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7/27/2019 Bloom's of Taxonomy
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BLOOMSTAXONOM
OF EDUCATIONAL
OBJECTIVESMay Ela
Kristine
Nia Je
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2. Of ways and Means of Dealing with
a.) Conventions
b.) Trends and Sequencesc.) Classification and Categories
d.) Criteria
e.) Methodology
3. Of Universals and Abstractions in tII.Comprehension1. Translation
2. Interpretation
3. Extrapolation
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III.ApplicationIV. Analysis
1. Analysis of Elements
2. Analysis of Relationships
3. Analysis of /organizational Principles
V. Synthesis1. Production of a Unique Communication
2. Production of a Plan, or Proposed set ofOperation
3. Derivations of a Set of Abstract Relations
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FORMULATING LEARNING OBJECTIVDescription of the Major
Categories in the CognitiveDomain
Illustrative GeneralInstructional Objectives
Illustrative BehaStating Spec
Outco
KNOWLEDGE.It is defined as theremembering of thepreviously learnedmaterial. This may involvethe recall of a wide rangeof material, from specificfacts to complete theories,
but all that is required isthe bringing to mind of theappropriate information.Knowledge represents thelowest level of learningoutcome in the cognitive
domain.
Knows common termsKnows specific factsKnows methods andproceduresKnows basic conceptsKnows principle
Defines, deIdentifies, lmatches, noutlines, reselects stat
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COMPREHENSION .It is defined as the abilityto grasp the meaning ofthe material. This maybeshown by translatingmaterial from one form toanother, by interpretingmaterial, and by
estimating future trends.These learning outcomesgo one step beyond thesimple remembering ofmaterial and representthe lowest level ofunderstanding.
Understands facts andprinciplesInterprets verbal materialsInterprets charts andgraphsTranslate verbal tomathematical formulas
Estimates futureconsequencesJustifies methods andprocedures
Convertsdistinguisexplains, generalizexamplepredicts, summariz
Description of the MajorCategories in the Cognitive
Domain
Illustrative General InstructionalObjectives
Illustrative BeStating Sp
Ou
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APPLICATION It refers to the ability touse learned material ina new and concretesituation. This mayinclude the applicationof such things as rules,methods, concepts,
laws, principles, andtheories. Learningoutcomes in this arearequire a higher level ofunderstanding thanthose undercomprehension.
Applies concepts and
principles to newsituationsApplies laws andtheories to practicalsituationsSolves mathematicalproblems
Demonstrates correctusage of a method orprocedureConstructs charts andgraphs
Changes,
demonstrdiscovers,modifies, predicts, puses, prodshows, sol
Description of the MajorCategories in the Cognitive
Domain
Illustrative GeneralInstructional Objectives
Illustrative BehaStating Spec
Outc
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Description of the MajorCategories in the Cognitive
Domain
Illustrative General InstructionalObjectives
Illustrative BehStating Spe
Outc
ANALYSIS.It refers to the ability tobreak down material intoits component parts so thatits organizational structuremaybe understood. Thismay include theidentification of the parts,and recognition of theorganizational principlesinvolved. Learningoutcomes here represent ahigher intellectual levelthan comprehension ofboth the content andstructural form of material.
Recognizes unstatedassumptionsRecognizes logical fallaciesin reasoningDistinguishes between factsand opinion/inferencesEvaluates the relevancy ofdata
Analyzes the organizationalStructure of a work
Breaks dowdifferentiatdistinguisheillustrates, inpoints out, separates,
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Description of the MajorCategories in the Cognitive
Domain
Illustrative GeneralInstructional Objectives
Illustrative BehaStating Spec
Outco
SYNTHESIS .It refers to the ability to putparts together to form anew whole. This mayinvolve the production ofa unique communication(theme or speech), a planof operations (researchproposal), or a set of
abstract relations (schemeof classifying information).Learning outcomes in thisarea stress creativebehaviors, with majoremphasis on theformulation of newpatterns or structures.
Writes a well organizedthemeGives a well organizedspeechWrites a creative shortstory (or poem, or music)Propose a plan for anexperiment
Integrates learning fromdifferent areas into a planfor solving a problemFormulates a new schemefor classifying objects (orevents or ideas)
Categories, complies, cocreates, devexplains, gemodifies, plarearranges, relates, reorrevises, rewr
summarises,
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ThAffecDom
The Affective Domain is with the changes in interests, attitudes, and valuedevelopment of appreciation and adjustment.
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Affective domain are classified as to:
I. Receiving (Attending)1. Awareness2. Willingness to receive
3. Controlled or selected attention
This is the lowest of the affective domain. At student is aware of the existence of a condition or pro
willing at least to listen attentively to what others haveit.
An objective at this level might be for thedemonstrate a willingness to learn about environmentby contributing to an introductory discussion on the s
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II. Responding1. Acquiescence in responding2. Willingness to respond
3. Satisfaction to respond
At this level the student are willing to go along or a value (such as being willing to follow school rulevolunteers to respond, and takes satisfaction in the re
An objective at this level might be for the studedisplay an interest in solving environmental social prtaking a stand in classroom discussions against envirodestruction.
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III.Valuing1. Acceptance of a value
2. Preference for a value3. Commitment
Here the students demonstrates that an attitbeen accepted and is constantly preferred over coattitudes and values.
An objective at this level might be for the stuindicate a commitment to environmental protectpromotion by becoming an active member of a cservice organization.
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IV .Organization1. Conceptualization of a value
2. Organization of a value system
An objective at the Organizational level mithe students to identify in their own lives two con
values relative to environmental protection and and to describe how that conflict will be resolved
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V. Characterization1. Generalized set2. Characterization
An objective at this level might bstudent to demonstrate continuing comm
the idea of environmental promotion by sbe an ecologist who specializes in meecology problems.
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ThePsychomotorDomain
The psychomotor domain is cothe development of motor skills and neuromusculObjectives in the psychomotor domain often contthe cognitive and affective domain (vice versa), butcharacteristic and intent of the students response
movement.
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The psychomotor domain has five levels namely: imitatio
manipulation, precision, articulation, and naturalization.
Descriptors of Major Categories in thePsychomotor Domain Illustrative V
1. ImitationEarly stage in learning a complex
skill, overtly, after the individual
has indicated a readiness to take a
particular type of action. Imitation
includes repeating an act that has
been demonstrated or explained,
and it includes trial and error until
an appropriate response is
achieved.
Begin, assemble, a
out, copy, calibrate
dissect, duplicate,
move, practice, proreproduced, respo
sketch, start, try, vo
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Descriptors of Major Categories in thePsychomotor Domain Illustrative Ve
2. ManipulationIndividual continues topractice a particular skill or
sequence until it becomes
habitual and the action can be
performed with some
confidence and proficiency.The response is more complex
than at the previous level, but
the learner is still isnt sure of
himself/herself.
(same as imitation)assemble, complete
do, execute, impro
maintain, make, m
operate, pace, perf
produce, progress,
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Descriptors of Major Categories in thePsychomotor Domain Illustrative Ve
3
. PrecisionSkill has been attained.Proficiency is indicated by a
quick, smooth, accurate
performance, requiring a
minimum of energy. The overt
response is complex and
performed without hesitation.
(same as imitation
manipulation) achi
accomplish, advan
automatize, exceed
master, reach, refin
surpass, transcend.
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Descriptors of Major Categories in thePsychomotor Domain Illustrative V
4. ArticulationInvolve an even higher level of
precision. The skills are so
well developed that the
individual can modify
movement patterns to fitspecial requirements or to
meet a problem situation.
Adapt, alter, change,
rearrange, reorganize
surpass, transcend.
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Descriptors of Major Categories inthe Psychomotor Domain Illustrative Ve
5. Naturalization
Response is automatic. Theindividual begins to
experiment, creating new
motor acts or ways of
manipulating materials out
of understandings, abilities,and skills developed. One
acts without thinking.
Arrange, combinecompose, construc
design, refine, orig
transcend.
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Thankyou!!!