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BLOOM'S TAXONOMY - LEARNING DOMAINS. Contrastive analysis 2011. OUTLINE. Bloom's taxonomy overview Bloom's taxonomy learning domains Benefits An Interactive Quiz Game. 1. cognitive domain Bloom’s revised taxonomy 2. affective domain 3. Psychomotor domain. BLOOM'S TAXONOMY OVERVIEW. - PowerPoint PPT Presentation
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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
descriptions examples Action Verbs
categorybehaviour
descriptions examples Action Verbs
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
categorybehaviour descriptions
examples Action Verbs
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
categorybehaviour descriptions
examples Action Verbs
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
categorybehaviour descriptions
examples Action Verbs
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
descriptions examples Action Verbs
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
categorybehaviour descriptions
examples Action Verbs
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
categorybehaviour descriptions
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