Bloom's Taxonomy model is in three parts, or 'overlapping domains'. Again, Bloom used rather academic
language, but the meanings are simple to understand:
[Taxonomy-A set of classification principles or Structure; Domain-Category]
Cognitive domain (Intellectual Capability, i.e. Knowledge, or 'Think')
Affective domain (Feelings, Emotions and Behavior, i.e. Attitude, or 'Feel')
Psychomotor domain (Manual and Physical Skills, i.e. Skills, or 'Do')
This has given rise to the obvious short-hand variations on the theme which summarize the three
domains; for example, Knowledge-Attitude-Skills, KAS-Model, Think-Feel-Do, etc.
In each of the three domains Bloom's Taxonomy is based on the premise that the categories are ordered in
degree of difficulty. An important premise of Bloom's Taxonomy is that each category (or 'level') must be
mastered before progressing to the next. As such the categories within each domain are levels of learning
development, and these levels increase in difficulty.
The simple matrix structure enables a checklist or template to be constructed for the design of learning
programs, training courses, lesson plans, etc. Effective learning - especially in organizations, where training is to
be converted into organizational results - should arguably cover all the levels of each of the domains, where
relevant to the situation and the learner.
The learner should benefit from development of knowledge and intellect (Cognitive Domain); attitude
and beliefs (Affective Domain); and the ability to put physical and bodily skills into effect - to act (Psychomotor
Domain).
Bloom’s Taxonomy Overview
Here's a really simple adapted 'at-a-glance' representation of Bloom's Taxonomy. The definitions are
intended to be simple modern day language, to assist explanation and understanding. This simple overview
can help you (and others) to understand and explain the taxonomy. Refer back to it when considering and
getting to grips with the detailed structures - this overview helps to clarify and distinguish the levels. [Also
called as KAS Model]
Cognitive Domain
Psychomotor Domain
The psychomotor domain includes physical movement, coordination, and use of the motor-skill areas.
Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures, or
techniques in execution. The seven major categories are listed from the simplest behavior to the most complex:[The
Simpson’s and Harrow’s psychomotor domains are especially useful for the development of children and young people,
and for developing skills in adults that take people out of their comfort zones like . The Dave’s psychomotor domain is
the simplest and generally easiest to apply in the corporate development environment. Both models offer different
emotional perspectives and advantages: Check the relevance and importance of each before you implement.]
Affective Domain
The affective domain (Krathwohl, Bloom, Masia, 1973) includes the manner in which we deal with things emotionally,
such as feelings, values, appreciation, enthusiasms, motivations, and attitudes. The five major categories are listed from
the simplest behavior to the most complex:
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.
Bloom's Taxonomy provides an excellent structure for planning, designing, assessing and evaluating
training and learning effectiveness. The model also serves as a sort of checklist, by which you can ensure that
training is planned to deliver all the necessary development for students, trainees or learners, and a template
by which you can assess the validity and coverage of any existing training, be it a course, a curriculum, or an
entire training and development program for a large organization.
Provide a framework to develop and promote creative thinking skills in Education, Industry,
Administration and Daily life.
Motivate you to understand and implement the Higher Order Thinking Skills [HOTS] which is a great aid
for a meaningful and scientific Personal Development Program or Courses.
Deliver a method to design and develop a logical system to cultivate Attitudes and Beliefs which are
especially useful in the modern day personal development industry.
Help to develop a system of categories of learning behavior to assist in the design and assessment of
educational learning and training.
Most corporate trainers, HR professionals, coaches and teachers will benefit significantly by simply
understanding the basics of Bloom's Taxonomy.
Propose and suggest a plan for skills development related to manual tasks and physical movements:
Soft skills, Business and social skills, Operations Etc.
Simpson's version is particularly useful if you are taking adults out of their comfort zones, because it addresses
sensory, perception (and by implication attitudinal) and preparation issues. For example anything fearsome or
threatening, like emergency routines, conflict situations, tough physical tasks or conditions.
Harrow's version is particularly useful if you are developing skills which are intended ultimately to express,
convey and/or influence feelings, because its final level specifically addresses the translation of bodily activities
(movement, communication, body language, etc) into conveying feelings and emotion, including the effect on
others. For example, public speaking, training itself, and high-level presentation skills.
The Harrow and Simpson models are also appropriate for other types of adult development. For example,
teaching adults to run a difficult meeting, or make a parachute jump, will almost certainly warrant attention on
sensory perception and awareness, and on preparing oneself mentally, emotionally, and physically. In such
cases therefore, Simpson's or Harrow's model would be more appropriate than Dave's.