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Simpson's Taxonomy

Psychomotor Domain

Origination

Mechanism

Learning goals stress creativity based upon highly developed skills.

This is the intermediate stage in learning a complex skill with continued practice.

Origination

Examples

Origination

  • Designing a more efficient way to perform an assembly line task
  • Constructs a new theory
  • Develops a new training program
  • Creates a new football play

Origination

Learning Outcomes

Academic Considerations

Learning Outcomes

Also known as naturalization, where student response is automatic. Individuals begin experimenting and manipulating materials out of knowledge, skills and abilities developed.

Academic Considerations

Creating new movement patterns to fit a particular situation or specific problem

Students are able to construct new theories and develop new and comprehensive programming.

This is likely to be most evident as students perform tasks related to their cumulative projects such as their ePortfolios and Capstones.

This characterized by a more complex response than at the previous level, but the student still does not act with certainty.

Origination in this domain covers many modern day business and social skills that students will need throughout their academic and professional careers.

Examples: Communications, IT equipment operations, Keyboard skills, public speaking, etc.

"By the end of the Survey of the Science course, students will be able to properly assemble laboratory equipment necessary for lab research."

Illustrative Verbs

Motor skills extend beyond the traditional manual and physical skills to include the following examples:

Constructing an oral argument for public speaking, Manipulating data represented on charts and graphs, etc.

Arranges

Combines

Composes

Constructs

Creates

Designs

Originates

Overt Response & Adaptation

Adaptation

Overt Response

Examples

Overt Response

Adaptation

Skills are well developed and the individual can modify movement to fit special requirements.

Skillful performance of motor acts that involve complex movement patterns.

Proficiency is indicated by quick, accurate, and highly coordinated performance using a minimum of energy.

  • Using skills to learn how to operate a word processor.
  • Responds effectively to unexpected experiences
  • Modifies instruction to meet the needs of learners
  • Performs a task with a machine,which it was not originally intended to do
  • Dismantling and re-assembling various components of an automobile quickly with no errors
  • Operates a computer quickly and accurately
  • Displays competence while playing the piano

Illustrative Verbs

Sketches

Fixes

Grinds

Heats

Manipulates

Measures

Mends

Mixes

Organizes

Assembles

Builds

Calibrates

Constructs

Dismantles

Displays

Dissects

Fastens

Adapts

Alters

Changes

Rearranges

Reorganizes

Revises

Varies

Overt Response & Adaptation

Learning goals include performing without hesitation, automatic performance, and fine tuning.

Students are able to modify motor skills to fit new situations or problems.

Guided Response

Adequacy of performance is achieved through practice. Performance is expected to be of lower quality.

Mechanism

Illustrative Verbs

Learning Outcomes

Learned responses are habitual and may be performed with confidence and proficiency.

Academic Considerations

Mechanism

Proficiency is indicated by a quick, accurate, and highly coordinated performance, requiring minimum energy.

"By the end of the electronics program, students will be able to demonstrate proper soldering techniques to incoming students."

Examples

Grinds

Heats

Manipulates

Measures

Mends

Mixes

Organizes

Sketches

Assembles

Builds

Calibrates

Constructs

Dismantles

Displays

Dissects

Fastens

Fixes

Coaching is often very valuable at this level of the learning process. This is how a good student becomes a better student.

Learning Outcomes

  • Demonstrate a chest pass
  • Use the internet to send an email message
  • Repair a leaking faucet

Academic Considerations

Students begin to acquire the rudiments of the skill by following directions and sequences under close supervision.

"By the end of the emergency first aid program, students will be able to perform CPR chest compressions as demonstrated by the instructor."

The total act is not important, nor is timing or coordination emphasized. The learner is conscious of deliberate effort to imitate the model.

Guided Response

Illustrative Verbs

Early stages in learning a complex skill that includes imitation and trial and error

Guided Response

Examples

Grinds

Heats

Manipulates

Measures

Mends

Mixes

Organizes

Sketches

Assembles

Builds

Calibrates

Constructs

Dismantles

Displays

Dissects

Fastens

Fixes

  • Using a torque wrench after observing an expert demonstrate its use
  • Experimenting with various ways to measure a given volume of a volatile chemical
  • Performs a mathematical equation as demonstrated
  • Follows instructions to build a model

Perception

Perception represents the lowest level of learning outcomes in the process.

Set

Perception

Set

Perception

Examples

Academic

Considerations

Use sensory cues to guide motor activity

Readiness to act on mental, physical, and emotional sets

Professional Considerations

Perception & Set

Sensory cues guiding motor activity include sensory stimulation, through cue selection, to translation.

Most useful when teaching students new skills that are outside of their comfort zone or anything fearsome.

Examples: Emergency training, conflict scenarios, difficult physical tasks, etc.

Illustrative Verbs

Perception includes more than physical preparation; it also includes mental and emotional skill development which is essential to learning.

Examples: Running difficult meetings, making a parachute jump, presenting a legal argument, etc.

Responds

Snows

Starts

Volunteers

  • Knowing how to use a computer mouse
  • Showing eagerness to assemble electronic components to complete a task
  • Knows and acts upon a sequence of steps in a manufacturing process
  • Recognize one's abilities and processes

  • Listening to the sounds made by guitar strings before tuning them
  • Recognizing sounds that indicate malfunctioning equipment
  • Adjusts heat of stove to correct temperature by smell and taste of food

Isolates

Relates

Selects

Separates

Chooses

Describes

Detects

Differentiates

Distinguishes

Identifies

Begins

Displays

Explains

Moves

Proceeds

Reacts

Responds

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