1.

Bloom’s Taxonomy
2. Stages of Bloom’s Taxonomy
3. Blooms Taxonomy (KSA): three domains of learning
4. Cognitive Domain and its different levels
5. Affective Domain and its different levels
6. Psychomotor Domain and its different levels
7. Gagne’s Nine Levels of Learning
8. Theory of Multiple Intelligences
BLOOM’S TAXOMONY
In one sentence, Bloom’s Taxonomy is a hierarchical ordering of cognitive skills that can, among
countless other uses, help teachers teach and students learn.
The Authors’ brief explanations of these main categories in from the appendix of Taxonomy of
Educational Objectives
1. Knowledge “involves the recall of specifics and universals, the recall of methods and processes, or the
recall of a pattern, structure, or setting.”
2. Comprehension “refers to a type of understanding or apprehension such that the individual knows
what is being communicated and can make use of the material or idea being communicated without
necessarily relating it to other material or seeing its fullest implications.”
3. Application refers to the “use of abstractions in particular and concrete situations.”
4. Analysis represents the “breakdown of a communication into its constituent elements or parts such
that the relative hierarchy of ideas is made clear and/or the relations between ideas expressed are
made explicit.”
5. Synthesis involves the “putting together of elements and parts so as to form a whole.”
6. Evaluation engenders “judgments about the value of material and methods for given purposes.”
BLOOM’S TAXOMONY
 According to Bloom’s Taxonomy (also known as KSA ) there are
three domains of learning-
1. Cognitive Domain – KNOWLEDGE
2. Psychomotor Domain – SKILLS
3. Affective Domain - ATTITUDE
 1. Cognitive domain
1. Cognitive domain: It is related to development of intellectual capability (i.e.,
thinking or knowledge); it is the core learning domain.
2. The other domains (i.e., affective, and psychomotor) require at least some
cognitive components.
3. Also known as the thinking domain, it involves skills that relate to
intellectual processes. Examples of these kind a of processes are things like
being able to memorize something, label parts of an item, the practical use
of a general concept and being able to demonstrate independent thought.
Six levels of cognitive domain:
(a) Knowledge: It is basically about recalling information or contents.
(b) Comprehension: It is the ability to grasp the meaning of a material.
(c) Application: It converts abstract knowledge into practice.
(d) Analysis: It involves breaking down a communication into its constituent
parts in such a manner that relationship of ideas is understood better.
(e) Synthesis: It is basically about combining the constituent parts to make it a
whole. It is antonym of analysis.
(f) Evaluation: It involves judgment made about the value of methods and
materials for particular purposes.
 2. Affective Domain
1. It deals with attitude, motivation, willingness to participate, valuing what is being
learned, and ultimately incorporating the values of discipline into a way of life.
2. It asks for better student participation.
3. BASED ON WILLINGNESS
4. Also known as the feeling domain, it involves skills that reflect on how the individual
feels about a given topic or idea which may have the ability to change a person's
attitude, biases or prejudices. Examples of types of affective learning are
participation in discussion, actively listening to another person and the ability to
prioritize time and activities to meet the needs and wants of a group of individuals.
 Five Levels of Affective Domain
(a) Receiving: willingness to listen
(b) Responding: willingness to participate
(c) Valuing: willingness to be involved
(d) Organizing: willingness to be an advocate of an idea
(e) Characterization: willingness to change one’s behaviour or way of life
 3. Psychomotor domain
• It is mainly concerned with the acquisition of technical skills.
• Also known as the doing domain, it involves skills that are shown to be hands-
on such as being able to rewire an electrical panel, changing a car tire, adapting
to a new experience, creating a new theory and being able to sculpt clay.
 Five different levels of Psychomotor domain
1. Imitation: It includes demonstration of a skill by a skilled person and learner
tries to follow the same.
2. Manipulation: A learner tries to experiment with various aspects like
manipulating machinery, equipment, etc.
3. Precision: Accuracy in performing various acts increases with practice.
4. Articulation: Achieving a desired level of efficiency and effectiveness
through practice.
5. Naturalization: Skill is internalized and an individual is able to adapt, modify,
or design new techniques, methods, or procedures according to the
requirements of a situation.
 Gagne's Nine Levels of Learning
• Gagne's Nine Levels of Learning provide a step-by-step approach that can help
managers, trainers, and facilitators structure their training so that their
students or teams get the most from their learning opportunities.
• Robert Gagne (1916–2002) was an educational psychologist who pioneered the
science of instruction in the 1940s. His book "The Conditions of Learning," first
published in 1965, identified the mental conditions that are necessary for
effective learning.
• Gagne created a nine-step process that detailed each element required for
effective learning. The model is useful for all types of learning, but this article
focuses on applying it to training your team in a work environment.
• Level 1: Gaining Attention (Reception)
• Start the learning experience by gaining the attention of your audience. This change in
stimulus alerts the group that learning will soon take place.
• Level 2: Informing Learners of the Objective (Expectancy)
• Next, you must ensure that your team knows what they need to learn, and that they
understand why they're about to learn this new information.
• Level 3: Stimulating Recall of Prior Learning (Retrieval)
• When your people learn something new, match the new information with related
information or topics they've learned in the past.
• Level 4: Presenting the Stimulus (Selective Perception)
• Present the new information to the group in an effective manner.
• Level 5: Providing Learning Guidance (Semantic Encoding)
• To help your team learn and retain the information, provide alternative approaches that
illustrate the information that you're trying to convey.
• Level 6: Eliciting Performance (Responding)
• At this stage, you need to ensure that your people can demonstrate their knowledge
of what you've taught them. The way that they show this depends on what they're
learning.
• Level 7: Providing Feedback (Reinforcement)
• After your team demonstrates their knowledge, provide feedback and reinforce any
points as necessary.
• Level 8: Assessing Performance (Retrieval)
• Your team should be able to complete a test, or other measurement tool, to show
that they've learned the material or skill effectively. Team members should complete
this test independently, without any help or coaching from you.
• Level 9: Enhancing Retention and Transfer (Generalization)
• In this last stage, your team members show that they've retained information by
transferring their new knowledge or skill to situations that are different from the ones
you've trained them on.
 The Theory of Multiple Intelligences
• The theory of multiple intelligences was developed in 1983 by Dr. Howard
Gardner, professor of education at Harvard University.
• It suggests that the traditional notion of intelligence, based on I.Q. testing, is
far too limited.
• Instead, Dr. Gardner proposes eight different intelligences to account for a
broader range of human potential in children and adults.
Whatever you are teaching or learning, see how you might connect it with
1. Linguistic intelligence (“word smart”)
2. Logical-mathematical intelligence (“number/reasoning smart”)
3. Spatial intelligence (“picture smart”)
4. Bodily-Kinesthetic intelligence (“body smart”)
5. Musical intelligence (“music smart”)
6. Interpersonal intelligence (“people smart”)
7. Intrapersonal intelligence (“self smart”)
8. Naturalist intelligence (“nature smart”)