e domain - (feeling, emotions - attitude - 'feel')
Bloom's Taxonomy second domain, the Affective Domain, was detailed by Bloom, Krathwhol and Masia in 1964 (Taxonomy of Educational Objectives: Volume II, The Affective Domain. Bloom, Krathwohl and Masia.) Bloom's theory advocates this structure and sequence for developing attitude - also now commonly expressed in the modern field of personal development as 'beliefs'. Again, as with the other domains, the Affective Domain detail provides a framework for teaching, training, assessing and evaluating the effectiveness of training and lesson design and delivery, and also the retention by and affect upon the learner or trainee.
|level||category or 'level'||behaviour descriptions||examples of experience, or demonstration and evidence to be measured||'key words' (verbs which describe the activity to be trained or measured at each level)|
|1||Receive||open to experience, willing to hear||listen to teacher or trainer, take interest in session or learning experience, take notes, turn up, make time for learning experience, participate passively||ask, listen, focus, attend, take part, discuss, acknowledge, hear, be open to, retain, follow, concentrate, read, do, feel|
|2||Respond||react and participate actively||participate actively in group discussion, active participation in activity, interest in outcomes, enthusiasm for action, question and probe ideas, suggest interpretation||react, respond, seek clarification, interpret, clarify, provide other references and examples, contribute, question, present, cite, become animated or excited, help team, write, perform|
|3||Value||attach values and express personal opinions||decide worth and relevance of ideas, experiences; accept or commit to particular stance or action||argue, challenge, debate, refute, confront, justify, persuade, criticise,|
|4||Organise or Conceptualize values||reconcile internal conflicts; develop value system||qualify and quantify personal views, state personal position and reasons, state beliefs||build, develop, formulate, defend, modify, relate, prioritise, reconcile, contrast, arrange, compare|
|5||Internalize or characterise values||adopt belief system and philosophy||self-reliant; behave consistently with personal value set||act, display, influence, solve, practice,|
Based on the 'Taxonomy Of Educational Objectives: Volume 2, The Affective Domain' (Bloom, Masia, Krathwohl) 1964. See also 'Taxonomy Of Educational Objectives: Handbook 1, The Cognitive Domain' (Bloom, Engelhart, Furst, Hill, Krathwohl) 1956. This table is adapted and reproduced with permission from Allyn & Bacon, Boston USA, being the publishers and copyright owners of 'Taxonomy Of Educational Objectives' (Bloom et al 1956).
This domain for some people can be a little trickier to understand than the others. The differences between the levels, especially between 3, 4, and 5, are subtle, and not so clear as the separations elsewhere in the Taxonomy. You will find it easier to understand if you refer back to the bloom's taxonomy learning domains at-a-glance.
3. bloom's taxonomy - psychomotor domain - (physical - skills - 'do')
The Psychomotor Domain was ostensibly established to address skills development relating to manual tasks and physical movement, however it also concerns and covers modern day business and social skills such as communications and operation IT equipment, for example telephone and keyboard skills, or public speaking. Thus, 'motor' skills extend beyond the originally traditionally imagined manual and physical skills, so always consider using this domain, even if you think your environment is covered adequately by the Cognitive and Affective Domains. Whatever the training situation, it is likely that the Psychomotor Domain is significant. The Dave version of the Psychomotor Domain is featured most prominently here because in my view it is the most relevant and helpful for work- and life-related development, although the Psychomotor Domains suggested by Simpson and Harrow are more relevant and helpful for certain types of adult trainin