The domains of learning are identified as cognitive (mental skills), affective (emotional areas) and psychomotor (physical skills). When planning lessons, teachers look at the cognitive domain to begin their task. In 2001, Dr. Lorin Anderson, a student of Bloom’s, changed the names of the original categories to reflect what actually occurs in the classroom. The new cognitive domain categories use the verb form of the categories originally identified by Bloom. Lesson plans focus on creating, evaluating, analyzing, applying, understanding and remembering.
A narrow focus objective used in a lesson plan indicates the desired outcome of a specific activity. For example, the teacher may write a lesson plan where she states, “The student will be able to find the simple subject of a sentence.” The lesson plan will continue on with the activity which will lead to this outcome. The final part of the lesson plan will state how the student will be evaluated to measure whether he has met his goal.
A broad focus objective can be compared more to an overall goal. For example, in a lesson plan, the broad focus objective may be stated as “After adequate instruction and practice, the student will be able to determine the complete subject of a sentence and delineate the simple subject.” Once again, activities will be listed on how this will be accomplished, and an evaluation technique will be chosen.
Remember, objectives are not activities. They are clear and specific outcomes that are delineated by measurable actions. Bloom’s Taxonomy enables the teacher to state the objectives using specific and clear verbs. The student is asked to do a concrete activity such as plan, justify, delineate, find, demonstrate, show, underline, memorize, circle and restate. The instructional verbs come from the taxonomy. They are just a few of over 80 measurable active verbs used to compose the taxonomy. Using this, teachers create lesson plans and effective outcomes for the activities they wish their students to master.