d on fact-transfer and information recall - the lowest level of training - rather than true meaningful personal development, and this remains a central challenge for educators and trainers in modern times. Much corporate training is also limited to non-participative, unfeeling knowledge-transfer, (all those stultifyingly boring powerpoint presentations...), which is reason alone to consider the breadth and depth approach exemplified in Bloom's model.
You might find it helpful now to see the Bloom Taxonomy overview. Did you realise there were all these potential dimensions to training and learning?
development of bloom's taxonomy
Benjamin S Bloom (1913-99) attained degrees at Pennsylvania State University in 1935. He joined the Department of Education at the University of Chicago in 1940 and attained a PhD in Education in 1942, during which time he specialised in examining. Here he met his mentor Ralph Tyler with whom he first began to develop his ideas for developing a system (or 'taxonomy') of specifications to enable educational training and learning objectives to be planned and measured properly - improving the effectiveness of developing 'mastery' instead of simply transferring facts for mindless recall. Bloom continued to develop the Learning Taxonomy model through the 1960's, and was appointed Charles H Swift Distinguished Service Professor at Chicago in 1970. He served as adviser on education to several overseas governments including of Israel and India.
Bloom's (and his colleagues') initial attention was focused on the 'Cognitive Domain', which was the first published part of Bloom's Taxonomy, featured in the publication: 'Taxonomy Of Educational Objectives: Handbook 1, The Cognitive Domain' (Bloom, Engelhart, Furst, Hill, Krathwohl, 1956).
The 'Taxonomy Of Educational Objectives: Handbook II, The Affective Domain' (Bloom, Masia, Krathwohl) as the title implies, deals with the detail of the second domain, the 'Affective Domain', and was published in 1964.
Various people suggested detail for the third 'Psychomotor Domain', which explains why this domain detail varies in different representations of the complete Bloom Taxonomy. The three most popularly referenced versions of the Psychomotor Domain seem to be those of RH Dave (1967/70), EJ Simpson (1966/72), and AJ Harrow (1972).
As such 'Bloom's Taxonomy' describes the three-domain structure, within which the detail may vary, especially for the third domain.
Bloom's Taxonomy has therefore since 1956 provided a basis for ideas which have been used (and developed) around the world by academics, educators, teachers and trainers, for the preparation of learning evaluation materials, and also provided the platform for the complete 'Bloom's Taxonomy' (including the detail for the third 'Psychomotor Domain') as we see it today. Collectively these concepts which make up the whole Bloom Taxonomy continue to be useful and very relevant to the planning and design of: school, college and university education, adult and corporate training courses, teaching and lesson plans, and learning materials; they also serve as a template for the evaluation of: training, teaching, learning and development, within every aspect of education and industry.
If you are involved in the design, delivery or evaluation of teaching, training, courses, learning and lesson plans, you should find Bloom's Taxonomy useful, as a template, framework or simple checklist to ensure you are using the most appropriate type of training or learning in order to develop the capabilities required or wanted.
Training or learning design and evaluation need not cover all aspects of the Taxonomy - just make sure there is coverage of the aspects that are appropriate.
As such, if in doubt about your training aims - check what's possible, and perhaps required, by referring to Bloom's Taxonomy.
explanation of bloom's taxonomy
First, don't be put off by the language or the apparent complexity of Bloom's Taxonomy - at this basic level it's a relatively simple and logical model.
Taxonomy means 'a set of classification principle