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Bloom - Taxonomy Compatibility Mode

Bloom's Taxonomy is a framework for classifying educational goals and objectives into levels of complexity and specificity. It includes three domains: cognitive, affective, and psychomotor. The cognitive domain involves knowledge and intellectual skills and includes six levels from basic recall to evaluation. The taxonomy provides a basis for creating clear learning expectations at different levels of thinking and questioning to encourage higher-order thinking skills. It can help ensure lessons target a range of cognitive levels.

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90 views

Bloom - Taxonomy Compatibility Mode

Bloom's Taxonomy is a framework for classifying educational goals and objectives into levels of complexity and specificity. It includes three domains: cognitive, affective, and psychomotor. The cognitive domain involves knowledge and intellectual skills and includes six levels from basic recall to evaluation. The taxonomy provides a basis for creating clear learning expectations at different levels of thinking and questioning to encourage higher-order thinking skills. It can help ensure lessons target a range of cognitive levels.

Uploaded by

Priya
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Bloom’s Taxonomy

How will it impact in your


classroom?
Three domains of educational
activities:

 Cognitive: mental skills (Knowledge)


 Affective: growth in feelings or
emotional areas (Attitude)
 Psychomotor: manual or physical
skills (Skills)
What is Bloom’s Taxonomy?
 A theory to identify cognitive levels
(Levels of thinking)
 Represents the full range of cognitive
functioning up to and including adult
levels
 Not necessarily demonstrated by all
children
 These levels can be improved with
practice
Bloom’s Taxonomy

Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Bloom’s Taxonomy Provides
1. The basis for creating C-L-E-A-R
student learning expectations:

 Comprehensible to students
 Learner-Centered
 Evident, observable in fulfillment
 Attainable, but of a high standard
 Related to the course content and goals
Bloom’s Taxonomy Provides
2. Cues for asking questions that
stimulate classroom discussion

3. A framework for ensuring that you


encourage students’ higher-order thinking
skills

Note: This is a taxonomy, not a hierarchy.


In the following slides
This column represents the This column
learner behaviour or represents the verbs
outcome you desire or which should start the
wish to test.
learning expectations or
questions.
1. Knowledge (low level thinking)

The learner should Cues and starter


be able to verbs include
 Acquire specific  Define
facts, ideas, or  List
vocabulary  Record
 Recall and move  Repeat
information from
 Name
short-term to long-
term memory  Recall
2. Comprehension (low level
thinking)

Learners should be Cues and starter verbs


able to include
 Grasp the meaning of  Describe
material learned  Discuss
 Communicate what  Explain

has been learned and  Identify


interpret it  Locate
 Reach understanding
 Report
3. Application (low level thinking)

The learner should Cues and starter


be able to verbs include
 Use learned  Apply

knowledge  Illustrate
 in new or concrete  Demonstrate
ways, or
 Dramatize
 to solve new
problems  Employ

 Use
4. Analysis (high level thinking)

The learner should be Cues and starter verbs


able to include
 Take ideas and  Analyze

knowledge apart  Calculate

 Dismantle concepts into  Distinguish


their components and  Examine
 seek links between concepts
(compare)  Experiment

 find what is unique  Relate


(contrast)
 Solve
5. Synthesis (high level thinking)

Learner should be Cues and starter verbs


able to include
 Re-organize parts to  Arrange
create a new or  Compose
original concept or
 Formulate
idea
 Construct
 Make predictions
 Predict
based on analysis of
knowledge  Design

 Create
6. Evaluation (high level thinking)
Learner should be Cues and starter
able to verbs include
 Make judgements or  Assess
decisions based on  Select
logical criteria or  Rate
conditions
 Estimate
 Rate or assess
 Compare
conclusions
 Judge
 Make valid choices
 Revise
 In my opinion
Affective Domain
 Receiving Phenomena:
 Responding to Phenomena:
 Valuing:
 Organization
 Internalizing values
Receiving Phenomena
 Awareness, willingness to hear, selected
attention.
Responding to Phenomena
 Active participation on the part of the
learners. Attends and reacts to a
particular phenomenon. Learning
outcomes may emphasize compliance in
responding, willingness to respond, or
satisfaction in responding (motivation).
Valuing:
 The worth or value a person attaches to
a particular object, phenomenon, or
behavior. This ranges from simple
acceptance to the more complex state
of commitment.
Organization
 Organizes values into priorities by
contrasting different values, resolving
conflicts between them, and creating an
unique value system.
Internalizing values
 Has a value system that controls their
behavior. The behavior is pervasive,
consistent, predictable, and most
importantly, characteristic of the
learner.
Psychomotor Domain

 The psychomotor domain (Simpson, 1972)


includes physical movement, coordination,
and use of the motor-skill areas.
Development of these skills requires practice
and is measured in terms of speed, precision,
distance, procedures, or techniques in
execution. The seven major categories are
listed from the simplest behavior to the most
complex:
Category
 Perception:
 Set:
 Guided Response
 Mechanism
 Complex Overt Response:
 Adaptation
 Origination
Perception:

 The ability to use sensory cues to guide


motor activity. This ranges from
sensory stimulation, through cue
selection, to translation.
Set:
 Readiness to act. It includes mental,
physical, and emotional sets. These
three sets are dispositions that
predetermine a person's response to
different situations (sometimes called
mindsets).
Guided Response

 The early stages in learning a complex


skill that includes imitation and trial and
error. Adequacy of performance is
achieved by practicing.
Mechanism
 This is the intermediate stage in
learning a complex skill. Learned
responses have become habitual and
the movements can be performed with
some confidence and proficiency.
Complex Overt Response
 The skillful performance of motor acts
that involve complex movement
patterns. Proficiency is indicated by a
quick, accurate, and highly coordinated
performance, requiring a minimum of
energy.
Adaptation
 Skills are well developed and the
individual can modify movement
patterns to fit special requirements.
Origination

 Creating new movement patterns to fit


a particular situation or specific
problem. Learning outcomes emphasize
creativity based upon highly developed
skills.
Bloom's Revised Taxonomy
General & Specific Instructional
Objectives
 Aims are the statements of long-range
goals. Objectives are the statements of
immediate behavioural outcomes.

 Aim is considered as General


Instructional Objective and objectives
are considered to be Specific
Instructional Objective
Example
 General Instructional Objective: The
student understands English when spoken at
normal conversational speed.
 Specific Instructional Objectives :

The Student
1. recognises the characteristics of English
speech sounds.
2. recognises stress and intonation of English
when spoken and follows their significance.
3. Follows the sequence of ideas expressed or
events.
4. Grasps the substance and the central idea of
a connected speech.
General Instructional Objectives
 The st speaks English correctly and
effectively.
 The st reads aloud English passages and
poems correctly.
 The st reads English silently with
comprehension.
 The st writes English correctly and effectively.
 The st acquires knowledge of the elements of
English language and the textual content.
 The st reveals an interest in English language
and literature.
Frame Specific Instructional
Objectives for the above General
instructional Objectives.
Thank you

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