bloom's taxonomy - learning domains

BLOOM'S TAXONOMY - LEARNING DOMAINS

Contrastive analysis 2011

OUTLINE

I. Bloom's taxonomy overviewII. Bloom's taxonomy learning domains

III. BenefitsIV. An Interactive Quiz Game

1. cognitive domainBloom’s revised taxonomy2. affective domain3. Psychomotor domain

I. BLOOM'S TAXONOMY OVERVIEW

A American educational psychologist

Bloom's Taxonomy: a classification of learning objectives within education. http://covers.rowmaneducation.c

om/L/15/788/1578862434.jpg

Benjamin S Bloom (1913-99)

BLOOM'S TAXONOMY OVERVIEW

Bloom's Taxonomy divides educational objectives into three "domains

http://www.amazon.com/gp/product/images/058228239X/ref=dp_image_0?ie=UTF8&n=283155&s=books

http://openlibrary.org/books/OL7880123M/Taxonomy_of_Educational_Objectives_Handbook_1

http://www.amazon.com/gp/product/images/0761814698/ref=dp_image_0?ie=UTF8&n=283155&s=books

II. Bloom’s taxonomy learning domains - detailed structures

1950s- developed by Benjamin BloomMeans of expressing qualitatively different kinds of thinking

Provides a way to organize thinking skills into six levels, from the most basic to the higher order levels of thinking

Synthesis

evaluation

1.Bloom’s Taxonomy - cognitive domain

Recall information Identify, describe, name, label, recognize, reproduce, follow, define …Eg: The student will define the 6 levels of Bloom's taxonomy of thecognitive domain

http://www.civicore.com/images/km1.jpg

1. cognitive domain - Knowledge

Simple Knowledge: the content to be remembered involves no more than a single response to a particular stimulus.

• Example:

– What is the capital of Australia?

• Knowledge of Process: the content to be remembered is a sequence of steps.

• Example:

List the steps used to determine the standard deviation from a given set of scores.

1 cognitive domain - Knowledge

Understand the meaning, paraphrase a concept

Key Words : Summarize, convert, defend, paraphrase, interpret, give examples

Eg: Can you write in your own words...?

1. cognitive domain -Comprehension

http://www.broward.k12.fl.us/esol/images/15%20Comprehension%20Cover.jpg

Key Words : Build, make, construct, model, predict, prepare Example: From the

information given, can you develop a set of instructions about...?

http://www.engenuitysc.com/UserFiles/engenuitysc/Images/Phrenology10.jpg

1. cognitive domain - Application

use learned information in new and concrete situations

Break information or concepts into parts to understand it more fully

Key Words: Compare/contrast, break down, distinguish, select, separate

Example: What do you see as other possible outcomes?

http://www.ugn.cas.cz/depart/depart-44/tf-analysis.jpg

1. cognitive domain -Analysis

Put ideas together to form something

Key Words: Categorize, generalize, reconstruct Example: Can you see

a possible solution to...?

http://www-personal.usyd.edu.au/~wotoole/synthesis.jpg

1. cognitive domain - Synthesis

Make judgments about value

Key Words : Appraise, critique, judge, justify, argue, support

Example: Do you think ... is a good or a bad thing? Why or why not?

http://www.findyourrainbow.com/images/Evaluation.jpg

1. cognitive domain - Evaluation

Bloom’s Revised Taxonomy

1990s- Lorin Anderson (former student of Bloom) revisited the taxonomy

As a result, a number of changes were made

http://edorigami.wikispaces.com/file/view/blooms_500.gif/30591305/blooms_500.gif

OLD VERSION vs NEW VERSION

http://www.uwsp.edu/education/lwilson/curric/newtaxonomy.htm

The changes:

terminology Structure emphasis

Terminology Changes

noun to verb forms. the subcategories of the six

major categories replaced by verbs

knowledge remembering comprehension

understanding synthesis creating

Structural changes

Bloom's original cognitive taxonomy: a one-dimensional form

the Revised Bloom's Taxonomy: a two-dimensional form

1. The Knowledge Dimension (Factual, Conceptual, Procedural, and Meta-Cognitive.)

2. The Cognitive Process Dimension (or the process

used to learn)

The Knowledge Dimension Factual knowledge: the basic elements students must

know (eg: Technical vocabulary, chemical elements)

Conceptual knowledge: the interrelationships among the basic elements (eg: stages of pregnancy)

Procedural knowledge: How to do something (organizational charts)

Metacognitive knowledge: knowledge of cognition in general (awareness of one’s own knowledge level)

The Cognitive Process Dimension

like the original version including six skills: remember, understand, apply, analyze, evaluate, and create

The changes - emphasis

for a much broader audience more authentic tool for curriculum

planning, instructional delivery and assessment

The two-dimensional framework

remember understand apply analyze evaluate create

Fact Remember facts

Understand facts

Apply Facts

Analyzeusing Facts,Concepts,PrinciplesandProcedures

Evaluateusing Facts,Concepts,PrinciplesandProcedures

Create usingFacts,Concepts,PrinciplesandProcedures

Concept Remember concepts

Understand concepts

ApplyConcepts

Procedure Remember procedures

Understand procedures

ApplyProcedures

Meta.cognitive

Remember metacog.strategies

UnderstandMetacog.Strategies

ApplyMetacog.Strategies

Analyze Meta.

Strategies

EvaluateMetacog.Strategies

CreateMetacog.Strategies

Knowledge skill Ability

Th

e K

now

led

ge D

imen

sio

n The Cognitive Process Dimension

Be detailed by Bloom, Krathwhol

and Masia in 1964

provide a framework for

teaching, training, assessing

deal with things emotionally, such

as feelings, values, appreciation,

enthusiasms, motivations, and

attitudes

Include five major categories

http://serc.carleton.edu/images/NAGTWorkshops/affective/affective_domain_heirarchy.gif

2. Bloom’s taxonomy-affective domain

2. affective domain - receiving

categorybehaviour

descriptions examples Action Verbs

Receive

open to experience, willing to

hear

listen to teacher or trainer, take notes,

turn up, ..

ask, listen, focus, attend, take part,

discuss, acknowledge, hear,

be open to…

2. affective domain - responding

Respondreact and participate actively

participate actively in group discussion,, suggest interpretation

react, respond, seek clarification, interpret, clarify, write, perform…

categorybehavior


categorybehaviour


Value

attach values and express personal opinions

decide worth and relevance of ideas, experiences; accept or commit to particular stance or action

argue, challenge, debate, refute, confront, justify, persuade, criticise,

2. affective domain - valuing

categorybehaviour descriptions

examples Action Verbs

Organize or Conceptualize values

reconcile internal conflicts; develop value system

qualify and quantify personal views, state personal position and reasons, state beliefs

build, develop, formulate, defend, modify, relate, prioritise, reconcile, contrast, arrange, compare

2. affective domain - organization



Internalize or characterise values

adopt belief system and philosophy

self-reliant; behave consistently with personal value set

act, display, influence, solve, practice,

2. affective domain - characterization

developed this by Dave

(1970)

address skills development

relating to manual tasks and

physical movement

concerns and covers modern

day business and social skills

such as communications and

operation IT equipmenthttp://www.nku.edu/~oca/images/blmpmd.gif

3. Bloom’s taxonomy-psychomotor domain



copy action of another; observe and replicate

watch teacher or trainer and repeat action, process or activity

copy, follow, replicate, repeat, adhere

3. psychomotor domain - Imitation

Imit

ati

on



reproduce activity from instruction or memory

carry out task from written or verbal instruction

re-create, build, perform, execute, implement

Man

ipu

lati

on

3. psychomotor domain - Manipulation

categorybehavior


execute skill reliably, independent of help

perform a task or activity with expertise

able to demonstrate an activity to other learners

demonstrate, complete, show, perfect, calibrate, control,

3. psychomotor domain - precision P

recis

ion



adapt and integrate expertise to satisfy a non-standard objective

relate and combine associated activities to develop methods to meet varying, novel requirements

construct, solve, combine, coordinate, integrate, adapt, develop, formulate, modify, master

3. psychomotor domain - articulation A

rtic

ula

tion


Examples Action Verbs

automated, unconscious mastery of activity and related skills at strategic level

define aim, approach and strategy for use of activities to meet strategic need

design, specify, manage, invent, project-manage

3. psychomotor domain - naturalization

Natu

ralizati

on

III. Benefits provide educators with one of the first

systematic classifications of the processes of thinking and learning

plan personal development open up possibilities for all aspects of the

subject or need concerned suggests a variety of the teaching and

learning methods

reduce the risks of overlooking some vital aspects of the development

Suitable for use with the entire class Emphasis on certain levels for different

children Extend children’s thinking skills through

emphasis on higher levels of the taxonomy (analysis, evaluation, creation)

Benefits

IV. An Interactive Quiz Game

Instructions

On the next slide (Question Index), click a question number.

Click your selected response on the question slide. If you are correct, continue to the next question. If not, return to the question and try again.

Click the button to begin.

Mrs. Macintosh wants her students to compare and contrast two Native American folktales and the cultures each represents. At which level of thought is Mrs. Macintosh asking her students to work according to Bloom’s Taxonomy?

a. Remembering

b. Understanding

c. Analyzing

Mrs. Smith has asked her students to classify the items in a diagram as living or nonliving. At what level of Bloom’s Taxonomy is she having her students think?a. Understanding

b. Applying

c. Evaluating

How has Bloom’s Taxonomy changed from its original version to the revised version?

a. New uses, terminology, and domainb. New terminology, structure, and

emphasisc. New examples, categories, and

classifications

Students in Mrs. McElveen’s class have been asked to read a research article and summarize it in their own words. At which level of Bloom’s Taxonomy is she asking them to think?

a. Understandingb. Rememberingc. Applying

Mrs. Hodge has asked students to list every possible way to answer the math word problem on the board. Then she asks them to choose the best method for solving the problem and to defend their answers. At which level of Bloom’s Taxonomy is she asking them to think?

a. Creating

b. Analyzing

c. Evaluating

1. Place the events of the story in chronological order. 2. Write a new ending for the story. 3. Choose one of the story’s characters as a “best friend”

and justify your choice.

4. On what date did this story begin?

Mrs. Andrews assigned the following tasks as part of a reading lesson. Place them in

order of their location on the revised Bloom’s Taxonomy from lowest to highest.

a. 1, 2, 3, 4b. 4, 1, 3, 2

c. 4, 1, 2, 3d. 1, 4, 3, 2

Mr. Jones knows that the new Bloom’s Taxonomy Table can help him write better lesson objectives. He wants to write one that will require his students to apply the factual knowledge they have learned. According to the table, what verb might he use in an assignment that will accomplish this?

a. Describe b Summarizec. Assess . d. Classify

The original Bloom group met for the purpose of helping

a) university professors who wanted to classify objectives, experiences, processes, and evaluation questions.

b) classroom teachers who had been criticized by education experts for focusing on low-level student tasks.

c) business trainers who wanted their employees to be more imaginative.

summary

I. Bloom's taxonomy overviewII. Bloom's taxonomy learning domains

III. BenefitsIV. An Interactive Quiz Game

1. cognitive domainBloom’s revised taxonomy2. affective domain3. Psychomotor domain

REFERENCE http://www.businessballs.com/

bloomstaxonomyoflearningdomains.htm http://www.natefacs.org/JFCSE/v25no1/v25no1Pickard.pdf http://en.wikipedia.org/wiki/Bloom's_Taxonomy http://www.2dix.com/pdf-2010/taxonomy-bloom-

psychomotor-pdf.php http://www.nwlink.com/~donclark/hrd/bloom.html http://www.edpsycinteractive.org/topics/behsys/psymtr.html http://www.kurwongbss.eq.edu.au/thinking/Bloom/

blooms.htm

THANKS FOR LISTENING

bloom's taxonomy - learning domains

Documents

cognitive domain http

cognitive domain synthesis

levels of blooms taxonomy

value key words

concept key words

support example

separate example

educational objectives