Psychomotor and affective domain of blooms' taxonomy

Presentation developed for weekly professional development session for the teachers of public sector.

1. By Arif Ibrahim PDT H/S Gorikote, Javed Iqbal PDT, AKU-IED, PDCN for EDIP Project Affective and Psychomotor Domains of Bloom’s Taxonomy

2. Session Learning Outcomes Affective Domain Levels of Affective Domains Chart of Affective Domain Psychomotor Domain Levels of Psychomotor Domains Chart of Psychomotor Domain Presentation Flow

3. By the end of this session C.Ps could be able; Discuss the psychomotor and affective domain of Bloom’s taxonomy, Differentiate between psychomotor and affective domain, Replicate the action words of psychomotor and affective domains sublevel whilst developing SLOs in their lesson plans Session Learning Outcomes

4. 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: Krathwohl , D. R., Bloom, B. S., & Masia , B. B. (1973).  Taxonomy of Educational Objectives, the Classification of Educational Goals. Handbook II: Affective Domain .  New York: David McKay Co., Inc. Affective Domain

5. Receiving. The student passively attends to particular phenomena or stimuli [classroom activities, textbook, music, etc. The teacher's concern is that the student's attention is focused. Intended outcomes include the pupil's awareness that a thing exists. Sample objectives: listens attentively, shows sensitivity to social problems. Behavioral terms: asks, chooses, identifies, locates, points to, sits erect, etc. 2. Responding. The student actively participates. The pupil not only attends to the stimulus but reacts in some way. Objectives: completes homework, obeys rules, participates in class discussion, shows interest in subject, enjoys helping others, etc. Terms: answers, assists, complies, discusses, helps, performs, practices, presents, reads, reports, writes, etc. Levels of Affective Domain

6. 3.Valuing. The worth a student attaches to a particular object, phenomenon, or behavior. Ranges from acceptance to commitment (e.g., assumes responsibility for the functioning of a group). Attitudes and appreciation. Objectives: demonstrates belief in democratic processes, appreciates the role of science in daily life, shows concern for others' welfare, demonstrates a problem-solving approach, etc. Terms: differentiates, explains, initiates, justifies, proposes, shares, etc Cont….

7. 4. Organization. Bringing together different values, resolving conflicts among them, and starting to build an internally consistent value system--comparing, relating and synthesizing values and developing a philosophy of life. Objectives: recognizes the need for balance between freedom and responsibility in a democracy, understands the role of systematic planning in solving problems, accepts responsibility for own behavior, etc. Terms: Arranges, combines, compares, generalizes, integrates, modifies, organizes, synthesizes, etc. 5. Characterization by a Value or Value Complex. At this level, the person has held a value system that has controlled his behavior for a sufficiently long time that a characteristic "life style" has been developed. Behavior is pervasive, consistent and predictable. Objectives are concerned with personal, social, and emotional adjustment: displays self reliance in working independently, cooperates in group activities, maintains good health habits, etc. Prepared by Dr. J.J.Applied Sciences Education Research Group, FSG, UiTM , Shah Alam Web:http ://www2.uitm.edu.my/ drjj / Cont….

8. Cont….

9. Affective Domain Levels Level Description Verbs Objective Receiving Being aware of, or attending to something in the environment. Listen Notice Tolerate Listen attentively to badminton introduction. Responding Showing some new behavior as a result of experience. Comply Enjoy Follow Voluntarily help set up badminton nets. Valuing Showing some definite involvement or commitment. Carry out Express Attend optional badminton match. Organization Integrating a new value into one's general set of values relative to other priorities. Choose Consider Prefer Purchase own badminton racket. Characterization Acting consistently with the new value; person is known by the value. Act on Depict Exemplify Join intramurals to play badminton twice per week.

10. The Psychomotor Domain was ostensibly established to address skills development relating to manual tasks and physical movement, however it also concerns and covers modern day business and social skills such as communications and operation IT equipment, for example telephone and keyboard skills, or public speaking. http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm Psychomotor Domain (physical - skills - 'do')

11. Psychomotor

12. Dave's (1975): 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: Respond effectively to unexpected experiences. Revise treatment plant to adapt to changes in patient’s condition. Naturalization  — Having high level performance become natural, without needing to think much about it. Examples: Construct a new theory. Create a new treatment approach. Levels of Psychomotor

13. Level Description Verbs Example Imitation copy action of another; observe and replicate copy, follow, replicate, repeat, adhere watch teacher or trainer and repeat action, process or activity Manipulation reproduce activity from instruction or memory re-create, build, perform, execute, implement carry out task from written or verbal instruction Precision execute skill reliably, independent of help demonstrate, complete, show, perfect, calibrate, control, perform an activity with expertise and to high quality without assistance or instruction; able to demonstrate an activity to other learners Articulation adapt and integrate expertise to satisfy a non-standard objective construct, solve, combine, coordinate, integrate, adapt, develop, formulate, modify, master relate and combine associated activities to develop methods to meet varying, novel requirements Neutralization automated, unconscious mastery of activity and related skills at strategic level define aim, approach and strategy for use of activities to meet strategic need design, specify, manage, invent, project-manage Psychomotor Domain

14. Your Turn Thank You