Colleagues: this is a short slide presentation based on a 14-page paper on my findings related to the description, context and influence of Bloom's Taxonomy on education (November, 2016 / EDDE803 / Athabasca University / EdD).

1. Bloom’s Taxonomy
For: EDDE 803 Teaching and Learning in Distance Education – Dr. Susan Moisey
By: Rita Zuba Prokopetz – Athabasca University – November 11, 2016
Description
Context
Influence
Resources
1
Courtesy of ClipArt
http://www.fotobabble.com/m/SytRZ3ZDRVJrR3c9
Click on link to hear brief introduction

2. 2
Description and Overview
Who
What
Where
Why
When
By whom
Dr. Benjamin Samuel Bloom
Taxonomy of Learning Domains
Expression of interest in a theoretical framework in Boston, 1948
“facilitate communication among examiners” (p. 5)
1956 publication of the Taxonomy of Educational Objectives:
The Classification of Educational Goals, Handbook I: Cognitive Domain
Bloom, Engelhart, Furst, Hill, and Krathwohl
*Bloom, B. S. (Ed.), Engelhart, M.D., Furst, E.J., Hill, W.H., & Krathwohl, D.R. (1956). Taxonomy of Educational Objectives:
The Classification of Educational Goals, Handbook I: Cognitive Domain. New York, NY: McKay.
Courtesy of ClipArt
Bloom dedicated the 1956 edition of the Handbook* to his mentor:
Ralph W. Tyler, American scholar (evaluation and assessment)

3. 3
Preliminary Discussions
Can educational objectives be classified?
Are we attempting to classify phenomena which cannot be manipulated
or observed in some concrete way?
Will the taxonomy be useful for educators who have not already “gone through
some of the steps in thinking about educational objectives and curriculum”?
(Bloom et al., 1956, pp. 5-6)
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4. 4
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Condensed Version
1.00 Knowledge
1.10 Knowledge of Specifics
1.11 Knowledge of Terminology
1.12 Knowledge of Specifics and Facts
1.20 Knowledge of Ways and Means of Dealing with Specifics
1.21 Knowledge of Conventions
1.22 Knowledge of Trends and Sequences
1.23 Knowledge of Classification and Categories
1.24 Knowledge of Criteria
1.25 Knowledge of Methodology
1.30 Knowledge of the Universals and Abstractions in a Field
1.31 Knowledge of Principles and Generalizations
1.32 Knowledge of Theories and Structures
2.00 Comprehension
2.10 Translation
2.20 Interpretation
2.30 Extrapolation
3.00 Application
4.00 Analysis
4.10 Analysis of Elements
4.20 Analysis of Relationships
4.30 Analysis of Organizational Principles
5.00 Synthesis
5.10 Production of a Unique Communication
5.20 Production of a Plan, or Proposed Set of Operations
5.30 Derivation of a Set of Abstract Relations
6.00 Evaluation
6.10 Judgments in Terms of Internal Evidence
6.20 Judgments in Terms of External Criteria (Adapted from Bloom et al., 1956, pp.201-207)
Cognitive Domain
Knowledge
Intellectual Abilities and Skills

5. 5
Bloom’s Taxonomy fitted into the instructional objectives movement (Airasian, 1994)
Robert Frank Mager – Criterion Referenced Instruction (CRI)
Goal Analysis
Learning Objectives for Programmed Instruction (1962)
What should the learner be able to do?
Under what conditions do you want the learner to be able to do it?
How well must it be done?
Source: https://www.wou.edu/~brownbr/Classes/Writing_Goals_Objectives/1_Mager_Prepare_Behav_Obj.pdf
Mager, R.F. (1997). Preparing Instructional Objectives: A Critical Tool in the Development of Effective Instruction (3rd ed.).
Atlanta, GA: The Center for Effective Performance Inc.
A learning object must communicate your instructional intent (Mager, 1962)
Context

6. 6
Bloom’s Influence
There is a “need to incorporate new knowledge and thought into the framework”
There is a need to “refocus educators’ attention on the value of the original Handbook”
There is a need to incorporate what we know about “how teachers plan for, teach, and
assess their students”
(Anderson, Krathwohl, Airasian, Cruikshank, Mayer, Pintrich, Raths, & Wittrock, 2001, p. xxii)
Anderson and Krathwohl, two of Bloom’s former students,
revisited the original taxonomy, and suggested a *Revision of Bloom’s Taxonomy.
*Anderson, L. W., & Krathwohl, D. R. (Eds.), Airasian, P.W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (2001).
A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: NY: Longman.

7. 7
Courtesy of ClipArt

8. 8
Adapted by RZP - October, 2016

9. 9
Bloom’s Influence
*Marzano, R. J., & Kendall, J. S. (2007). The New Taxonomy of Educational Objectives (2nd Ed.) Thousand Oaks, CA: Corwin Press.
Retrieved from https://www.corwin.com/sites/default/files/upm-binaries/13602_Chapter_1_Marzano_Final_Pdf_2.pdf
Pitler, H., Hubbell, E. R., Kuhn, M., & Malenoski, K. (2007). Using Technologoy with Classroom Instruction that Works.
Alexandria, VA: Association for Supervision and Curriculum Development (ASCD). Retrieved from
http://thelearningweb.wikispaces.com/file/view/Using_Technology_with_Classroom_Instruction_That_Works.pdf
Marzano and Kendall, educational researchers, revisited both the original taxonomy,
and the revised version, and suggested a *New Taxonomy.
The Revision of Bloom’s Taxonomy aimed to ensure “it incorporates modern advances in the
understanding of human thought and the structure of knowledge.”
The rationale behind the suggested New Taxonomy is because “Bloom’s Taxonomy and its progeny suffer
from some pitfalls.”
The suggested matrix for a new taxonomy of learning objectives “is friendlier to teachers in terms of its
translation to classroom practice.”
(Marzano and Kendall, 2007, p. v)
The New Taxonomy “incorporates a wide range of factors involved with students’ thinking and learning”
(Pitler, Hubbell, Kuhn, M., & Malenoski, K. 2007, pp. 4-5)

10. 10
Adapted by RZP - October, 2016

11. 11
Influence on Teaching and Learning
Bloom’s Taxonomy ”continues to be widely used today in the disciplines of teaching, curriculum writing,
and learning theory, as well as content development, instruction, and assessment” (Seaman, 2011, pp. 29-30).
Bloom’s Taxonomy ”has certainly managed to persevere through the many reform attempts made of the
past decade and continue to be attempted today” (Seaman, 2011, p. 38)
“One of the most influential educational monographs of the past half century is the Taxonomy of Educational
Objectives: The Classification of Educational Goals, Handbook I: Cognitive Domain, and it “remains a
standard reference for discussions of testing and evaluation, curriculum development, and teaching
and teacher education.” (Marzano & Kendall, 2007, p.1)
Marzano, R. J., & Kendall, J. S. (2007). The New Taxonomy of Educational Objectives (2nd Ed.) Thousand Oaks, CA: Corwin Press.
Retrieved from https://www.corwin.com/sites/default/files/upm-binaries/13602_Chapter_1_Marzano_Final_Pdf_2.pdf
Seaman, M. (2011). Bloom’s Taxonomy: Its evolution, revision, and use in the field of education. Curriculum and Teaching Dialogue, 13(1-2), 29-43.
Retrieved from https://www.questia.com/library/journal/1G1-284325094/bloom-s-taxonomy-its-evolution-revision-and-use
Bloom’s Taxonomy “has stood the test of time, and will continue to make
significant contributions to the field of education” (Seaman, 2011, p. 38)

12. 12
Bubbl.Us MindMap used to brainstorm ideas for this assignment (click on the slider on the upper left to enlarge)
https://bubbl.us/?s=7347063#MTM5NzgwNC83MzQ3MDYzLzAxMjczYTZiMWI0ZWM5Mzc2OTE1ZjcwNjk4NTRiYzlk?X
Influence on My Teaching and Learning
Resources used for the Bubbl.Us MindMap used to brainstorm ideas for this assignment:
https://docs.google.com/document/d/1QUsmksyFfKEFVz860JDsfTh8Q7X2M70OgiGUYWAHlZI/edit?usp=sharing
Bloom’s Taxonomy
Cognition Attitude Skills
Learners may choose to: listen to phenomena; respond appropriately; demonstrate initiative;
prioritize time; attempt to meet standards; question, analyze, verify
“attainment of a greater sense of
understanding and corresponding insight –
attitudes, values, interests and appreciations”

13. Bloom’s Taxonomy
For: EDDE 803 Teaching and Learning in Distance Education – Dr. Susan Moisey
By: Rita Zuba Prokopetz – Athabasca University – November 11, 2016
Any application in distance education?
13
Courtesy of ClipArt
Thank you!

14. 14
Anderson, L. W., & Krathwohl, D. R. (Eds.), Airasian, P.W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (2001).
A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: NY: Longman.
Bloom, B. S. (Ed.), Engelhart, M.D., Furst, E.J., Hill, W.H., & Krathwohl, D.R. (1956). Taxonomy of Educational Objectives:
The Classification of Educational Goals, Handbook I: Cognitive Domain. New York, NY: McKay.
Mager, R. F. (1997). Preparing Instructional Objective: A Critical Tool in the Development of Effective Instruction (3rd Ed.).
Atlanta, GA: The Centre for Effective Performance. (Original work published in 1962).
Mager, R.F. (1997). Goal Analysis: How to Clarify Your Goals So You Can Actually Achieve Them (3rd ed.).
Atlanta, GA: The Center for Effective Performance Inc.
Marzano, R. J., & Kendall, J. S. (2007). The New Taxonomy of Educational Objectives (2nd Ed.) Thousand Oaks, CA: Corwin Press.
Retrieved from https://www.corwin.com/sites/default/files/upm-binaries/13602_Chapter_1_Marzano_Final_Pdf_2.pdf
Pitler, H., Hubbell, E. R., Kuhn, M., & Malenoski, K. (2007). Using Technologoy with Classroom Instruction that Works.
Alexandria, VA: Association for Supervision and Curriculum Development (ASCD). Retrieved from
http://thelearningweb.wikispaces.com/file/view/Using_Technology_with_Classroom_Instruction_That_Works.pdf
Seaman, M. (2011). Bloom’s Taxonomy: Its evolution, revision, and use in the field of education. Curriculum and Teaching
Dialogue, 13(1-2), 29-43. Retrieved from https://www.questia.com/library/journal/1G1-284325094/bloom-s-taxonomy-its-evolution-revision-and-use
References