bloom's taxonomy

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Hope it will help , its an old up to new revision of blooms taxonomy that commonly use in teaching especially in making our lesson plan.

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2. Blooms Revised Taxonomy Taxonomy of cognitive objectives Why use Blooms Taxonomy Cognitive Affective Domain Psychomotor Domain Other psychomotor domains 3. Blooms Revised Taxonomy - 1950s Developed by Benjamin Bloom - Means expressing qualitatively different kinds of thinking. - Adopted for classroom use as a planning tool - Continuous to be one of the most universally applied models. - Provides a way to organize thinking skills into six Levels, from the most basic to higher order levels of thinking. - 1990s Lorin Aderson (former student of Bloom). Revisited the taxonomy as a result, a number of changes were made. 4. Blooms Revised Taxonomy 5. Why use Blooms Taxonomy? Write and revise Learning objective , plan curriculum . Identifies simple to most difficult skills. Effectively align objectives to assessment techniques and standards. Incorporate knowledge to be learned (knowledge dimension) and cognitive process to learn. Facilitate questioning (oral Language=Important role within Framework) 6. Blooms Revised Taxonomy BloomsTaxonomy1950's Aderson/Krathwolh's2001 KnowledgeRememberingorretrievingpreviouslearnedmaterials. Remembering-Iswhenmemoryisusedtoproduce definitions,facts,orlists Comprehension-Theabilitytograsporconstructmeaningfrommaterial. Understanding-Constructingmeaningfromdifferent typesoffunctionbetheywrittenorgraphic. Application-Theabilitytouselearnedmaterialor Applying-Relatesandreferstosituationswhere implementmaterialinanewandconcreatesituations. learnedmaterialisusedthroughproductslikemodels,presentation,interviewsetc. Analysis-Theabilitytobreakdownordistinguishthe Analyzing-Breakingmaterialorconceptsintoparts,determininghowthe partsofthematerialintotheircomponents. partsrelateorinterrelateoneotherortooverallstructureorpurpose. Synthesis-Theabilitytoputpartstogethertoforma Evaluating-Comesbeforecreatingasitisoftenanecessary coherentoruniquenewwhole. partoftheprecursorybehaviorbeforecreatingsomething. EvaluationTheabilitytojudgecheckandevencritique Creating-Requiresuserstoputpartstogetherinanewway thevalueofmaterialforagivenpurpose. orsynthesizepartsintosomethingnewformofproduct. 7. THE THREE DOMAINS COGNITIVE AFFECTIVE PSYCHOMOTOR OTHER PSYCHOMOTOR DOMAINS 8. COGNITIVE DOMAIN Cognitive Domain - It is arrange according to the lowest level to higher level. Knowledge Cite, Define, Identify, label, list, match, recognize, reproduce, select. Comprehension- Classify, Convert, Describe, Distinguish. Between, Give exam., interpret, summarize. 9. COGNITIVE DOMAIN Application- Apply, Arrange, Compute, Construct, Demonstrate, discover, extend, operate, predict relate, show, solve, and use. Analysis- Analyze, Associate, Determine, Diagram etc. Synthesis- Combine, Compile, Compose, Construct etc. Evaluations- Appraise, Asses, Compare, Conclude etc. 10. AFFECTIVE DOMAIN Affective Domain- It describes learning objectives that emphasize a feeling of tone, an emotion or degree of acceptance or rejection. Receiving - Learners are willing listen. (Masks, chooses, describes, follows and gives.) Responding Learners are willing to participate (answers, assist, aids, complies, conforms, discusses etc.) Valuing Learners are willing to be involved. (Completes, demonstrates, differentiates, explains 11. AFFECTIVE DOMAIN Organization Learners are willing to be advocate. (Adheres, alters, arranges, combines, compares, etc.) Characterization by value or value set Learners are willing to change ones behavior, lifestyle, or a way of life. (Acts, determinates, displays, influences, listens.) 12. Psychomotor Domain Psychomotor Domain Progressive levels of behaviors from observation to mastery of physical skills. Perception- The ability to use sensory cues to guide motor activity. (Chooses, detects, differentiates etc.) Set- Readiness to act. (Proceeds, reacts, shows, states etc.) Guided response- Adequacy of performance is achieved by practicing. (Copies, traces, follows etc.) Mechanism- Intermediate stage in learning complex skill. (Construct, organizes, sketches, fixes etc.) 13. Psychomotor Domain Complex overt response- Skillful performance of motor acts involves complex movement patters. (Heats, manipulates, measures, mends, mixers etc.) Adaption- Skills are well developed and the individual can modify movement patterns to fit special requirements. (Adopts, alter, recognizes, etc.) Origination- Creating new movement patterns to fit a particular situation or specific problem. (Arranges, builds, combine, composes, constructs etc.) 14. OTHER PSYCHOMOTOR DOMAINS There are other popular versions commonly used by educators , the works of Dave,R.H. (1975) and Harrow ,Anita (1972) and Kubiszyn and Borich (2007). DAVES 1975) Imitation Observing and pattering behavior after someone else.(eg. Copying a work art.) Manipulation- Being able to perform certain actions by following instructions and practicing. (eg. Creating work on ones own, after taking lessons, or reading about it.) Precision- Few errors are apparent.(eg. Working and reworking something, so it will be just right.) Articulation- Coordinating of series of actions. (eg. Producing a video that involves music, drama, color sound etc.). Naturalization-Having high level performance become natural, without needing to think much about it.(eg. Michael Jordan playing basketball, Nancy Lopez hitting a golf ball, etc.) 15. Harrows (1972), Kubiszyn and Borich Reflex Movements- Reaction that not learned. (eg. Flexion , stretch , postural adjustment.) Fundamental Movements- Inherent movement patterns which make are formed by combinations of reflex movements.(eg. walking, grasping, twisting, manipulating.) Perception- Response to stimuli as visual, auditory, kinesthetic, or tactile discrimination. (eg. Jumping rope, punting, catching.) 16. Harrows (1972), Kubiszyn and Borich Physical abilities-Stamina must be developed for further development such as strength and agility.(eg. Muscular exertion, quick, precise movement.) Skilled abilities- Advanced learned movements as one would find in sports or acting. (eg. Skilled activities in sports, recreation, and dance. No discursive communication- Effective body language, such as gestures and facial expressions.(eg. Body gestures, facial expressions, efficiently executed in skilled dance movement and choreographers. 17. Questions : 1.What is the three Domain? 2.What is the importance of this Three Domains? 3.What is Cognitive Domain? 4.What is Affective Domain? 5.What is Psychomotor Domain?