Bloom’s Taxonomy

In Bloom’s Taxonomy^[1], the Cognitive domain relates to knowledge and intellect while the Affective domain deals with values and perception, and the Psychomotor domain focuses on developing or acquiring skills. One of the goals of the taxonomy is to motivate educators to focus on all three domains, creating a more holistic form of education.

(intellectual skills)

• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation

• Remember
• Understand
• Apply
• Analyze
• Evaluate
• Create

• Recall information
• Recall and interpret information
• Use abstract information in concrete situations
• Divide information into constituent parts
• Build a structure or pattern from many disorganized elements
• Assess the value of information

• Retrieve from memory
• Make sense of information
• Use information that is learned
• Use mental processes to differentiate between parts of information and determine connections
• Interpret and reason to determine implications and make recommendations
• Combine parts to form a whole/new configuration

(emotional areas)

• Receiving
• Responding
• Valuing
• Organization
• Characterization or internalization

• Be willing to hear and be open to experience
• React
• Attach values to a particular object or behaviour
• Prioritize values and adapt behaviour to value system
• Integrate values into a philosophy of life

(manual or physical skills)

• Reflex
• Fundamental movements
• Perceptual abilities
• Physical abilities
• Skilled movements
• Non-discursive communication ^[2]

• Involuntary movements
• Movements typical of young children
• Distinguish
• Change speed or direction of movements
• For example: swim
• For example: mime

Basic information to understand subjects or solve problems. Examples: terminology, facts.

Knowledge of interconnections between elements that form a coherent whole. Examples: principles, theories.

Specialised skills and techniques needed to perform tasks. Examples: methods, procedures.

Tactical know-how for understanding and problem-solving, and self-awareness of the ideal conditions or processes for one’s own cognition. Example: self-knowledge about strategies to grasp knowledge, tools to comprehend complicated tasks.