If you are a follower of Gardner, you will be aware that he hypothesised that there are different forms of intelligence. As examples, a ballet dancer will tend to have a strong bodily-kinaesthetic intelligence; a pianist will have strong musical intelligence; a Psychiatrist or Counsellor will likely have a propensity towards a powerful interpersonal intelligence; a scientist will be able to demonstrate strong logical-mathematical intelligence. The question is, how can each theory, Bloom and Gardner, complement the other?
The Cognitive domain (Bloom) is concerned with mental ability, acquiring knowledge and interpreting it, then using that knowledge in new situations (a logical-mathematical process - Gardner).
The Psychomotor domain (Bloom) is concerned more with a ‘hands-on’ approach; learning new skills and then reproducing those skills until they can be completed with ease (acquiring bodily-kinaesthetic ability - Gardner).
The Affective domain (Bloom) is concerned with tapping into beliefs and values; encouraging learners to react to stimuli and learning to adopt new attitudes (an intra-personal and interpersonal process - Gardner).
The Cognitive domain can be focussed on to assist a learner’s knowledge of a subject and develop logical-mathematical and spatial intelligence. For example, providing source material in the form of books to read before a session on Conflict Resolution, then commencing the session with a knowledge check to confirm that attendees have acquired a degree of learning from the study.
The Psychomotor domain can be focussed on to develop bodily-kinaesthetic intelligence in a learner. Continuing the Conflict Resolution example, learners can be encouraged to use relevant techniques in the workplace, such as escorting skills to encourage and move patients in hospital environments from one location to another. Learner activities can take the form of a role-play or a practical demonstration of such techniques.
Using the foregoing example, the Affective domain could be introduced to tap into intra-personal and interpersonal intelligence; providing learners with an opportunity to put themselves in the position of a patient who has challenging behaviour and is refusing to move from one ward area to another, or a family member who disagrees with a particular treatment, with learners exploring the emotions and attitudes this generates.
To complete such a session, learners could consider what to take forward from the experience and how this might affect attitudes to patients and family members in the future. Discussions like this can draw learners back into the Cognitive domain, and thus enhance even further their logical-mathematical and spatial intelligence, through debating the impacts of certain behaviours on others and how to manage similar conflict situations in the future.
The example provided here demonstrates how Bloom’s domains of learning and Gardner’s levels of intelligence, when properly understood in the context of learning events, can be used together to enhance individual and group learning experiences through tapping in to a learner’s learning and intelligence preferences.
Using Bloom’s domains, and finding effective ways to match them to Gardner’s levels of intelligence, in doing so utilising both to best learning effect, particularly when lesson-planning, can be a powerful tool in a Learning & Development professional’s approach, whether learning outcomes are focussed on individuals or groups.
 B.S. Bloom, Taxonomy of Educational Objectives, Longman, London, 1956/1964
 H. Gardner, Frames of Mind, The theory of Multiple Intelligences, Heinemann, London, 1983