This document discusses Benjamin Bloom's taxonomy of educational objectives. It explains that Bloom developed a classification of learning objectives within the cognitive, affective, and psychomotor domains. The cognitive domain involves knowledge and intellectual skills and was revised in 2001 to focus on higher-order thinking skills like analysis, evaluation and creation. The affective domain involves attitudes, emotions and values. The psychomotor domain includes physical skills and movements. The document provides details on Bloom's taxonomy within each of these domains.

1. BLOOM’S
TAXONOMY
Student: Guilherme L. Paschoalini
Group: 29 – 2 year
KURSK STATE MEDICAL UNIVERSITY

2. • comes from the Greek word
“taxis=arrangements” and “nomos=science”
• Science of arrangements
• means 'a set of classification principles', or
'structure', and
• Domain simply means 'category'.
TAXONOMY
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3. - was a Jewish-American
educational psychologist.
Contributions:
1. Classification of Educational
Objectives
2. Theory of Mastery-Learning
(Feb. 1913 – Sep. 1999)
Who is BENJAMIN BLOOM?
BENJAMIN SAMUEL BLOOM
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4. COGNITIVE
DOMAIN
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
PSYCHOMOTOR
DOMAIN
AFFECTIVE
DOMAIN
Reflex Movements
Basic Fundamental
Movements
Perceptual Abilities
Physical Abilities
Skilled Movements
Non-Discursive
Movements
Receiving
Responding
Valuing
Organization
Characterization
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Attitude and
emotions domain
Physical tasks such as
the manipulating of objects
Development of critical
thinking skills

5. THREE DOMAINS OF LEARNING
• Mental Skills (KNOWLEDGE)
Cognitive Domain
(Knowing/Head)
• Manual or physical skills (SKILLS)
Psychomotor Domain (Doing/Hands)
• Growth in feelings or emotional areas (ATTITUDE)
Affective Domain
(Feeling/Heart)
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6. Bloom’s Taxonomy of Objectives
in the Cognitive Domain
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
The Cognitive Domain
1956
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Lower-order
Thinking Skills
Higher-order
Thinking Skills

7. Bloom’s Taxonomy of Objectives
in the Cognitive Domain
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
The Cognitive Domain
2001(Revised)
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Lower-order
Thinking Skills
Higher-order
Thinking Skills

8. 8
ORIGINAL TAXONOMY (1956) ---> REVISED TAXONOMY (2001)
• Knowledge
• Comprehension
• Analysis
• Application
• Synthesis
• Evaluation
 Remember (I know)
 Understand (I comprehend)
 Apply (I can use it)
 Analyze (I can be logical)
 Evaluate (I can judge)
 Create ( I can plan)

9. • REMEMBERING
- Recall previous learned information.
- Recalling relevant knowledge from long
term memory.
- Rote learning or memorization.
Bloom’s Revised Taxonomy
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10. • UNDERSTANDING
- Comprehending the meaning,
translation, interpolation, and interpretation
of instructions and problems. State a problem
in one's own words.
- Construct meaning and explain.
Bloom’s Revised Taxonomy
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11. • APPLYING
- Use a concept in a new situation or
unprompted use of abstraction.
- applies what was learned in the classroom
into novel situations.
- abstract ideas into practical
situations
Bloom’s Revised Taxonomy
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12. • ANALYZING
- Breaking the concept into parts and
understand how each part is related to one
another.
- Illustrate relationships to
one another.
Bloom’s Revised Taxonomy
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13. • EVALUATING
- Making judgments based on a set of
guidelines and the value of ideas or
materials.
- Judge, criticize and assess information
using what you know to make
decisions and support your views.
Bloom’s Revised Taxonomy
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Jamaica C. Olazo || https://www.facebook.com/ja.maica.393

14. • CREATING
- Builds a structure or pattern from
diverse elements. Put parts together to form
a whole, with emphasis on creating a new
meaning or structure.
- Putting information together in an
innovative way.
Bloom’s Revised Taxonomy
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