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Bloom's Taxonomy (Psycho-motor domain (Perception (The ability to use…
Bloom's Taxonomy
Psycho-motor domain
The ability to use sensory cues to guide motor activity. This ranges from sensory stimulation, through cue selection, to translation
Examples: Detects non-verbal cues; estimates where a ball will land after it is thrown and then moving to the correct location to catch the ball; Adjusts heat of stove to correct temperature by smell and taste of food; Adjusts the height of the forks on a forklift by comparing where the forks are in relation to the pallet.
Readiness to act. It includes mental, physical, and emotional sets. These three sets are dispositions that predetermine a person's response to different situations (sometimes called mindsets)
Examples: Knows and acts upon a sequence of steps in a manufacturing process; Recognizes one's abilities and limitations; Shows desire to learn a new process (motivation)
The early stages in learning a complex skill that include imitation and trail and error. Adequacy of performance is achieved by practicing
Performance mathematical equation as demonstrated; Follows instructions to build a model; responds to hand-signals of instructor while learning to operate a forklift.
This is the intermediate stage in learning a complex skill. Learned responses have become habitual and the movements can be performed with some confidence and proficiency.
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The skillful performance of motor acts that involve complex movement patterns. Proficiency is indicated by quick, accurate and highly coordinated performance, requiring a minimum of energy. This category includes performing without hesitation, and automatic performance.
Examples: Maneuvers a car into a tight parallel parking spot; Operates a computer quickly and accurately; Displays competence while playing the piano.
Skills are well developed and the individual can modify movement patterns to fi specific requirements
Examples: Responds effectively to unexpected experiences; modifies instructions to meet the needs of the learners; Performs a ask with a machine that it was not originally intended to do (machine not damaged and there is no danger in performing the new task)
Creating new movement patterns to fit a particular situation or specific problem. Learning outcomes emphasize creativity based upon highly developed skills
Examples: Construct a new theory; Develops a new comprehensive training programming; Creates a new gymnastic routine
Cognitive domain
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Ability to grasp the meaning of material, e.g. translating from one to another, estimating future trends, explaining or giving examples of
Ability to use learned material in new and concrete situations by applying rules, methods, concepts, principles,laws and theories
4.Analysis
Ability to break down material into its component parts so that its organizational structure may be understood. Identification of parts, relationships between parts, recognition of organizational principles.
Ability to put parts together to form a new whole. Creative behaviors stressed in the formulation of something new.
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Affect domain
Awareness, willingness to hear, selected attention
Examples: Listening to others with respect; listening for and remembering the name of newly introduced person.
Active participation on the part of the learner. Attends and reacts to a particular phenomenon. Learning outcomes may emphasize compliance in responding, willingness to respond, or satisfaction in responding
Examples: Participates in discussions; gives a presentation; questions new ideas, concepts, model, etc., in order to fully understand them; know the safety rules and practices them
The worth or value a person attaches to a particular object, phenomenon, or behavior. This ranges from simple acceptance to the more complex state of commitment. Valuing is based on the internalization of a set of specified values, while clues to these values are expressed in the learner's overt behavior and are often identifiable.
Examples: Demonstrates belief in the democratic process; Is sensitive towards individual and cultural differences (value diversity); Shows the ability to solve problems; Proposes a plan to social improvement and follows through with commitments; Informs management on matters that one feels strongly about.
Organizes values into priorities by contrasting different values, resolving conflicts between them and creating a unique value system. The emphasis is on comparing, relating and synthesizing values.
Examples: Recognizes the need for balance between freedom and responsible behavior; Accepts responsibility for one's behavior; Explains the role of systematic planning in solving problems; Accepts professional ethical standards; creates a life plan in harmony with abilities, interests, and beliefs; Prioritize time effectively to meet the needs of the organization, family and self.
Has a value system that controls their behavior. The behavior is pervasive, consistent, predicable, and most importantly characteristic of the learner. Instructional objectives are concerned with the student;s general patterns of adjustments (personal, social, emotional)
Examples: Shows self-reliance when working independently; Cooperates during group activities (displays teamwork); Uses an objective approach in problem solving; Displays a professional commitment to ethical practice on a daily basis; Revises judgements and changes behavior in light of new evidence; Values people for what they are, not how they look.