The Cognitive Domain

The Cognitive Learning Domain is exhibited by a person's intellectual abilities. Cognitive learning behaviours are characterised by observable and unobservable skills, such as comprehending information, organising ideas, and evaluating information and actions. The cognitive domain is knowledge or mind based. It has three practical instructional levels including fact, understanding, and application. The fact level is a single concept and uses verbs like define, identify, and list. The understanding level puts two or more concepts together. The application level puts two or more concepts together to form something new. Delivery in this domain is typically a lecture/presentation and the evaluation will be subjective and objective test items.

The Affective Domain

The Affective Learning Domain addresses a learner's emotions towards learning experiences. A learner's attitudes, interest, attention, awareness, and values are demonstrated by affective behaviours. The affective domain is based upon behavioural aspects and may be labelled as beliefs. The three levels in the domain are awareness, distinction, and integration. The first two levels are really cognitive; integration is behavioural and requires the learner to evaluate and synthesize. The content in this domain will usually involve discussions.

The Psychomotor Domain

The psychomotor domain refers to the use of basic motor skills, coordination, and physical movement. Bloom's research group did not develop in-depth categories of this domain, claiming lack of experience in teaching these skills. However, RH Dave (1967), EJ Simpson (1972), AJ Harrow (1972), developed psychomotor categories to support Bloom's domain.

The Psychomotor Domains defined by Harrow and Simpson are better suited for certain adult training and for teaching young adults and children. The psychomotor domain is skill based. The student will produce a product. The three practical instructional levels include imitation, practice, and habit. The psychomotor domain is steeped in a demonstration delivery and the first level, imitation, will simply be a return of the demonstration under the watchful eye of the instructor. The practice level will be a proficiency building experience that may be conducted by the student without direct oversight of the instructor. The habit level is reached when the student can perform the skill in twice the time that it takes the instructor or an expert to perform.

The delivery is demonstration and proficiency building in nature. The evaluation will be a performance or skill test. The content that is needed to be known to do the skill is cognitive and should be treated accordingly.