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Bloom's taxonomy ppp2011
 

Bloom's taxonomy ppp2011

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    Bloom's taxonomy ppp2011 Bloom's taxonomy ppp2011 Presentation Transcript

    • TEFL III Bloom`s Taxonomy (Classification of learning objectives)
    • Presentation objectives
      • Develop a better understanding of the three categories of learning objectives
      • Differentiate the three domains of Bloom’s taxonomy
    • History of Bloom’s Taxonomy Bloom’s Taxonomy was created in 1948 by psychologist Benjamin Bloom and several colleagues. Originally developed as a method of classifying educational goals for student performance evaluation, Bloom’s Taxonomy has been revised over the years and is still utilized in education today.
    • CLASSIFICATION OF LEARNIG OBJECTIVES
      • Cognitive Domain
      • Affective Domain
      • Psychomotor Domain
      • Cognitive domain involves mental operations at all levels
      • Affective domain involves feelings, attitudes, and values at various levels
      • Psychomotor domain involves development of the body and skills it performs, physical skills at all levels
      BLOOM’S THREE CATEGORIES OF LEARNIG OBJECTIVES
    • Cognitive Domain
      • involves mental operations at all levels
      • Knowledge Comprehension Application Analysis Synthesis Evaluation
    • Level Cognitive classification domain Verbs Used for Objectives Lowest level Knowledge define, memorize, repeat, record, list, recall, name, relate, collect, label, specify, cite, enumerate, tell, recount   Comprehension restate, summarize, discuss, describe, recognize, explain, express, identify, locate, report, retell, review, translate   Application exhibit, solve, interview, simulate, apply, employ, use, demonstrate, dramatize, practice, illustrate, operate, calculate, show, experiment Higher levels Analysis interpret, classify, analyze, arrange, differentiate, group, compare, organize, contrast, examine, scrutinize, survey, categorize, dissect, probe, inventory, investigate, question, discover, text, inquire, distinguish, detect, diagram, inspect   Synthesis compose, setup, plan, prepare, propose, imagine, produce, hypothesize, invent, incorporate, develop, generalize, design, originate, formulate, predict, arrange, contrive, assemble, concoct, construct, systematize, create   Evaluation judge, assess, decide, measure, appraise, estimate, evaluate, infer, rate, deduce, compare, score, value, predict, revise, choose, conclude, recommend, select, determine, criticize
    • 1. Knowledge
      • It is defined as the remembering of previously learned material. Bringing the appropriate information to mind is the only requirement.
      • define, memorize, repeat, record, list, recall, name, relate, collect, label, specify, cite, enumerate, tell, recount
    • 2. Comprehension
      • It is defined as the ability to grasp the meaning of material based on prior learning
      • restate, summarize, discuss, describe,
      • recognize, explain, express, identify, locate,
      • report, retell, review, translate
    • 3 . Application
      • It refers to the ability to use learned material in a new situation, different from the original learning context.
      • exhibit, solve, interview, simulate, apply, employ,
      • use, demonstrate, dramatize, practice, illustrate,
      • operate, calculate, show, experiment
      •  
    • 4. Analysis
      • It refers to the ability to break down material into its component parts so that its organizational structure may be understood.
      • interpret, classify, analyze, arrange, differentiate,
      • group, compare, organize, contrast, examine,
      • scrutinize, survey, categorize, dissect, probe,
      • inventory, investigate, question, discover, text,
      • inquire, distinguish, detect, diagram, inspect
    • 5. Synthesis
      • It refers to the ability to integrate ideas into a new product or plan
      • compose, setup, plan, prepare, propose, imagine,
      • produce, hypothesize, invent, incorporate,
      • develop, generalize, design, originate, formulate,
      • predict, arrange, contrive, assemble, concoct,
      • construct, systematize, create
    • 6. Evaluation
      • It is concerned with the ability to judge/critique whether information or an argument is good or bad based on specific standards/criteria
      • judge, assess, decide, measure, appraise,
      • estimate, evaluate, infer, rate, deduce, compare,
      • score, value, predict, revise, choose, conclude,
      • recommend, select, determine, criticize
    • Psychomotor Domain
      • involves development of the body and skills it performs: physical skills at all levels
      • Reflex movements
      • Fundamental movements
      • Perceptual abilities
      • Physical abilities
      • Skilled movements
      • Nondiscursive communication
      • Reflex movements:
      • The basis of all
      • movements
      • stretch inhibit
      • relax extend
      • shorten lengthen
      • tense straighten
      • Fundamental
      • Movements
      • slide walk
      • run jump
      • grasp reach
      • support handle
      • crawl creep
      • grasp tighten
      • Perceptual abilities
      • catch bounce
      • eat write
      • balance bend
      • draw from memory
      • distinguish by
      • touching
      • Physical abilities
      • improve increase
      • stop endure
      • start touch
      • bend
      • move precisely
      • Skilled movements
      • play the piano
      • file
      • skate
      • juggle
      • paint
      • fence
      • golf
      • Nondiscoursive
      • Communication
      • gesture
      • stand
      • sit
      • express facially
      • dance skillfully
      • perform skillfully
      • paint skillfully
      • dance skillfully
    • Affective Domain
      • involves feelings, attitudes, and values at various levels
      • Receiving
      • Responding
      • Valuing
      • Organization
      • Characterization
    • WRITING AFFECTIVE OBJECTIVES
      • These objectives focus on changing learners’ attitudes
      • The expression of these often involves statements of opinions, beliefs, or an assessment of worth (Smith & Ragan, 1999).
      • They deal almost exclusively with internal feelings and conditions that can only be artificially observed externally; therefore, their assessment is usually difficult
    • RECEIVING:
      • Students begin to demonstrate an awareness of the
      • importance of learning
      • They are willing to attend to classroom activity
      • They willingly read or hear
      • accept listen to
      • attempt perceive
      • be alert to obey
      • show tolerance of
    • RESPONDING:
      • Students show a new behavior as a result of
      • experience
      • Begin to participate in class activities
      • Complete assigned homework
      • Participate in class discussion
      • Volunteer for tasks
      • Show interest in the subject
      • Enjoy helping others
      • challenge reply support
      • answer visit approve
      • select continue follow along
    • VALUING:
      • Students begin to find the class worthwhile,
      • showing definite involvement or commitment.
      • Demonstrate beliefs in the democratic process
      • Show concern for the welfare of others
      • Demonstrate problem solving attitude
      • Demonstrate commitment to social improvement
      • defend assume display
      • support offer participate
      • choose attain accept
      • become committed to
    • ORGANIZATION
      • Students integrate a new value into one’s general set of
      • values
      • Recognizes the need for balance between freedom and responsibility
      • Accepts responsibility for his or her own behavior
      • Understands and accepts own strengths and limitations
      • Formulates a life plan in harmony with his abilities, interest, beliefs
      • judge volunteer share
      • dispute organize
    • CHARACTERIZATION
      • Students demonstrate internalization of the new
      • value
      • Demonstrate self-reliance in working independently
      • Cooperate in group activities
      • There is punctuality and self discipline
      • consistently, join, participate believe
      • practice continue to
      • carry out
    • Your turn Name the corresponding domain for each of the following objectives
      • 1.Compare cognitive & affective domains.
      • 2.Listen attentively to the presentation about
      • Bloom’s taxonomy.
      • 3.Design a way to write objectives that combine
      • two domains.
      • 4.Define levels of cognitive domain.
      • 5.Perform classroom commands given by the
      • teacher.
      • 6. Attend optional review sessions.
      • 7. Create a floor exercise routine.
      • 8. Judge effectiveness of writing objectives using taxonomy.
      • 9. Elaborate a creative Christmas card.
      • 10. Respect his/her classmates’ personal opinions.
      • 11. Pronounce the alphabet letters correctly.
      • 12. Define orally the terms of planning, instructional goals and learning objectives.
      • 13. Demonstrate the process of preparing a cooking recipe.
      • 14. Appreciate tourist places in our country.
      • 15. Classify countable and uncountable nouns.
      • 16. Contrast quality of life in the city and in the country side.
      • 17. Read a paragraph on daily routines without mispronouncing any word.
      • 18. Write an original composition about their last vacation.
      • 19. Listen while others express their point of view.
      • 20. Evaluate the teachers’ role in the public school
      • 21. Answer a call for volunteers to plan a tree in a public tree
      • 22. Choose nutritious food over junk food
      • 23. Differentiate healthy food from unhealthy food
      • 23. Mime at least ten action verbs
    •  
    • The students will………..
      • 1 . identify on a map the mountain ranges
      • of eastern United States.
      • 2. volunteer to tidy up the storage room.
      • 3. continue shooting free throws until the student
      • can successfully complete 80% of the attempts.
      • 4. accurately calculate the length of the
      • hypotenuse.
      • 5. perform a piano concert.
      • 6. translate a favorite poem into English.
      • 7. define lesson plan, syllabus and curriculum in their own words.
      • 8. pantomime a word given to him or her by the teacher.
      • 9. show awareness of class proceedings
      • 10. evaluate a book report using the appropriate criteria
      • 11. evaluate positive and negative aspects about blood sports
      • 12. name the months of the year
      • 13. identify at least five colors
      • 14.distinguish transitive from intransitive verbs
      • 15. express strong opinions on issues under discussion
      • 16. explain the purpose of a placement test, progress test and an achievement test
      • 17. criticize arguments and positions presented in class
      • 18. willingly answer questions.
      • 19. identify a woolen fabric by its feel
      • 20. operate a tape recorder appropriately