design and evaluation, whether for a single lesson, session or activity, or training need, or for an entire course, programme or syllabus, across a large group of trainees or students, or a whole organisation.
And at its most complex, Bloom's Taxonomy is continuously evolving, through the work of academics following in the footsteps of Bloom's early associates, as a fundamental concept for the development of formalised education across the world.
As with so many of the classical models involving the development of people and organisations, you actually have a choice as to how to use Bloom's Taxonomy. It's a tool - or more aptly - a toolbox. Tools are most useful when the user controls them; not vice-versa.
Use Bloom's Taxonomy in the ways that you find helpful for your own situation.
bloom taxonomy and educational objectives references and publications
Further information and detail relating to Bloom's Taxonomy follows, which includes theories developed by others, such as Hauenstein and Marzano, who demonstrate the ongoing extension of Bloom's Taxonomy concept:
Taxonomy of educational objectives: Handbook I, The cognitive domain. Bloom et al. 1956
Taxonomy of educational objectives: The classification of educational goals. Handbook II: The affective domain. Bloom, Krathwhol, Masia, 1964
Taxonomy of educational objectives: The classification of educational goals. B Bloom, 1965
The classification of educational objectives in the Psychomotor domain. EJ Simpson, 1972
Developing and writing educational objectives (Psychomotor levels pp. 33-34). RH Dave, 1970
A taxonomy of the psychomotor domain: A guide for developing behavioral objectives. AJ Harrow, 1972
A comprehensive framework for instructional objectives: A guide to systematic planning and evaluation. Hannah and Michaelis, 1977
A conceptual framework for educational objectives: A holistic approach to traditional taxonomies. AD Hauenstein, 1988
Bloom's Taxonomy: A Forty-Year Retrospective. Anderson & Sosniak, 1994
Benjamin Bloom 1913-99 . A paper by Prof. Elliot W Eisner, 2000. (UNESCO: International Bureau of Education.)
A Taxonomy for Learning, Teaching, and Assessing: A revision of Bloom's Taxonomy of Educational Objectives. Anderson, Krathwohl et al. 2001
Designing a new taxonomy of educational objectives, RJ Marzano, 2001
referencing materials on this page
Your preferred referencing phraseology/protocol would determine how you combine the following into an appropriate attribution.
If you do not understand referencing then search Google for 'referencing'. Look at the different methods (eg, Harvard, Vancouver, etc) which are explained on various university websites, and if appropriate seek guidance fr