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Bloom's Taxonomy: The Psychomotor Domain Cheat Sheet (DRAFT) by [deleted]

This is a draft cheat sheet. It is a work in progress and is not finished yet.

Introd­uction

The psycho­motor domain (Simpson, 1972) 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. Thus, psycho­motor skills rage from manual tasks, such as digging a ditch or washing a car, to more complex tasks, such as operating a complex piece of machinery or dancing.

Psycho­motor Categories

Cate­gory
Desc­rip­tion
Key Words
Exam­ples
Orig­ina­tion
Creating new movement patterns to fit a particular situation or specific problem. Learning outcomes emphasize creativity based upon highly developed skills.
arranges, builds, combines, composes, constr­ucts, creates, designs, initiate, makes, origin­ates.
Constructs a new theory. Develops a new and compre­hensive training progra­mming. Creates a new gymnastic routine.
Adap­tat­ion
Skills are well developed and the individual can modify movement patterns to fit special requir­ements.
adapts, alters, changes, rearra­nges, reorga­nizes, revises, varies.
Responds effect­ively to unexpected 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).
Complex Overt Response (Expert)
The skillful perfor­mance of motor acts that involve complex movement patterns. Profic­iency is indicated by a quick, accurate, and highly coordi­nated perfor­mance, requiring a minimum of energy. This category includes performing without hesita­tion, and automatic perfor­mance. For example, players are often utter sounds of satisf­action or expletives as soon as they hit a tennis ball or throw a football, because they can tell by the feel of the act what the result will produce.
assembles, builds, calibr­ates, constr­ucts, disman­tles, displays, fastens, fixes, grinds, heats, manipu­lates, measures, mends, mixes, organizes, sketches.
Maneuvers a car into a tight parallel parking spot. Operates a computer quickly and accura­tely. Displays competence while playing the piano.
Mech­anism (basic profic­ien­cy)
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.
assembles, calibr­ates, constr­ucts, disman­tles, displays, fastens, fixes, grinds, heats, manipu­lates, measures, mends, mixes, organizes, sketches.
Use a personal computer. Repair a leaking faucet. Drive a car.
Guided Response
The early stages in learning a complex skill that includes imitation and trial and error. Adequacy of perfor­mance is achieved by practi­cing.
copies, traces, follows, react, reproduce, responds
Performs a mathem­atical equation as demons­trated. Follows instru­ctions to build a model. Responds hand-s­ignals of instructor while learning to operate a forklift.
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).
begins, displays, explains, moves, proceeds, reacts, shows, states, volunt­eers.
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.
Perc­eption (aware­ness)
The ability to use sensory cues to guide motor activity. This ranges from sensory stimul­ation, through cue selection, to transl­ation.
chooses, describes, detects, differ­ent­iates, distin­gui­shes, identi­fies, isolates, relates, selects.
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.