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3 Domains of learning (cognitive (knowledge (comprehensive (application…

- - - - The ability to grasp or construct meaning from material. Examples of verbs that relate to this function are:
      - application
        
        The ability to use learned material, or to implement material in new and concrete situations.
        
        analysis
        
        The ability to break down or distinguish the parts of material into its components so that its organizational structure may be better understood.
        
        synthesis
        
        The ability to put parts together to form a coherent or unique new whole. In the revised version of Bloom’s synthesis becomes creating and becomes the last and most complex cognitive function.
        
        evaluation
        
        The ability to judge, check, and even critique the value of material for a given purpose. This function goes to #5 in the revised version of Bloom’s.
- - - - refers to the learners’ active attention to stimuli and his/her motivation to learn – acquiescence, willing responses, or feelings of satisfaction.
      - Valuing
        
        refers to the learner’s beliefs and attitudes of worth – acceptance, preference, or commitment. An acceptance, preference, or commitment to a value.
        
        Organization
        
        refers to the learner’s internalization of values and beliefs involving (1) the conceptualization of values; and (2) the organization of a value system. As values or beliefs become internalized, the leaner organizes them according to priority.
        
        Characterization
        
        refers to the learner’s highest of internalization and relates to behavior that reflects (1) a generalized set of values; and (2) a characterization or a philosophy about life. At this level the learner is capable of practicing and acting on their values or beliefs.
- - - - Constructing meaning from different types of functions be they written or graphic messages, or activities like interpreting, exemplifying, classifying, summarizing, inferring, comparing, or explaining.
      - Applying
        
        Carrying out or using a procedure through executing, or implementing. Applying relates to or refers to situations where learned material is used through products like models, presentations, interviews or simulations.
        
        Analyzing
        
        Breaking materials or concepts into parts, determining how the parts relate to one another or how they interrelate, or how the parts relate to an overall structure or purpose. Mental actions included in this function are differentiating, organizing, and attributing, as well as being able to distinguish between the components or parts. When one is analyzing, he/she can illustrate this mental function by creating spreadsheets, surveys, charts, or diagrams, or graphic representations.
        
        Evaluating
        
        Making judgments based on criteria and standards through checking and critiquing. Critiques, recommendations, and reports are some of the products that can be created to demonstrate the processes of evaluation. In the newer taxonomy, evaluating comes before creating as it is often a necessary part of the precursory behavior before one creates something.
        
        Creating
        
        Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing. Creating requires users to put parts together in a new way, or synthesize parts into something new and different thus creating a new form or product. This process is the most difficult mental function in the new taxonomy.
- - - - Objectives in this area refer to skills or movements or behaviors related to walking, running, jumping, pushing, pulling and manipulating. They are often components for more complex actions.
      - Perceptual movements
        
        Objectives in this area should address skills related to kinesthetic (bodily movements), visual, auditory, tactile (touch), or coordination abilities as they are related to the ability to take in information from the environment and react.
        
        physical abilities
        
        Objectives in this area should be related to endurance, flexibility, agility, strength, reaction-response time or dexterity
        
        Skilled movements
        
        Objectives in this area refer to skills and movements that must be learned for games, sports, dances, performances, or for the arts.
        
        Nondiscursive communication
        
        Objectives in this area refer to expressive movements through posture, gestures, facial expressions, and/or creative movements like those in mime or ballet. These movements refer to interpretative movements that communicate meaning without the aid of verbal commands or help.