Instructional Objectives

Instructional Objectives
T. C. Thankachan M.A (Pol.), M.A (Socio.), M. Ed, M.Phil
Lecturer, St. Thomas College of Teacher Education, Pala

Education is a process which draws out the best in man with the aim of producing a well-balanced personality - culturally refined, emotionally stable, ethically sound, logically correct, mentally alert, intellectually competent, technically advanced, morally upright, physically strong, socially efficient, spiritually mature, vocationally self-sufficient and internationally liberal. According to Pestalozzi, “Education is a natural, progressive and harmonious development of all the faculties of the individual - head, heart and hand”.
Humans are lifelong learners. From birth onward we learn and assimilate what we have just learned into what we already know. As early as 1956 Educational Psychologist Benjamin S. Bloom divided what and how we learn into three separate domains of learning. There is more than one type of learning.
Bloom's Taxonomy, (in full: 'Bloom's Taxonomy of Learning Domains', or strictly speaking: Bloom's 'Taxonomy Of Educational Objectives') was initially (the first part) published in 1956 under the leadership of American academic and educational expert Dr Benjamin S Bloom. 'Bloom's Taxonomy' was originally created in and for an academic context, (the development commencing in 1948), when Benjamin Bloom chaired a committee of educational psychologists, based in American education, whose aim was to develop a system of categories of learning behaviour to assist in the design and assessment of educational learning. Bloom's Taxonomy has since been expanded over many years by Bloom and other contributors (notably Anderson and Krathwhol as recently as 2001, whose theories extend Bloom's work to far more complex levels than are explained here, and which are more relevant to the field of academic education than to corporate training and development). A committee of experts, led by Benjamin Bloom, identified three domains of educational activities:
1. Cognitive domain (intellectual capability, ie., knowledge, or 'think')
2. Affective domain (values, feelings, emotions and behaviour, ie., attitude, or 'feel')
3. Psychomotor domain (manual and physical skills, ie., skills, or 'do')
Bloom's (and his colleagues') initial attention was focused on the ‘Cognitive Domain’, which was the first published part of Bloom's Taxonomy, featured in the publication: 'Taxonomy Of Educational Objectives: Handbook 1, The Cognitive Domain' (Bloom, Engelhart, Furst, Hill, Krathwohl, 1956).
The 'Taxonomy Of Educational Objectives: Handbook II, The Affective Domain' (Bloom, Masia, Krathwohl) as the title implies, deals with the detail of the second domain, the 'Affective Domain', and was published in 1964.
Various people suggested detail for the third 'Psychomotor Domain', which explains why this domain detail varies in different representations of the complete Bloom Taxonomy. The three most popularly referenced versions of the Psychomotor Domain seem to be those of RH Dave (1967/70), EJ Simpson (1966/72), and AJ Harrow (1972).
In Bloom’s Taxonomy, this classification of educational objectives includes the cognitive domain, the affective domain and the psychomotor domain. Since the work was produced by higher education, the words tend to be a little bigger than we normally use. Domains can be thought of as categories. Trainers often refer to these three domains as KSA (Knowledge, Skills, and Attitude). The psychomotor domain relates to the learning of physical movements.
This compilation divides the three domains into subdivisions, starting from the simplest behavior to the most complex. The divisions outlined are not absolute and there are other systems or hierarchies that have been devised in the educational and training world. However, Bloom's taxonomy is easily understood and is probably the most widely applied one in use today.

Cognitive, Affective and Psychomotor Domains – Bloom’s Taxonomy
Cognitive Affective Psychomotor
Knowledge Attitude Skills
1. Recall data
(Knowledge) 1. Receive (awareness) 1. Imitation (copy)
2. Understand
(Comprehension) 2. Respond (react) 2. Manipulation (follow instructions)
3. Apply (use) 3. Value (understand and act) 3. Develop Precision
4. Analyse (structure/elements) 4. Organize personal value system 4. Articulation (combine, integrate related skills)
5. Synthesize (create/build) 5. Characterize (Internalize value system -adopt behaviour) 5. Naturalization (automate, become expert)
6. Evaluate (assess, judge in relational terms)

1. Cognitive domain Objectives- (intellect - knowledge - 'think')
Bloom's Taxonomy 1956 Cognitive Domain is as follows. An adjusted model was produced by Anderson and Krathwhol in 2001 in which the levels five and six (synthesis and evaluation) were inverted (reference: Anderson & Krathwohl, A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, 2001). This is why you will see different versions of this Cognitive Domain model. Debate continues as to the order of levels five and six, which is interesting given that Bloom's Taxonomy states that the levels must be mastered in order.
In my humble opinion it's possible to argue either case (Synthesis then Evaluation, or vice-versa) depending on the circumstances and the precise criteria stated or represented in the levels concerned, plus the extent of 'creative thinking' and 'strategic authority' attributed to or expected at the 'Synthesis' level. In short - pick the order which suits your situation.
1. Knowledge- recall or recognise information (Key words - arrange, define, describe, label, list, memorise, recognise, relate, reproduce, select, state)
2. Comprehension - understand meaning, re-state data in one's own words, interpret, extrapolate, translate, etc. (Key words - explain, reiterate, reword, critique, classify, summarise, illustrate, translate, review, report, discuss, re-write, estimate, interpret, theorise, paraphrase, reference, example)
3. Application - use or apply knowledge, put theory into practice, use knowledge in response to real circumstances, etc. (Key words - use, apply, discover, manage, execute, solve, produce, implement, construct, change, prepare, conduct, perform, react, respond, role-play)
4. Analysis - interpret elements, organizational principles, structure, construction, internal relationships; quality, reliability of individual components, etc. (Key words - analyse, break down, catalogue, compare, quantify, measure, test, examine, experiment, relate, graph, diagram, plot, extrapolate, value, divide)
5. Synthesis (create/build) - develop new unique structures, systems, models, approaches, ideas; creative thinking, operations, etc. (Key words - develop, plan, build, create, design, organise, revise, formulate, propose, establish, assemble, integrate, re-arrange, modify)
6. Evaluation - assess effectiveness of whole concepts, in relation to values, outputs, efficacy, viability; critical thinking, strategic comparison and review; judgement relating to external criteria, etc. (Key words - review, justify, assess, present a case for, defend, report on, investigate, direct, appraise, argue, project-manage)
2. Affective Domain Objectives – (emotional - feel, value, attitudes)
Affective characteristics can be ‘caught’ from an informal environment like extracurricular activities, peer groups, field trips, outings with family members, social gatherings and the media programmes. More structured activities can include sharing of success stories, conversational pieces, news highlights, meeting with actual role models, role playing, simulations, using videos, games, the media, case studies, current affairs, personal encounters, autobiographies, biographies and testimonies from invited speakers to depict the desirable choices of affective characteristics.
This domain includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasm, motivation, and attitudes. The five major categories are listed from the simplest behavior to the most complex:
1. Receiving is being aware of or sensitive to the existence of certain ideas, material, or phenomena and being willing to tolerate them. Examples include: (willingness to recieve) to differentiate, to accept, to listen (for), to respond to. (Key words - ask, listen, focus, attend, take part, discuss, acknowledge, hear, be open to, retain, follow, concentrate, read, do, feel)
2. Responding is committed in some small measure to the ideas, materials, or phenomena involved by actively responding to them. Examples are: to comply with, to follow, to commend, to volunteer, to spend leisure time in, to acclaim. (Key words - react, respond, seek clarification, interpret, clarify, provide other references and examples, contribute, question, present, cite, become animated or excited, help team, write, perform)
3. Valuing is willing to be perceived by others as valuing certain ideas, materials, or phenomena. Examples include: to increase measured proficiency in, to relinquish, to subsidize, to support, to debate. (Key words - argue, challenge, debate, refute, confront, justify, persuade, criticize)
4. Organization is to relate the value to those already held and bring it into a harmonious and internally consistent philosophy. Examples are: to discuss, to theorize, to formulate, to balance, to examine. (Key words - build, develop, formulate, defend, modify, relate, prioritize, reconcile, contrast, arrange, compare)
5. Characterization by value or value set is to act consistently in accordance with the values he or she has internalized. Examples include: to revise, to require, to be rated high in the value, to avoid, to resist, to manage, to resolve. (Key words - act, display, influence, solve, practice)

3. Psychomotor domain - (physical - skills - 'do')
The Psychomotor Domain was ostensibly established to address skills development relating to manual tasks and physical movement, however it also concerns and covers modern day business and social skills such as communications and operation IT equipment, for example telephone and keyboard skills, or public speaking. Thus, 'motor' skills extend beyond the originally traditionally imagined manual and physical skills, so always consider using this domain, even if you think your environment is covered adequately by the Cognitive and Affective Domains. Whatever the training situation, it is likely that the Psychomotor Domain is significant. The Dave version of the Psychomotor Domain is featured most prominently here because in my view it is the most relevant and helpful for work- and life-related development, although the Psychomotor Domains suggested by Simpson and Harrow are more relevant and helpful for certain types of adult training and development, as well as the teaching and development of young people and children, so do explore them all. Each has its uses and advantages.
1. Imitation - copy action of another; observe and replicate, etc. (Key words - copy, follow, replicate, repeat, adhere)
2. Manipulation - reproduce activity from instruction or memory, etc. (Key words - re-create, build, perform, execute, implement)
3. Precision - execute skill reliably, independent of help, etc. (Key words- demonstrate, complete, show, perfect, calibrate, control)
4. Articulation - adapt and integrate expertise to satisfy a non-standard objective, etc. (Key words - construct, solve, combine, coordinate, integrate, adapt, develop, formulate, modify, master)
5. Naturalization - automated, unconscious mastery of activity and related skills at strategic level, etc. (Key words - design, specify, manage, invent, project-manage)
Conclusion
Bloom's Taxonomy is a wonderful reference model for all involved in teaching, training, learning, coaching - in the design, delivery and evaluation of these development methods. At its basic level (refresh your memory of the Bloom Taxonomy overview if helpful), the Taxonomy provides a simple, quick and easy checklist to start to plan any type of personal development. It helps to open up possibilities for all aspects of the subject or need concerned, and suggests a variety of the methods available for delivery of teaching and learning. As with any checklist, it also helps to reduce the risks of overlooking some vital aspects of the development required.