Level 4: Organization
Only after receiving, responding and valuing can a student move to the level of organization. This encompasses the bringing together of different values, resolving conflict between them, and building a value system by forming, comparing, relating and synthesizing values. At this level, students can recognize the need for balance between freedom and responsibility, accept responsibility for their own behavior, and understand and accept their own strengths and limitations.
Level 5: Characterization by Values
At this level, the student has made personal, emotional and social adjustments, and has a value system that has controlled behavior long enough so that it is pervasive, consistent and predictable. Students at this level work well independently, cooperate in group activities, and demonstrate an objective approach to problem solving.
The Psychomotor Domain (the Body)
Simpson delineated this set of objectives in 1972. It involves the incorporation of tasks that use the body and the senses as actively as the brain. Again, students will move through the levels from lowest to highest.
Level 1: Perception
This involves the use of sense organs to obtain cues that guide motor activity, including sensory stimulation, selecting task-relevant cues, and translating the cue information into the relevant physical movements. Students can recognize sounds as indicators of problem or malfunction, relate taste to need for seasonings, and relate music to particular dance step.
Level 2: Set
This deals with the readiness to take a particular type of action mental, physical and emotional. Students must pass the perception level in order to get here. Without perception of cues, they cannot become truly ready to perform a task. Students at this level will know sequence of steps to complete a task, and demonstrate proper body position for a specified action.
Level 3: Guided Response
Now that the students have learned the cues and they are ready to begin, they move into the actual stages of learning a a complex skill imitation and trial and error. At this level, students perform a task as demonstrated and can determine the best sequence of steps for completing a task.
Level 4: Mechanism (Sometimes Referred to as Automaticity)
This level focuses on the performance of tasks where the learned response has become habit, and simple actions are performed with some confidence and proficiency. At this level, students can writes smoothly and legibly, set up equipment for a desired task, and operate technology without assistance.
Level 5: Complex Overt Response
Complex response deals with the performance of motor acts that involve complex movement patterns. Proficiency is shown by smooth, quick, accurate performance with a minimum of energy. Students at this level demonstrate the correct form and required skill in completing a task, and provide quick and accurate completion of a task.
Level 6: Adaptation
At this level, skills are so well developed that the individual can modify movement patterns to fit special requirements or meet a problem situation. Students can adjust reaction in response to action, and modify actions to suit circumstances.
Level 7: Origination
The highest level of the psychomotor domain involves the creation of new movement patterns to fit a particular situation or specific problem, using creativity based upon highly developed skills. These students can create movements, create music, design new styles of clothing, art, etc.
