Psychomotor Domain

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able 4. Major Categories in the Psychomotor Domain of the Taxonomy of Educational Objectives7 Categories| Description| Verbs|
Perception| Use of sense organs for cues--guide motor activity| Chooses, describes, identifies, selects, relates, differentiates| Set| Readiness to take a type of action| Begins, responds, shows, explains, moves, reacts| Guided Response| Early stages of learning a complex skill, imitates, trial and error testing| Assembles, dissects, measures, organizes, sketches, constructs| Mechanism| Learned responses are habituated, movements performed with confidence and proficiency| Assembles, dissects, measures, organizes, sketches, constructs| Complex Overt Response| Skillful performance of motor sets that require complex motor patterns, quick, accurate performance| Assembles, dissects, measures, organizes, sketches, constructs| Adaptation| Individual can modify movement patterns to meet new problem situation| Adapts, revises, changes, reorganizes, alters| Organization| VCreating new movement patterns to fit a new problem or situation based on highly developed skills| Arranges, composes, constructs, designs, originates| Psychomotor

Skills in the psychomotor domain describe the ability to physically manipulate a tool or instrument like a hand or a hammer. Psychomotor objectives usually focus on change and/or development in behavior and/or skills. Bloom and his colleagues never created subcategories for skills in the psychomotor domain, but since then other educators have created their own psychomotor taxonomies.[12] Simpson (1972) among other contributors, such as Harrow (1972) and Dave (1967), created a Psychomotor Taxonomy that helps to explain the behavior of typical learners or high performance athletes. The proposed levels are: Perception

The ability to use sensory cues to guide motor activity. This ranges from sensory stimulation, through cue selection, to translation. Examples: Detects non-verbal communication cues. Estimate where a ball will land after it is thrown and then moving to the correct location to catch the ball. Adjusts heat of stove to correct temperature by smell and taste of food. Adjusts the height of the forks on a forklift by comparing where the forks are in relation to the pallet. Key Words: chooses, describes, detects, differentiates, distinguishes, identifies, isolates, relates, selects. 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). Examples: Knows and acts upon a sequence of steps in a manufacturing process. Recognize one's abilities and limitations. Shows desire to learn a new process (motivation). NOTE: This subdivision of Psychomotor is closely related with 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 skill that includes imitation and trial and error. Adequacy of performance is achieved by practicing. Examples: Performs a mathematical equation as demonstrated. Follows instructions to build a model. Responds to hand-signals of instructor while learning to operate a forklift. Key Words: copies, traces, follows, react, reproduce, responds 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. Examples: Use a personal computer. Repair a leaking faucet. Drive a car. Key Words: assembles, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches. Complex Overt Response

The skillful performance of motor acts that involve complex movement patterns. Proficiency is indicated by a quick, accurate, and highly coordinated performance,...
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