Bloom S Taxonomy More details about the general structure

Bloom’s Taxonomya presentation by

Sherry TauferEDUC 522 Professor Jeff McKendricks

A BIT OF HISTORYBenjamin Bloom and colleaguesEducational Psychologist at University of ChicagoTaxonomy of Educational Objectives

Published in 1956

Holistic Approach focusing on 3 domains

3 Domains

Affective – emotional reactions; personal value impact

3 Domains


Psychomotor – voluntary muscle control, ability to manipulate tools or instruments

3 Domains



Cognitive – knowledge, comprehension and thinking skills

3 Domains“In real life, of course, behaviors from these three domains occur simultaneously. While students are writing (psychomotor), they are also remembering or reasoning (cognitive), and they are likely to have some emotional response to the task as well (affective),” (Woolfolk, 2010).



Cognitive – knowledge, comprehension and thinking skills

A Taxonomy for the Affective Domain

Receiving

Responding

ValuingOrganizing

Characterizing

Receiving – Student pays passive

attention, with limited, if any,

reaction.

Responding – Student actively participates in

learning process.

Valuing – Student attaches a value

to the information.

Organizing – Student puts together

different values and acts on them.

Characterizing – Student holds value or belief that exerts

influence on behavior.

The Psychomotor DomainBloom did not develop any specific lists

(taxonomies) for this domain.Educators have created their own

subcategories.Most dominant in Physical Education, but

also used in Fine Arts (think paint brush or musical instrument) and Special Education.

The Cognitive DomainThis is the taxonomy that we refer to as

“Bloom’s Taxonomy”Revised by Lorin Anderson (a former student

on Bloom’s) in the 1990’sRevision to add relevancy for the 21st

Century.Subcategories changed from nouns to verbs.Top two subcategories are exchanged.The revised version also considers the

dimension of knowledge.

Comparing the TaxonomiesOld Version

(Bloom, Englehart, Frost, Hill & Krathwohl,1956)

New Version(Anderson, L., D. Krathwohl, et al.2001)

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

The Cognitive Domain (new version)

Remembering: can the student recall or remember the information?



Understanding: can the student explain ideas or concepts?




Applying: can the student use the information in a new way?





Analyzing: can the student distinguish between the different parts?






Evaluating: can the student justify a stand or decision?






Evaluating: can the student justify a stand or decision?

Creating: can the student create new product or point of view?

The Knowledge DimensionsFactual Knowledge – specific information, can

be learned through memorization.Procedural Knowledge – how to do

something, steps to completing a task.Conceptual Knowledge – relationships of

information, the how and why.Metacognitive Knowledge – the thought

process, how we learn.

The Cognitive Processes The Knowledge Dimensions 1. Remember 2. Understand 3. Apply 4. Analyze 5. Evaluate 6. Create

A. Factual Knowledge

B. Conceptual Knowledge

C. Procedural Knowledge

D. Metacognitive Knowledge

The Revised Bloom’s Taxonomy

How to Use the Revised Bloom’s Taxonomy Chart

“Learning objectives must fall under one of the four categories under the knowledge dimension, and under one of the six categories of the cognitive process dimension. Use the noun in the objective to determine what is being learned: factual, conceptual, procedural, or meta-cognitive knowledge. The verb used in the learning objective will determine which cognitive process dimension column the objective falls under: remember, understand, apply, analyze, evaluate, and create. Where the knowledge and cognitive process dimension intersect, is where the objective stands on the revised taxonomy table, (Cruz, E., 2003).”

Verbs to use for writing objectives

Remembering: Recognizing, recalling



Understanding: Interpreting, exemplifying, classifying, summarizing, inferring, comparing, explaining




Applying: Executing, implementing




Applying: Executing, implementingAnalyzing: Differentiating,

organizing, attributing





organizing, attributingEvaluating: Checking, critiquing





organizing, attributingEvaluating: Checking, critiquingCreating: Generating, planning,

producing

Sources

Cruz, E. (2003). Bloom's revised taxonomy. In B. Hoffman (Ed.), Encyclopedia of Educational Technology. Retrieved April 19, 2009, from http://coe.sdsu.edu/eet/articles/bloomrev/start.htm

Overbaugh, R.C., and Schultz, L., Old Dominion University, Bloom’s Taxonomy. Retrieved April 18, 2009 from http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm

Taxonomy of Educational Objectives, Wikipedia. Retrieved April 18, 2009 from http://en.wikipedia.org/wiki/Bloom%27s_Taxonomy

Woolfolk, A. (2010). Education Psychology (11th Edition ed.). Upper Saddle River, New Jersey: Merrill.

http://coe.sdsu.edu/eet/articles/bloomrev/start.htm

http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm

http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm

http://en.wikipedia.org/wiki/Bloom's_Taxonomy