1. JSS MAHAVIDYAPEETA MYSORE-570004
Presented by:
Preethu. H. M
1st BEd
2nd semester
ED211640
JSS Institute Of Education
Sakaleshpur
JSS INSTITUTE OF EDUCATION SAKALESHPURA-573134
2020-2021
SEMINAR ON
Subject:- Methods, Techniques & Appropriate Of Pedagogy
Topic:- Taxonomy Of Educational Objectives
Guided by:
Dr. Prabhuswamy
Assistant professor
JSS Institute Of
Educational Sakaleshpu
2. Content:
• Overview of
1. Taxonomy
2. Educational Objectives
• Definition
• Classification of domains
1. Cognitive
2. Affective
3. Psychomotor
• Sub division of three domains
• Conclusion
• Reference
3. Overview
Taxonomy
• It means, it is a hierarchical model that
describes, 1. Classification.
. 2. Sequencing
procedures
• The word taxonomy comes from the Greek word
taxis= arrangements & nomos= science
• i.e. Science of arrangements
4. Educational Objectives
• It depict what students should be able to do at the
end of a learning activity
• As educational Objectives are more focused on the
learning performance,it is also called as "learning
Objectives"
• According to Sir JJ Guilbert, " Objectives refers to the
results sought by the learner at the end of the
educational programme i.e. what the students should
be able to do at the end of a learning period, that
they could not do before hand."
5. • Taxonomy of Educational Objectives was developed by
the Benjamin Bloom of the university of Chicago in
1956 with the help of several educational
measurement specialist
• It is also called as the Bloom taxonomy of Educational
Objectives
• Definition
• Bloom's taxonomy is a classification system used to
define and distinguish different levels of human
cognition-i.e., thinking, learning,and understanding.
10. Cognitive Domain
• Taxonomy related to cognitive domain,has been
presented by Bloom & his associates in 1956
• This domain includes those objectives which
deals with thinking, reasoning ability and
problem solving of students.
• This domain further divided in six categories.
11. • Lowest level of objectives
• Primarily aims for the acquisition of knowledge concerning
facts, terminology
• Methods & precesses, generalized principles, theories &
structures
• Based upon the knowledge
• If there is no knowledge, there will be no comprehension
• It means basic understanding of facts, ideas, methods, process,
principles or theories
1. KNOWLEDGE
2.COMPREHENSION(UNDERSTANDING)
13. • Involves the"putting together of elements &parts so as to form a whole."
• Student originates, integrates, & combines ideas into a product, plan or
proposal that is new to him.
• He can create, design, invent & develop
• He can combine different types of information to find alternative solutions
• Example: he can combine this to make a sentence:
• Mother-invention-is-necessary-the
• Judgements about the value of material & methods for given purposes.
• Student can judge what he learned whether it is right or wrong. If wrong than
he can start the process again.
• Student can judge, recommend, critique & justify.
6.EVALUATION
5. SYNTHESIS
14. Affective Domain
• The affective domain includes those objectives which
deals with attitude, values, interest & appreciation.
• These objectives of affective domain is divided into five
major classes of objectives.
15. • The lowest level; the student passively pays attention.
Without this level, no learning can occur. Receiving is
about the student's memory & recognition as well.
• Example: student saw a person helping poor...
• The student actively participates in the learning process,
not only attends to a stimulus; the student also react in
some way.
• Example: He saw that people appreciating the person
who helped poor...
1.RECEIVING
2.RESPONDING
16. • The student attaches a value to an object, phenomenon,or
piece of information. The student associates a value or some
values to the knowledge they acquired.
• Example: He gives values that helping poor is an appreciable
work...
• The student can put together different values, information &
ideas & can accommodate them within his/her own
scheme;the student is comparing, relating & elaborating on
what has been learned.
• Example: Than he organizes his learning that how he can help
poor..
3.VALUING
4. ORGANIZING
17. • The student at this level tries to build abstract
knowledge.
• Example: At this Stage the habit becomes the
part of his character.
5.CHARACTARIZING
18. Psychomotor Domain
• This domain includes those objectives which
deals with manual and motor skills.
• This domain also divided in five categories.
19. • Lowest level in Psychomotor Domain
• Primarily determined with activities relating to senses
• Acquired through experience & systematic training
• Initial adjustment which occur for specific activities &
experiences related with
• Mental
• Physical
• Emotional
1. PERCEPTION
2. SET
20. • Initial stage of developing
1. A practical skill
2. External behavior
• Of a leaner under guidance of another person
3. GUIDED RESPONSE
21. • At this level development of
1. Self confidence
2. Skill for doing some task
• High level of Psychomotor Domain
• Learner acquires so much efficiency & skills that
accomplish the most complex task with minimum
energy & time
4.MECHANISM
5. COMPLEX OVERT RESPONSE
22. Conclusion
• Bloom's Taxonomy is simply a classification system
for educational goals that tie in to the level of
student comprehension that is necessary for
achievement or mastery.
• Bloom's Taxonomy helpful for a teacher in making his
teaching learning process effective