Course: Business Methods 1
Date: June 16, 2025
Benjamin Bloom’s Taxonomy
In 1856, Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill, and
David Krathwohl published a framework for categorizing educational goals: Taxonomy of
Educational Objectives. This framework is known as Bloom’s Taxonomy and is the
framework for planning educational objectives. The framework identifies three domains of
educational activities: cognitive, affective and psychomotor. The activity under each domain
is broken down into categories, starting from the simplest behaviours to the most complex
behaviours, thus the framework is hierarchical in nature.
The cognitive domain focuses on intellectual skills, encompassing levels from simple recall
of knowledge to complex problem-solving and creative tasks.
The affective domain focuses on the emotional and attitudinal aspects of learning. It takes
into consideration the feelings, values, appreciation, motivation, and attitudes of learners.
The psychomotor domain focuses on the development of physical skills and abilities,
including movement, coordination, and the use of fine motor skills.
The Cognitive Domain
The cognitive domain involves knowledge and the development of intellectual skills. This
includes the recall or recognition of specific facts, procedural patterns, and concepts that
serve in the development of intellectual abilities and skills. The framework has six major
categories that are arranged in a hierarchical manner.
Details of Elements of the Cognitive Level
Knowledge: Involves the recall of specifics and Examples: Recite a policy. Quote prices from
universals; the recall of methods and processes, or memory to a customer. Know the safety rules.
the recall of a pattern, structure, or setting
Examples (of verbs used): defines, describes,
identifies, knows, labels, lists, matches, names,
outlines, recalls, recognizes, reproduces, selects,
states.
Comprehension: Refers to a type of understanding Examples: Rewrite the principles of test
or apprehension such that the individual knows what writing.
is being communicated and can make use of the
material or idea being communicated without Explain in one’s own words the steps in
necessarily relating it to other materials or seeing its Balancing Off an account.
full implications.
Examples (of verbs used): comprehends,
converts, defends, distinguishes, estimates,
explains, extends, generalizes, gives examples,
infers, interprets, paraphrases, predicts, rewrites,
summarizes, translates.
Application: Use of a concept in a new situation or Examples: Compute an employee’s net pay
unprompted use of an abstraction. Apply what was time from information given.
learned in the classroom into novel situations in the
workplace Apply laws of statistics to evaluate the
reliability of a written test.
Examples (of verbs used): applies, changes,
computes, constructs, demonstrates, discovers,
manipulates, modifies, operates, predicts,
prepares, produces, relates, shows, solves, uses.
Analysis: Separates material or concepts into Example: Distinguish between shares and
component parts so that its organizational structure debentures.
may be understood. Distinguishes between facts and
inferences. Gathers information from a department and
selects the required tasks for training.
Examples (of verbs used): Key Words:
analyzes, breaks down, compares,
contrasts, diagrams, deconstructs, differentiates,
discriminates, distinguishes, identifies,
illustrates, infers, outlines, relates, selects,
separates
Synthesis: Involves putting together elements and Examples: Write a company operations or
parts to form a whole with the purpose of forming process manual. Design a machine to perform a
new meaning. specific task.
Examples (of verbs used): categorizes,
combines, compiles, composes, creates, devises,
designs, explains, generates, modifies,
organizes, plans, rearranges, reconstructs,
relates, reorganizes, revises, summarizes, tells,
writes.
Evaluation: Make judgments about the value of Examples: Evaluate the performance of a
ideas or materials for a given purpose. company using Ratio Analysis.
Explain and justify the new budget prepared by
the Production department.
Examples (of verbs used): appraises, compares,
concludes, contrasts, criticizes, critiques,
defends, describes, discriminates, evaluates,
explains, interprets, justifies, relates,
summarizes, supports.
The Affective Domain
This domain includes the way we deal with things emotionally, such as our feelings, values,
appreciation, enthusiasms, motivations, and attitudes. The affective domain has five major
categories listed in order of complexity.
Details of Elements of the Affective Domain
Receiving Phenomena: Awareness, willingness to Examples: Listen to others with respect.. Listen to
hear, selected attention. and remember the names of newly introduced
people.
Key Words: asks, chooses, describes, follows, gives,
holds, identifies, locates, names, points to, selects,
sits, erects, replies, uses.
Responding to Phenomena: Active participation on Examples: Participates in class discussions. Gives a
the part of the learners. Attends and reacts to a presentation. Ask questions about new ideals,
particular phenomenon. Learning outcomes may concepts, models, etc. to fully understand them.
emphasize compliance in responding, willingness to Know the safety rules and practice them.
respond, or satisfaction in responding (motivation).
Key Words: answers, assists, aids, complies,
conforms, discusses, greets, helps, labels, performs,
practices, presents, reads, recites, reports, selects,
tells, writes.
Valuing: The worth or value a person attaches to a Examples: Demonstrates belief in the democratic
particular object, phenomenon, or behavior. This process. Is sensitive towards individual and cultural
ranges from simple acceptance to a more complex differences (value diversity). Shows the ability to
state of commitment. Valuing is based on the solve problems. Proposes a plan for social
internalization of a set of specified values, while improvement and follows through with commitment.
clues to these values are expressed in the learners’ Inform management on matters that one feels
overt behavior and are often identifiable. strongly about.
Key Words: completes, demonstrates, differentiates,
explains, follows, forms, initiates, invites, joins,
justifies, proposes, reads, reports, selects, shares,
studies, works.
Organization: Organizes values into priorities by Examples: Recognizes the need for balance
contrasting different values, resolving conflicts between freedom and responsible behavior. Accepts
between them, and creating a unique value system. responsibility for one’s behavior.
The emphasis is on comparing, relating, and
synthesizing values. Key Words: adheres, alters, arranges, combines,
compares, completes, defends, explains, formulates,
generalizes, identifies, integrates, modifies, orders,
organizes, prepares, relates, synthesizes.
Internalizing values (characterization): Has a value Examples: Shows self-reliance when working
system that controls their behavior. The behavior is independently. Cooperates in group
pervasive, consistent, predictable, and most activities (displays teamwork).
importantly, characteristic of the
learner. Instructional objectives are concerned with Key Words: acts, discriminates, displays, influences,
the student's general patterns of adjustment (personal, listens, modifies, performs, practices, proposes,
social, emotional). qualifies, questions, revises, serves, solves, verifies.
The Psychomotor Domain
The psychomotor domain includes physical movement, coordination, and use of the motor-
skill areas. Development of these skills requires practice and is measured in terms of speed,
precision, distance, procedures, or techniques in execution. The seven major categories are
listed from the simplest behavior to the most complex:
Details of Elements of the Psychomotor Domain
Perception: The ability to use sensory cues to guide motor Example: Detect non-verbal communication
activity. This ranges from sensory stimulation, through cues. Estimate where the ball will land after it
cue selection, to translation. is thrown and then move to the correct location
to catch the ball.
Key Words: chooses, describes, detects,
differentiates, distinguishes, identifies, isolates,
relates, selects.
Set: Readiness to act. It includes mental, physical, and Examples: Know and act upon a sequence of
emotional sets. These three sets are dispositions that steps in a manufacturing process. Recognize
predetermine a person’s response to different situations one’s abilities and limitations. Shows desire to
(sometimes called mindsets). learn a new process (motivation).
NOTE: This subdivision of Psychomotor is
closely related to the "Responding to
phenomena" subdivision of the Affective
Domain.
Key Words: begins, displays, explains, moves,
proceeds, reacts, shows, states, volunteers.
Guided Response: The early stages in learning a complex Examples: Performs the accounting equation
skill that includes imitation and trial and error. Adequacy as demonstrated. Follows instructions to build a
of performance is achieved by practicing. model.
Key Words: copies, traces, follows, react,
reproduce, responds
Mechanism: This is the intermediate stage in learning a Examples: Use a personal computer. Repair a
complex skill. Learned responses have become habitual leaking faucet. Drive a car.
and the movements can be performed with some
confidence and proficiency. Key Words: assembles, calibrates, constructs,
dismantles, displays, fastens, fixes, grinds,
heats, manipulates, measures, mends, mixes,
organizes, sketches.
Complex Overt Response: The skillful performance of Examples: Maneuvers a car into a tight parallel
motor acts that involve complex movement parking spot. Operates a computer quickly and
patterns. Proficiency is indicated by a quick, accurate, and accurately. Displays competence while playing
highly coordinated performance, requiring a minimum of the piano.
energy. This category includes performing without
hesitation, and automatic performance. For example, Key Words: assembles, builds, calibrates,
players often utter sounds of satisfaction or expletives as constructs, dismantles, displays, fastens, fixes,
soon as they hit a tennis ball or throw a football, because grinds, heats, manipulates, measures, mends,
they can tell by the feel of the act what the result will mixes, organizes, sketches.
produce.
NOTE: Key Words are the same as
Mechanism, but will have adverbs or adjectives
that indicate that the performance is quicker,
better, more accurate, etc.
Adaptation: Skills are well developed, and the individual Examples: Responds effectively to unexpected
can modify movement patterns to fit special requirements. experiences. Modifies instruction to meet the
needs of the learners. Perform a task with a
machine that it was not originally intended to
do (machine is not damaged and there is no
danger in performing the new task).
Key Words: adapts, alters, changes,
rearranges, reorganizes, revises, varies.
Origination: Creating new movement patterns to fit a Examples: Constructs a new theory. Develops
particular situation or specific problem. Learning a new and comprehensive training
outcomes emphasize creativity based upon highly programming. Creates a new gymnastic
developed skills. routine.
Key Words: arranges, builds, combines,
composes, constructs, creates, designs, initiate,
makes, originates.
Activity
Select a topic from POA or POB
1. Prepare a Unit Plan for 4 weeks using the template shared.
2. Using Bloom Taxonomy formulate specific objectives for a class using the different
domains. The specific objectives should be based on one objective from the Unit Plan.
A discussion forum was created on Moodle to facilitate the uploading of your responses.
Everyone should start a new discussion forum when uploading his/her response.
