The Psychomotor Domain – Get Physical

The psychomotor domain encompasses the skills requiring the use and coordination of skeletal muscles, as in the physical activities of performing, manipulating, and constructing (Kemp, Morrison, Ross).

Psychomotor skills are typically more observable, easier to describe, and measure in terms of evaluation. There is no taxonomy that is accepted universally for this domain. A very popular model for the psychomotor domain was established by R.H. Dave.

  • Imitation: Observing and patterning behavior after someone else. Performance may be of low quality. Example: Copying a work of art.
  • Manipulation: Being able to perform certain actions by following instructions and practicing.
    Example: Creating work on one’s own, after taking lessons, or reading about it.
  • Precision: Refining, becoming more exact. Few errors are apparent.
    Example: Working and reworking something, so it will be “just right.”
  • Articulation: Coordinating a series of actions, achieving harmony and internal consistency.
    Example: Producing a video that involves music, drama, color, sound, etc.
  • Naturalization: Having high level performance become natural, without needing to think much about it.
    Examples: Michael Jordan playing basketball, Nancy Lopez hitting a golf ball, etc.

pscyhomotor domain

The Affective Domain – Changing Views

The Affective domain involves objectives concerning attitudes, appreciations, values, and emotions such as enjoying, conserving, and respecting (Kemp, Morrison, Ross).

Bloom identified 5 basic categories for writing objectives within the Affective domain.

  1. Receiving – Being aware of or attending to something in the environment.
  2. Responding – Showing some new behavior as a result of experience.
  3. Valuing – Showing some definite involvement or commitment.
  4. Organization – Integrating a new value into one’s general set of values, giving it some ranking among one’s general priorities.
  5. Characterization by value – acting consistently with the new value.

the affective domain

* This may be the domain that is the most difficult to write objectives for because they are more difficult to observe and evaluate.

How does the learner feel after the instruction?

  • The presentation about the effects of smoking to 15 year old smokers changed their attitude towards continuing to smoke.
  • Students are enthusiastic about learning new software.
  • The learners will have a new found respect for farmers in Illinois.
  • The student will show interest in the field of radiology after the presentation.

The Cognitive Domain – Brain Power

The Cognitive domain includes objectives that are related to information or knowledge. This is the domain which receives the most attention of all three domains. The cognitive domain includes objectives related to information or knowledge, naming, solving, predicting, and other intellectual aspects of learning. (Kemp, Morrison, Ross).

Benjamin Bloom categorized the cognitive domain into two sub-domains for writing objectives.

1) Simple Recall or Knowledge – Define, duplicate, list, memorize, recall, repeat, reproduce, etc.
2) Intellectual Activities – Comprehension, application, analysis, synthesis, and evaluation.

See the illustration below.

the coginitive domain

 

* The challenge here is to direct learners out of the lowest cognitive level of recalling information, and into the five higher intellectual levels. This is all achieved through your objectives and activities used to achieve the objective.