bloom’s taxonomy (complete)

2

• comes from the Greek word “taxis=arrangement” and “nomos=science”

• Science of arrangements• means 'a set of classification principles', or

'structure', and Domain simply means 'category'.

TAXONOMY

https://www.facebook.com/ja.maica.393

3

- was a Jewish-American educational psychologist.

Contributions:1. Classification of Educational

Objectives 2. Theory of Mastery-Learning

(Feb. 1913 – Sep. 1999)

Who is BENJAMIN BLOOM?

BENJAMIN SAMUEL BLOOM


4

THREE DOMAINS OF LEARNING

• Mental Skills (KNOWLEDGE)

Cognitive Domain (Knowing/Head)

• Manual or physical skills (SKILLS)

Psychomotor Domain (Doing/Hand)

• Growth in feelings or emotional areas (ATTITUDE)

Affective Domain (Feeling/Heart)


5

COGNITIVE DOMAIN

KnowledgeComprehension

ApplicationAnalysis

SynthesisEvaluation

PSYCHOMOTOR DOMAIN

AFFECTIVE DOMAIN

Reflex Movements

Basic Fundamental Movements

Perceptual Abilities

Physical Abilities

Skilled Movements

Non-Discursive Movements

ReceivingResponding

ValuingOrganization

Characterization

6

Bloom’s Taxonomy of Objectives in the Cognitive Domain

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

The Cognitive Domain

1956


7https://www.facebook.com/ja.maica.393

8

Bloom’s Taxonomy of Objectives in the Cognitive Domain

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

The Cognitive Domain

2001(Revised)


10

High Order Thinking Skills

Low Order Thinking Skills

ORIGINAL TAXONOMY (1956) ---> REVISED TAXONOMY (2001)

• Knowledge• Comprehension• Analysis• Application• Synthesis• Evaluation

Remember (I know) Understand (I comprehend) Apply (I can use it) Analyze (I can be logical) Evaluate (I can judge) Create ( I can plan)

11

• REMEMBERING- Recall previous learned information.

- Recalling relevant knowledge from long term memory.

Bloom’s Revised TaxonomyREMEMBERING

LOW ORDER

THINKING SKILLS

TO

HIGH ORDER

THINKING SKILLS


12

• UNDERSTANDING- Comprehending the meaning,

translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words.

Bloom’s Revised Taxonomy

LOW ORDER

THINKING SKILLS

TO

HIGH ORDER

THINKING SKILLS

UNDERSTANDING


13

• APPLYING- Breaking the concept into parts and

understand how each part is related to one another.


LOW ORDER

THINKING SKILLS

TO

HIGH ORDER

THINKING SKILLS

APPLYING


14

• ANALYZING- Breaking the concept into parts and

understand how each part is related to one another.


LOW ORDER

THINKING SKILLS

TO

HIGH ORDER

THINKING SKILLS

ANALYZING


15

• EVALUATING- Making judgments based on a set of

guidelines and the value of ideas or materials.


LOW ORDER

THINKING SKILLS

TO

HIGH ORDER

THINKING SKILLS

EVALUATING


16

• CREATING- Builds a structure or pattern from

diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure.- Putting information together in an

innovative way.

Bloom’s Revised TaxonomyCREATING


18https://www.facebook.com/ja.maica.393

19

Cognitive Domain: REMEMBER

APPROPRIATE VERBSChoose, describe, define, identify, label, list, locate, match, memorize, name, omit, recite, recognize, select, state, underline

I KNOW


20

PRODUCTSChart, model, worksheet, draw a map, picture, demonstrate, graphs

Cognitive Domain: REMEMBERI KNOW

https

://w

ww

.face

book

.com

/ja.

mai

ca.3

93

21

MODEL QUESTIONS• Who? Where? Which

One? What? How?• What is the best one?

Why? How much? When?

• What does it mean?

INSTRUCTIONAL STRATEGIES

• Highlighting• Rehearsal• Memorizing• Mnemonics

Cognitive Domain: REMEMBERI KNOW

https

://w

ww

.face

book

.com

/ja.

mai

ca.3

93

22

APPROPRIATE VERBSClassify, defend, communicate, demonstrate, distinguish, explain, express extend, give example, illustrate, indicate, interrelate, report, interpret, infer, judge, match, paraphrase, represent, restate, rewrite, select, interpret

Cognitive Domain: UNDERSTAND

I comprehend

https

://w

ww

.face

book

.com

/ja.

mai

ca.3

93

23

PRODUCTSChart, model, making a film strip, worksheet, draw a map, picture, demonstrate, timeline, diorama, game, report, diagram


I comprehend


24

MODEL QUESTIONS• State in your own words.

Which are facts?• What does this mean? Is

this the same as. . .? Give an example.

• Select the best definition.• State in one word . . .

Explain what is happening.


• Key examples• Emphasize

connections• Elaborate concepts• Summarize


I comprehend

https

://w

ww

.face

book

.com

/ja.

mai

ca.3

93

25

Cognitive Domain: APPLY

APPROPRIATE VERBS

Apply, choose, practice, solve, illustrate, conduct, classify, employ, dramatize, explain, generalize, judge, organize, paint, prepare, produce, select, show, sketch, solve, use, construct, investigate, restructure, manipulate

I can use it


26

PRODUCTSSurvey, diary, scrapbook, photograph, cartoon, learning center, illustration, construction, sculpture

Cognitive Domain: APPLYI can use it

https

://w

ww

.face

book

.com

/ja.

mai

ca.3

93

27

MODEL QUESTIONS• Predict what would happen if…

Choose the best statements that apply…

• Judge the effects…• What would result…• Tell what would happen…• Tell how, when, where, why

Tell how much change there would be…

• Identify the results of…


• Modeling• Cognitive apprenticeships

“Mindful” practice – NOT just a “routine” practice

• Part and whole sequencing

• Authentic situations “Coached” practice Case studies Simulations Algorithms

Cognitive Domain: APPLYI can use it

https

://w

ww

.face

book

.com

/ja.

mai

ca.3

93

28

Cognitive Domain: ANALYZE

APPROPRIATE VERBS• Analyze, categorize, classify,

compare, differentiate, question, distinguish, identify,

• Infer, point out, select, subdivide, survey, contrast, categorize, debate, examine, deduce

I can be logical

https

://w

ww

.face

book

.com

/ja.

mai

ca.3

93

29

PRODUCTSGraph, survey, family tree, timeline, questionnaire, commercial, diagram, chart, report, fact file

Cognitive Domain: ANALYZEI can be logical

https

://w

ww

.face

book

.com

/ja.

mai

ca.3

93

30

MODEL QUESTIONS• What is the function of . . .?

What's fact? Opinion? What assumptions. . .?

• What statement is relevant? What motive is there?

• Related to, extraneous to, not applicable.

• What conclusions?• What does the author believe?

What does the author assume? • Make a distinction.


• Models of thinking• Challenging assumptions• Retrospective analysis• Reflection through

journaling Debates• Discussions and other

collaborating learning activities Decision-making situations

Cognitive Domain: ANALYZEI can be logical

https

://w

ww

.face

book

.com

/ja.

mai

ca.3

93

31

Cognitive Domain: EVALUATE

APPROPRIATE VERBS

• Appraise, judge, criticize, defend, estimate, compare, measure, verify, justify, select, decide, choose, recommend, assess, critique, revise, validate, standardize, argue, rate, measure

I can judge


32

PRODUCTSSelf evaluation, survey, editorial, experiment, panel evaluation, recommendation, conclusion, court trial, essay, letter

Cognitive Domain: EVALUATEI can judge

https

://w

ww

.face

book

.com

/ja.

mai

ca.3

93

33

MODEL QUESTIONS• What fallacies,

consistencies, inconsistencies appear?

• Which is more important, moral, better, logical, valid, appropriate?

• Find the errors.


• Challenging assumptions

• Journaling• Debates• Discussions and other

collaborating learning activities Decision-making situations

Cognitive Domain: EVALUATEI can judge

https

://w

ww

.face

book

.com

/ja.

mai

ca.3

93

34

Cognitive Domain: CREATE

APPROPRIATE VERBS• Choose, combine, compose, construct, create, design,

manage, develop, do, improve, formulate, hypothesize, invent, make up, originate, organize, plan, imagine, produce, role play, tell

I can plan

https

://w

ww

.face

book

.com

/ja.

mai

ca.3

93

35

PRODUCTSStory, poem, play, radio show, puppet show, news article, invention, dance, mural, comic strip, recipe, pantomime, travelogue

Cognitive Domain: CREATEI can plan


36

MODEL QUESTIONS

• How would you test…? • Propose an alternative.• Solve the following.• How else would you...?• State a rule.


• Modeling• Challenging assumptions

Reflection through journaling Debates

• Discussions and other• collaborating learning

activities• Design• Decision-making situations

Cognitive Domain: CREATEI can plan

https

://w

ww

.face

book

.com

/ja.

mai

ca.3

93

38

HOW CAN WE DEVELOP THE HABIT OF ASKING HIGHER-

ORDER QUESTIONS?

1. Avoid literal-level questions in favor of those requiring higher-order thinking.

2. Use questions requiring higher-order thinking.3. Classify questions according to the kinds of

thinking required for students to respond.– Use Bloom’s Taxonomy of Thinking– Teachers should make sure their questions can be

classified as APPLICATION, ANALYSIS, SYNTHESIS and/or EVALUATION.

https

://w

ww

.face

book

.com

/ja.

mai

ca.3

93

39

HOW CAN WE DEVELOP THE HABIT OF ASKING HIGHER-

ORDER QUESTIONS?

4. Use verbs associated with higher-order thinking tasks.

- verbs representing cognitive tasks in Bloom’s Taxonomy5. Consider the learning products associated with higher-order thinking tasks.

- Task Oriented Question Construction Wheel

https

://w

ww

.face

book

.com

/ja.

mai

ca.3

93

40

EFFECTIVE QUESTIONING TECHNIQUES

1. Pose the question first before asking a student to respond.

2. Allow plenty of “think time” by waiting at least 7-10 seconds before expecting the student to respond.

3. Make sure you give all students the opportunity to respond rather than relying on volunteers.

4. Hold students accountable by expecting, requiring, and facilitating their participation and contributions.

5. Establish a safe atmosphere for risk taking by guiding students.


bloom’s taxonomy (complete)

Education

diagram cognitive domain

t i n g

n d i n g

y i n g

high order thinking

blooms revised taxonomy

blooms taxonomy of objectives

blooms revised taxonomy