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FRAMINGHAM STATE COLLEGE
SANTIAGO, PANAMA
March 23-27 2009
BLOOMS TAXONOMY PRESENTATION
MODIFIED BY YESSENIA GONZALEZ M.A.
From Original presentation
by Dr. Larry Creedon
RESEARCH AND EVALUATION COURSE
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Benjamin Bloom andColleagues
Six CategoryCognitive Taxonomy
Revisited andExpanded
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Four Considerations:
Recall the six categories of Bloomstaxonomy
Allude to the original purpose and structureof the taxonomy
Comment on the application of thetaxonomy to education and
schools today.
Propose applications a synthesis for the
taxonomy beyond that intended by Bloomand his colleagues, or
recommended incurrent revisions of the taxonomy.
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WHAT IS BLOOMS TAXONOMY?
According to Mary Forehand from the
University of Georgia, Bloom's Taxonomy is
a multi-tiered model of classifying thinkingaccording to six
cognitive levels of
complexity.
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The Six Categories of the Taxonomy
Knowledge.
Comprehension
Application
Analysis
Synthesis
Evaluation
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Original Purpose of BloomsTaxonomy.
To create a taxonomy for learning
objectives for college level students.
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WHAT IS ITS GOAL?
The major idea of the taxonomy is that
what educators want students to know
(encompassed in statements ofeducationalobjectives) can be
arranged in a hierarchy
from less to more complex
A goal of Bloom's Taxonomy is to motivate
educators to focus on all three domains,
creating a more holistic form of education.
http://teach.valdosta.edu/whuitt/col/plan/behobj.htmlhttp://teach.valdosta.edu/whuitt/col/plan/behobj.htmlhttp://en.wikipedia.org/wiki/Holismhttp://en.wikipedia.org/wiki/Holismhttp://teach.valdosta.edu/whuitt/col/plan/behobj.htmlhttp://teach.valdosta.edu/whuitt/col/plan/behobj.html
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Source: http://www.odu.edu/educ/llschult/blooms_taxonomy.htm
Revisited Blooms Taxonomy
http://www.odu.edu/educ/llschult/blooms_taxonomy.htmhttp://www.odu.edu/educ/llschult/blooms_taxonomy.htm
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Higher-Order vs. Lower-Order skills
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Knowledge:
Data, cogn i t ive inpu t .
Is Knowledge the sameas information?
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Comprehension: UnderstandingWhatever that means?
Translation: Putting a communication into otherlanguage, other
terms or another form of
communication. Interpretation: Where comprehension may
require
a reordering of fresh ideas into a newconfiguration
Extrapolation: Making estimates, predictions or
inferences based on the understanding of trends,tendencies or
conditions described in the originalcommunication
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Application:
Understanding requ ires app l icat ion
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Analysis: Compare and contrast
Analysis is the ability to:
Breakdown a communication into its parts
identifying or classifying its elements. Make explicit the
relationship among
elements of a communication.
Recognize the organizational principles of acommunication
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Synthesis: Now commonly
referred to as creativi ty
The category within the cognitive domain
which most clearly provides for creative
behavior on the part of the learner.
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Synthesisto Benjamin Bloom and his colleagues
in their 1956 six category cognitive taxonomy was
defIned as: [Bloom p. 162].
the cognitive domain which most clearly
provides for creative behavior on the part of the
learnerIn synthesis the student must draw upon
elements from many sources and put these
together into a pattern not clearly there before.
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Evaluation: Value judgmentsabout ideas, works, solutions,methods
and mater ials
Piet Hein:
The road to wisdom is plain and simple toexpress,
To err and err and err again, But less and
less and less
CHECK VIDEO
http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomyhttp://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy
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Expanding Blooms TaxonomyBeyond Its Original Intent
Application is not limited to the cognitive structuring of
learning objectives Amongthe Applications, It works as a guide
for:
Practitioners working with learners at all levels in assisting
them in:
1. Understanding the structure of knowledge
2. Developing critical thinking skills
3. Understanding the specific purpose of a learning
experience
4. Curriculum developers to structure learning experiences
consistent with acognitive structure.
5. Determining when and under what circumstances a particular
instructionalstrategy or tactic is appropriate
6. Facilitating the purposeful activity of learners in group and
team situations
7. Learners to follow in conducting research on a given
topic.
8. Developing competence based assessment and evaluative
instruments
9. Structuring the agenda of faculty meetings and professional
developmentactivities.
10. Add your own initiatives for using the taxonomy
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Blooms Taxonomy Today
The Internet cites several instances where
Blooms Taxonomy has been revised andupdated. Go to:
GoogleBlooms
Taxonomy Revisited.
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Conclusion
Blooms taxonomy was first developed to
respond to a then current need.
It never caught on at the college level It is seldom adequately
applied at the
public school level
It is more applicable now then whenoriginally proposed
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For more information, revise
Complete Creedon Monograph:
Blooms Taxonomy Revisited.
For Creedons complete monograph go toweb site:
www.larrycreedon.wordpress.com
under Learning Theory.
http://www.larrycreedon.wordpress.com/http://www.larrycreedon.wordpress.com/
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Ipse dixit
Lawrence P. Creedon, Ed.D.
New England Philosophy of EducationAssociation Annual meeting,
October 4, 2008.
[email protected]
www.larrycreedon.wordpress.com
(703) 731 8114
mailto:[email protected]:[email protected]://www.larrycreedon.wordpress.com/http://www.larrycreedon.wordpress.com/http://www.larrycreedon.wordpress.com/http://www.larrycreedon.wordpress.com/mailto:[email protected]:[email protected]
