Simpson's Psychomotor Domain

Perception: The ability to use sensory cues to guide

motor activity. This ranges from sensory stimulation,

through cue selection, to translation.

Psychomotor learning is demonstrated by physical skills: coordination, dexterity, manipulation, grace, strength, speed; actions which

demonstrate the fine motor skills such as use of precision instruments or tools, or actions which evidence gross motor skills such as the

use of the body in dance or athletic performance.

Illustrative verbs: chooses, describes, detects,

differentiates, distinguishes,

identifies

Flaws

• It is difficult to apply and integrate psychomotor skills into learning and instruction because they have different viewpoints on the subject.

• The fourth domain: dealing with others (social habits and skills) has a low level of “perceptual acuity”. ( sharp insight)

Set: Readiness to act. It includes mental, physical,

and emotional sets. These three sets are dispositions

that predetermine a person's response to different

situations (sometimes called mindsets).

Bloom's Taxonomy

• Too many domains (four domains) of skilled activity that the teachers/designers have to deal with.

Illustrative verbs: begins, displays, explains,

moves, proceeds

Guided response: The early stages in learning a

complex skill that includes imitation and trial and

error. Adequacy of performance is achieved by

practicing.

Mechanism: This is the intermediate stage in

learning a complex skill. Learned responses have

become habitual and the movements can be

performed with some confidence and proficiency.

Illustrative Verbs: assembles, builds, calibrates,

constructs, dismantles, displays

Complex or overt response: The skillful

performance of motor acts that involve complex

movement patterns. This category

includes performing without hesitation, and automatic

performance.

Illustrative Verbs: fixes, grinds,

heats, manipulates, measures,

mends, mixes, organizes,

sketches

Illustrative Verbs: manipulates, measures,

mends, mixes, organizes,

sketches

Adaptation: Skills are well developed and the

individual can modify movement patterns to fit special requirements.

Origination: Creating new movement patterns to fit

a particular situation or specific problem. Learning

outcomes emphasize creativity based upon highly

developed skills

Illustrative verbs: adapts, alters, changes,

rearranges, reorganizes, revises,

varies

Illustrative Verbs: arranges, combines, composes,

constructs, creates, designs,

originates

Bloom's Taxonomy according to Homer Simpson

Simpson's Psychomotor Domain

The idea of creating a taxonomy of educational objectives was conceived by Benjamin Bloom in the 1950s, the assistant director of the University of Chicago's Board of Examinations. Bloom sought to reduce the extensive labor of test development by exchanging test items among universities. The result was a framework with six major categories and many subcategories for the most common objectives of classroom instruction–those dealing with the cognitive domain. Elizabeth Simpson's taxonomy is focused on the progression of a skill guided response to reflex or habitual response, then includes origination as the highest level

Ashley Guzman, Rachel Marble & Shelby Zachary