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Simpson's Psychomotor Domain

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ashley guzman

on 8 October 2012

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Transcript of Simpson's Psychomotor Domain

Simpson's Psychomotor Domain Ashley Guzman, Rachel Marble & Shelby Zachary Bloom's Taxonomy 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. 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 Bloom's Taxonomy according to Homer Simpson Perception: The ability to use sensory cues to guide
motor activity. This ranges from sensory stimulation,
through cue selection, to translation. Illustrative verbs: chooses, describes, detects,
differentiates, distinguishes,
identifies 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). 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. Illustrative Verbs: assembles, builds, calibrates,
constructs, dismantles, displays Illustrative Verbs: fixes, grinds,
heats, manipulates, measures,
mends, mixes, organizes,
sketches 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. 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: manipulates, measures,
mends, mixes, organizes,
sketches Adaptation: Skills are well developed and the
individual can modify movement patterns to fit special requirements. Illustrative verbs: adapts, alters, changes,
rearranges, reorganizes, revises,
varies Origination: Creating new movement patterns to fit
a particular situation or specific problem. Learning
outcomes emphasize creativity based upon highly
developed skills Illustrative Verbs: arranges, combines, composes,
constructs, creates, designs,
originates It is difficult to apply and integrate psychomotor skills into learning and instruction because they have different viewpoints on the subject. Flaws Too many domains (four domains) of skilled activity that the teachers/designers have to deal with. The fourth domain: dealing with others (social habits and skills) has a low level of “perceptual acuity”. ( sharp insight)
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