# data[].attributes.body
Test will be taken in class. 30 questions multiple choice. you will complete this test by logging into blackboard and taking the exam

# data[].attributes.body
Review powerpoint of all groups. some questions come from the presentations

# data[].attributes.body
Use this website to study for exam

# data[].attributes.attachment_link.description
You will never be stuck for a games idea with this great collection of PE games, perfect for skills practice.

# data[].attributes.body
Your test will be 30 questions. Complete this test during class by logging into blackboard. GOOD LUCK

# data[].attributes.body
go back and study your notes from other groups presentation. Some questions on the test come from the powerpoint.

# data[].attributes.body
use these games to help you review for the assessment.

# data[].attributes.attachment_link.description
You will never be stuck for a games idea with this great collection of PE games, perfect for skills practice.

# data[].attributes.body
Go pack to your quizlet and with a partner, go in depth with more terms. THE TERMS ON THE LINK BELOW WILL BE ON YOUR TEST

# data[].attributes.attachment_link.description
The security system for this website has been triggered. Completing the challenge below proves you are a human and gives you temporary access.

# data[].attributes.body
You must present this powerpoint to the class. include the 3 learning styles in your presentation. presentation must last 5-7 min.

# data[].attributes.body
In your group create a 10 slide powerpoint on the sport you picked. Include history, steps, and rules.

# data[].attributes.body
Get into groups of 3-4 people. Pick a sport in the list from the link below. type up a page of basic facts abou this sport.

# data[].attributes.attachment_link.title
List of Indoor and Outdoor Sports - How many have you tried at least once?

# data[].attributes.attachment_link.description
A list of all the sports I can think of from childhood, school, and adulthood. How many of these sports have you tried at least once?

# data[].attributes.body
Using no notes try to make a quizlet of 10 key terms you remember from the earlier review.

# data[].attributes.body
Use quizlet to review the main term of physical education

# data[].attributes.attachment_link.description
The security system for this website has been triggered. Completing the challenge below proves you are a human and gives you temporary access.

# data[].attributes.headline
Day 2  What are the 3 learning styles in physical education?

# data[].attributes.subject
Day 2  What are the 3 learning styles in physical education?

# data[].attributes.body
Use this website to review over the 3 styles

# data[].attributes.attachment_link.readable_text
©Leslie Owen Wilson all rights reserved Contact Leslie

Three domains of learning -

What are the differences between the cognitive, affective, and psychomotor taxonomies?

There are three main domains of learning and all teachers should know about them and use them to construct lessons. These domains are cognitive (thinking), affective (emotion/feeling), and psychomotor (physical/kinesthetic). Each domain on this page has a taxonomy associated with it. Taxonomy is simply a word for a classification. All of the taxonomies below are arranged so that they proceed from the simplest to more complex levels.

The domains of learning were first developed and described between 1956-1972. The ones discussed here are usually attributed to their primary author, even though the actual development may have had more authors in its formal, complete citation (see full citations below). Some web references attribute all of the domains to Benjamin Bloom which is simply not true. While Bloom was involved in describing both the cognitive and the affective domains, he appeared as first author on the cognitive domain. As a result this bore his name for years and was commonly known among educators as Bloom's Taxonomy even though his colleague David Krathwohl also a partner on the 1956 publication. When publishing the description of the affective domain in 1964 Krathwohl was named as first author, but Bloom also worked on developing this work. Krathwohl's involvement in the development of the cognitive domain will be become important when you look at the authors of the 2001 revisions to this taxonomy.

Benjamin Bloom (Cognitive Domain),

David Krathwohl (Affective Domain), and

Anita Harrow (Psychomotor Domain).

Many veteran teachers are totally unaware that the cognitive/thinking domain had major revisions in 2000/01. Here I have included both the original cognitive domain, and I have also attached it to the newly revised version so that users can see the differences. The newer version of Bloom's Taxonomy of Learning has a number of added features that can be very useful to educators as they try to construct optimal learning experiences. I hope readers will explore the differences and additions through the links provided on this page.

Also, when possible, I believe teachers should attempt to construct more holistic lessons by using all 3 domains in constructing learning tasks. This diversity helps to create more well-rounded learning experiences and meets a number of learning styles and learning modalities. Using more diversity in delivering lessons also helps students create more neural networks and pathways thus aiding recall.

The Original Cognitive or Thinking Domain -

Based on the 1956 work, The Handbook I-Cognitive Domain, behavioral objectives that dealt with cognition could be divided into subsets. These subsets were arranged into a taxonomy and listed according to the cognitive difficulty - simpler to more complex forms. In 2000-01 revisions to the cognitive taxonomy were spearheaded by one of Bloom's former students, Lorin Anderson, and Bloom's original partner in defining and publishing the cognitive domain, David Krathwohl. Please see my page entitled Bloom's Taxonomy Revised for further details.

Remember while it is good to understand the history of the older version of this domain, the newer version has a number of strong advantages that make it a better choice for planning instruction today. One of the major changes that occurred between the old and the newer updated version is that the two highest forms of cognition have been reversed. In the older version the listing from simple to most complex functions was ordered as knowledge, comprehension, application, analysis, synthesis, and evaluation. In the newer version the steps change to verbs and are arranged as knowing, understanding, applying, analyzing, evaluating, and the last and highest function, creating.

Taxonomies of the Cognitive Domain

Recognizing or recalling knowledge from memory. Remembering is when memory is used to produce or retrieve definitions, facts, or lists, or to recite previously learned information.

Constructing meaning from different types of functions be they written or graphic messages, or activities like interpreting, exemplifying, classifying, summarizing, inferring, comparing, or explaining.

Carrying out or using a procedure through executing, or implementing. Applying relates to or refers to situations where learned material is used through products like models, presentations, interviews or simulations.

Breaking materials or concepts into parts, determining how the parts relate to one another or how they interrelate, or how the parts relate to an overall structure or purpose. Mental actions included in this function are differentiating, organizing, and attributing, as well as being able to distinguish between the components or parts. When one is analyzing, he/she can illustrate this mental function by creating spreadsheets, surveys, charts, or diagrams, or graphic representations.

5. Synthesis: The ability to put parts together to form a coherent or unique new whole. In the revised version of Bloom's synthesis becomes creating and becomes the last and most complex cognitive function. Examples of verbs that relate to the synthesis function are:

Making judgments based on criteria and standards through checking and critiquing. Critiques, recommendations, and reports are some of the products that can be created to demonstrate the processes of evaluation. In the newer taxonomy, evaluating comes before creating as it is often a necessary part of the precursory behavior before one creates something.

Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing. Creating requires users to put parts together in a new way, or synthesize parts into something new and different thus creating a new form or product. This process is the most difficult mental function in the new taxonomy.

Table 1.1 - (Wilson, L.O. 2001) - Bloom vs. Anderson/Krathwohl revisions

Additional Resources: There are many different types of graphics cleverly depicting the new versions that can be printed and readily used as everyday references during instructional planning. In a search engine like Google enter "revised Bloom's taxonomy" and view the "images" portion of the search to find many different types of colorful and useful graphics on this topic.

The Affective or Feeling Domain:

Like cognitive objectives, affective objectives can also be divided into a hierarchy (according to Krathwohl). This area is concerned with feelings or emotions. Again, the taxonomy is arranged from simpler feelings to those that are more complex. This domain was first described in 1964 and as noted before is attributed to David Krathwohl as the primary author.

1. Receiving

This refers to the learner's sensitivity to the existence of stimuli - awareness, willingness to receive, or selected attention.

feel sense capture experience

pursue attend perceive

2. Responding

This refers to the learners' active attention to stimuli and his/her motivation to learn - acquiescence, willing responses, or feelings of satisfaction.

conform allow cooperate

contribute enjoy satisfy

3. Valuing

This refers to the learner's beliefs and attitudes of worth - acceptance, preference, or commitment. An acceptance, preference, or commitment to a value.

believe seek justify

respect search persuade

4. Organization

This refers to the learner's internalization of values and beliefs involving (1) the conceptualization of values; and (2) the organization of a value system. As values or beliefs become internalized, the leaner organizes them according to priority.

examine clarify systematize

create integrate

5. Characterization - the Internalization of values

This refers to the learner's highest of internalization and relates to behavior that reflects (1) a generalized set of values; and (2) a characterization or a philosophy about life. At this level the learner is capable of practicing and acting on their values or beliefs.

internalize review conclude

resolve judge

Based on:

Krathwohl, D.R., Bloom,B.S. and Masia, B. B. (1964). Taxonomy of educational objectives, Book II. Affective domain. New York, NY. David McKay Company, Inc.

Note: As with all of the taxonomies, in labeling objectives using this domain there has to be a very clear instructional intention for growth in this area specified in the learning objective(s). Folks in the sciences and in math often avoid including affective objectives stating that their areas are not emotional. However, any group work or cooperative exercise where deportment, or collaborative or cooperative skills are discussed, used, and emphasized qualifies as having the potential for affective growth. Additionally, if students are asked to challenge themselves with independently taking risks to develop and present a hypothesis and/or persuade others on drawn conclusions, or actively take an intellectual risk whereby they increase in self-confidence, these types of exercises also have the potential to be affective as well as a cognitive. Also, in areas of potential debate, where data allows students to draw conclusions about controversial topics or express opinions and feelings on those topics, this too can be tweaked so there is intentional affective growth. Since emotion draws both attention and channels strong residual memory, it behooves all dedicated and artful educators to include affective objectives, no matter what their discipline or area of study.

The Psychomotor or Kinesthetic Domain

Psychomotor objectives are those specific to discreet physical functions, reflex actions and interpretive movements. Traditionally, these types of objectives are concerned with the physically encoding of information, with movement and/or with activities where the gross and fine muscles are used for expressing or interpreting information or concepts. This area also refers to natural, autonomic responses or reflexes.

In examining the three domains of learning it is interesting to note that while the cognitive taxonomy was described in 1956, and the affective in 1964, the psychomotor domain was not fully described until the 1970s. And while I have chosen to use the work of Anita Harrow here, there are actually two other psychomotor taxonomies to choose from - one from E. J. Simpson (1972) and the other from R.H. Dave (1970). See full citations and hyperlink below.

As stated earlier, to avoid confusion, if the activity is simply something that is physical which supports another area - affective or cognitive - term the objective physical rather than psychomotor. Again, this goes to instructional intent. A primary example of something physical which supports specific cognitive development and skills might be looking through a microscope, and then identifying and drawing cells. Here the instructional intent of this common scientific activity is not to develop specific skilled proficiency in microscope viewing or in reproducing cells through drawing. Usually the key intent in this activity is that a physical action supports or is a vehicle for cognitive growth and furthering recognition skills. The learner is using the physical action to achieve the cognitive objectives - identify, recognize, and differentiate varied types of cells.

If you are using a physical activity to support a cognitive or affective function, simply label it as something physical (labeling the objective as kinesthetic, haptic, or tactile is also acceptable) and avoid the term psychomotor. Rather labeling something psychomotor means there is a very clear educational intention for growth to occur in the psychomotor/kinesthetic domain.

Certainly more complex learning objectives can be written so that they that meld 2 or 3 domains. For instance, students can gain appreciation (an affective objective) for the culture or country of origin through conducting investigations or listening to stories while learning the dances from other countries. Learning dance steps would fall under "skilled movements" in the psychomotor domain.

(Terms in this area based on Anita Harrow's taxonomy).
Reflex movements
Objectives at this level include reflexes that involve one segmental or reflexes of the spine and movements that may involve more than one segmented portion of the spine as intersegmental reflexes (e.g., involuntary muscle contraction). These movements are involuntary being either present at birth or emerging through maturation.
Fundamental movements
Objectives in this area refer to skills or movements or behaviors related to walking, running, jumping, pushing, pulling and manipulating. They are often components for more complex actions.
Perceptual abilities
Objectives in this area should address skills related to kinesthetic (bodily movements), visual, auditory, tactile (touch), or coordination abilities as they are related to the ability to take in information from the environment and react.
Physical abilities
Objectives in this area should be related to endurance, flexibility, agility, strength, reaction-response time or dexterity.
Skilled movements
Objectives in this area refer to skills and movements that must be learned for games, sports, dances, performances, or for the arts.
Nondiscursive communication
Objectives in this area refer to expressive movements through posture, gestures, facial expressions, and/or creative movements like those in mime or ballet. These movements refer to interpretative movements that communicate meaning without the aid of verbal commands or help.

Note: As we learn more about how the brain learns and retains information, today's educators are realizing that targeted physical movement has the potential to enhance memory and recall and can aid in accelerating longterm memory. Intentionally adding movement to enhance learning is often called " embodied learning." With the aid of technology this field is growing rapidly.
Additional resources:
1. The Waag Society

2. SmallLAB Learning - Stellar explanation and examples of this concept

3. David Birchfield on YouTube explaining embodied learning/cognition

4. Description of all 3 psychomotor taxonomies

5. Lara Schenck - Provides an excellent definition of this new type of learning in comparison to other types of learning.

**Remember that the trick in effectively planning lessons - there has to be the intention for growth specifically in the selected domain area! Learning takes place in ALL three domains of learning and wise teachers combine domains so that lessons and learning are more holistic and multidimensional.

The following page and illustrate how you can use all three domains to create more holistic learning experiences.

Related page: Writing good curriculum

I created the Second Principle to share information about the educational ideas at the heart of all good teaching. I am dedicated to the ideal that most of materials on this site remain free to individuals, and free of advertising. If you have found value in the information offered here, please consider becoming a patron through a to help defray hosting and operating costs. Thanks for your consideration, and blessings on your own journey.

(As these hotlinks take readers to Amazon, the FTC requires me to indicate that they qualify as ads)

There are 3 editions of the revisions of Bloom's from Anderson and Krathwohl and others, or from Anderson.

1. Anderson, L. W. and Krathwohl, D. R., et al (Eds.) (2000) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives (complete edition) . Allyn & Bacon. Boston, MA (Pearson Education Group)

2. Anderson, L. W. and Krathwohl, D. R., et al (Eds.) (2001) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives (abridged edition). Allyn & Bacon. Boston, MA (Pearson Education Group)

3.* There is a newer, less expensive, abridged version of this book. See Anderson, L. W. (2013) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, Abridged Edition.

Bloom, B.S. and Krathwohl, D. R., et al.(1956) Taxonomy of Educational Objectives: The Classification of Educational Goals, by a committee of college and university examiners. Handbook I: Cognitive Domain. NY, NY: Longmans, Green (This is the original work. It is unavailable for purchase, however there are later editions available.)

Dave, R.H. (1970). Psychomotor levels in Developing and Writing Behavioral Objectives, pp.20-21. R.J. Armstrong, ed. Tucson, Arizona: Educational Innovators Press. (Unavailable for purchase)

Harrow, A. (1972) A Taxonomy of Psychomotor Domain: A Guide for Developing Behavioral Objectives. New York: David McKay.

Krathwohl, D.R., Bloom, B.S., Masia, B.B. (1964). Taxonomy of Educational Objectives, the Classification of Educational Goals. Handbook II: Affective Domain. New York: David McKay Co., Inc.

Simpson E.J. (1972). The Classification of Educational Objectives in the Psychomotor Domain. Washington, DC: Gryphon House.

** FTC Notice: For readers' convenience throughout this site I have placed hotlinks to Amazon for a wide variety of books that relate to the topics discussed. Many of these books I have read, while others I not only read but purchased for my own professional collection. Other entries were recommended by folks I respect. In compliance with the United States FTC, I am required to tell readers that if they use the provided hotlinks to purchase linked materials, then I receive a very, very, very small commission from Amazon. These monies I use to help offset my website hosting fees.

Newer Pages -

# data[].attributes.attachment_link.title
Three Domains of Learning - Cognitive, Affective, Psychomotor - The Second Principle

# data[].attributes.attachment_link.description
©Leslie Owen Wilson all rights reserved Contact Leslie Three domains of learning - What are the differences between the cognitive, affective, and psychomotor taxonomies? There are three main domains of learning and all teachers should know about them and use them to construct lessons. These domains are cognitive (thinking), affective (emotion/feeling), and psychomotor (physical/kinesthetic).