1. Three Learning Domains
Bloom et al. are well known for dividing categories of learning into the cognitive, affective, and psychomotor domains. The cognitive domain involves the learning and application of knowledge. The affective domain addresses the acquisition of attitudes and values, and the psychomotor domain involves development of the body and skills it performs.

2. Domain Taxonomies
A taxonomy classifies information into a hierarchy of levels. Domain taxonomies reveal that what educators want students to accomplish (expressed by educational objectives) can be arranged into levels of complexity, and that those levels are best fulfilled sequentially.
Example: The food guide pyramid is a taxonomy of levels based on number of servings, or relative contribution of a particular food group to total food intake.
nutrition/pyramid.htm

3. Cognitive Domain
The cognitive domain involves the learning and application of knowledge. The taxonomy contains six levels that can be remembered by the following mnemonic device:
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Knowledge Comprehension Application Analysis Synthesis Evaluation
Kickball Can Almost Always Seem Enjoyable
B. Bloom, ed., Taxonomy of educational objectives, handbook I: Cognitive domain. New York: McKay, 1956.

4. Cognitive Domain Levels
Description
Verbs
Objective
Knowledge
To recall or recognize information in some pre-arranged form.
Define
List
Define levels of cognitive domain.
Comprehen- sion
To understand meaning of information based on prior learning.
Describe Explain
Interpret
Explain purpose of cognitive domain.
Application
To utilize information to complete a task with limited direction.
Compute
Solve Use
Write objective for levels of cognitive domain.
Analysis
To classify and relate assumptions or evidence.
Contrast
Examine
Compare cognitive & affective domains.
Synthesis
To integrate or combine ideas into a new product or plan.
Design Develop Organize
Design way to write objectives that combines 3 domains.
Evaluation
Critique idea based on specific standards and criteria.
Appraise Judge Justify
Judge effectiveness of writing objectives using taxonomy.

5. Cognitive Domain Levels
Research over the last 40 years has confirmed the taxonomy as a hierarchy, with the exception of the last two levels. It is uncertain whether synthesis and evaluation should be reversed, or whether synthesis and evaluation are at the same level of difficulty, but use different cognitive processes.
Creative Thinking
Critical Thinking
Synthesis
Evaluation
Analysis
Application
Comprehension
Knowledge

6. Affective Domain
The affective domain addresses the acquisition of attitudes and values. The taxonomy contains five levels that can be remembered by the following mnemonic device:
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Receiving Responding Valuing Organization Characterization
Regular Rude Vices Offend Christ
Krathwohl, D., et al. (1956). Taxonomy of educational objectives, handbook II: Affective domain. New York: McKay.

7. Affective Domain Levels
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.

8. Psychomotor Domain
The psychomotor domain involves development of the body and skills it performs. The taxonomy contains seven levels that can be remembered by the following mnemonic device:
Specialist-04/Tennis-01.jpg
Perceiving Patterning Accommodating Refining Varying Improvising Composing
Premium Pandas Acquire Rare Value In China
Bressan’s adaptations of Jewett et al., “Educational change through a taxonomy for writing physical education objectives,” Quest 15, 35-36, 1971.

9. Psychomotor Domain Levels
Description
Verbs
Objective
Perceiving
Recognizing movement position or pattern.
Listen Observe
Discover headstand movement principles.
Patterning
Reproducing movement position or pattern.
Imitate Practice
Perform headstand following modeling.
Accommodating
Using or modifying movement position or pattern.
Adjust Modify
Use headstand in routine.
Refining
Demonstrating efficient control in performing pattern.
Improve Master
Perform headstand with pointed toes.
Varying
Performing movement pattern in different ways.
Design Develop
Perform headstand in three positions.
Improvising
Originating novel movement or movement combinations.
Construct Invent
Combine headstand with new skill.
Composing
Creating unique movement pattern.
Create Invent
Create floor exercise routine.