Bloom’s Revised Taxonomy of Educational ObjectivesEzr Acelar
This was for EDUC 202 (Facilitating Learning).
Includes the old taxonomy, the revised taxonomy, the differences between the two as well as the two dimensions of the revised taxonomy and practical guide in using the revised taxonomy.
Taxonomy of Cognitive Objectives
Developed in 1950’s
Means of expressing qualitatively different kinds of thinking
• Been adapted for classroom use as a planning tool
• Continues to be one of the most universally applied models
• Provides a way to organize thinking skills into six levels, from the most basic to the more complex levels of thinking
These gentlemen are the primary authors of the revisions to what had become known as Bloom’s Taxonomy — an ordering of cognitive skills.
Both of these primary authors were in a perfect position to orchestrate looking at the classic taxonomy critically.
They called together a group of educational psychologists and educators to help them with the revisions.
Lorin Anderson was once a student of the famed Benjamin Bloom, and
David Krathwohl was one of Bloom’s partners as he devised his classic cognitive taxonomy.
Their combined efforts led to Bloom’s Taxonomy revised.
• The names of six major categories were changed from noun to verb forms.
• As the taxonomy reflects different forms of thinking and thinking is an active process verbs were used rather than nouns.
• The subcategories of the six major categories were also replaced by verbs and some subcategories were reorganized.
• The knowledge category was renamed. Knowledge is an outcome or product of thinking not a form of thinking per se. Consequently, the word knowledge was inappropriate to describe a category of thinking and was replaced with the word remembering instead.
• Comprehension and synthesis were retitled to understanding and creating respectively, in order to better reflect the nature of the thinking defined in each category.
• The revision's primary focus was on the taxonomy in use. Essentially, this means that the revised taxonomy is a more authentic tool for curriculum planning, instructional delivery and assessment.
• The revision is aimed at a broader audience. Bloom’s Taxonomy was traditionally viewed as a tool best applied in the earlier years of schooling (i.e. primary and junior primary years). The revised taxonomy is more universal and easily applicable at elementary, secondary and even tertiary levels.
• The revision emphasizes explanation and description of subcategories.
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Bloom’s Revised Taxonomy of Educational ObjectivesEzr Acelar
This was for EDUC 202 (Facilitating Learning).
Includes the old taxonomy, the revised taxonomy, the differences between the two as well as the two dimensions of the revised taxonomy and practical guide in using the revised taxonomy.
Taxonomy of Cognitive Objectives
Developed in 1950’s
Means of expressing qualitatively different kinds of thinking
• Been adapted for classroom use as a planning tool
• Continues to be one of the most universally applied models
• Provides a way to organize thinking skills into six levels, from the most basic to the more complex levels of thinking
These gentlemen are the primary authors of the revisions to what had become known as Bloom’s Taxonomy — an ordering of cognitive skills.
Both of these primary authors were in a perfect position to orchestrate looking at the classic taxonomy critically.
They called together a group of educational psychologists and educators to help them with the revisions.
Lorin Anderson was once a student of the famed Benjamin Bloom, and
David Krathwohl was one of Bloom’s partners as he devised his classic cognitive taxonomy.
Their combined efforts led to Bloom’s Taxonomy revised.
• The names of six major categories were changed from noun to verb forms.
• As the taxonomy reflects different forms of thinking and thinking is an active process verbs were used rather than nouns.
• The subcategories of the six major categories were also replaced by verbs and some subcategories were reorganized.
• The knowledge category was renamed. Knowledge is an outcome or product of thinking not a form of thinking per se. Consequently, the word knowledge was inappropriate to describe a category of thinking and was replaced with the word remembering instead.
• Comprehension and synthesis were retitled to understanding and creating respectively, in order to better reflect the nature of the thinking defined in each category.
• The revision's primary focus was on the taxonomy in use. Essentially, this means that the revised taxonomy is a more authentic tool for curriculum planning, instructional delivery and assessment.
• The revision is aimed at a broader audience. Bloom’s Taxonomy was traditionally viewed as a tool best applied in the earlier years of schooling (i.e. primary and junior primary years). The revised taxonomy is more universal and easily applicable at elementary, secondary and even tertiary levels.
• The revision emphasizes explanation and description of subcategories.
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In this presentation, you will learn about what a taxonomy is, what the two-dimensional taxonomy means for you in your classroom, and how to write student learning outcomes (SLOs) using Bloom's Revised Taxonomy.
Bloom’s Taxonomy and higher-order thinking
Take a walk down memory lane
Investigate the Revised Taxonomy
New terms
New emphasis
Explore each of the six levels
See how questioning plays an important role within the framework (oral language)
Use the taxonomy to plan a unit
Look at an integrated approach
Begin planning a unit with a SMART Blooms Planning Matrix
In this presentation, you will learn about what a taxonomy is, what the two-dimensional taxonomy means for you in your classroom, and how to write student learning outcomes (SLOs) using Bloom's Revised Taxonomy.
Bloom’s Taxonomy and higher-order thinking
Take a walk down memory lane
Investigate the Revised Taxonomy
New terms
New emphasis
Explore each of the six levels
See how questioning plays an important role within the framework (oral language)
Use the taxonomy to plan a unit
Look at an integrated approach
Begin planning a unit with a SMART Blooms Planning Matrix
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This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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2. Caveat!
• In any study related to the brain or mind, we
are using the mind to measure itself
• Neurologists and biologists working at the
level of the neuron do not know exactly how
the brain functions
• Nobody can claim this is how something
works, when talking about the mind,
everything is filtered through the individual’s
personal experience, knowledge and
perceptions of their own mind/brain and how
it works for them in relation to others
3. What is a taxonomy?
• A taxonomy is a system of classification
which provides a unique (i.e. single)
point within the system for every item
which is to be classified
Example: the system used to identify
living organisms, plants, animals, etc.
identifies modern-day human beings as
homo sapiens sapiens
4. Why a Taxonomy for Educators?
• Standards
• Handling a large number of seeming
vague or disconnected objectives
• A framework for learning, teaching and
assessing both the effectiveness of
instruction and the abilities of the
students
7. Modifications to the original
Note the change from Nouns to Verbs [e.g., Application to Applying] to
describe the different levels of the taxonomy. Note that the top two
levels are essentially exchanged from the Old to the New version.
Source: http://www.odu.edu/educ/llschult/blooms_taxonomy.htm
8. The Knowledge Domain
The Cognitive Domain
Knowledge
Remembering Understanding Applying Analysing Evaluating Creating
Domain
1. Knowledge of terminology
Factual 2. Knowledge of specific details and
elements
9. The Knowledge Domain
The Cognitive Domain
Knowledge
Remembering Understanding Applying Analysing Evaluating Creating
Domain
1. Knowledge of classifications and
categories
Conceptual
2. Knowledge of principles and
generalizations
3. Knowledge of theories, models, and
structures
10. The Knowledge Domain
The Cognitive Domain
Knowledge
Remembering Understanding Applying Analysing Evaluating Creating
Domain
1. Knowledge of subject-specific skills
and algorithms
Procedural
2. Knowledge of subject-specific
techniques and methods
3. Knowledge of criteria for determining
when to use appropriate procedures
11. The Knowledge Domain
The Cognitive Domain
Knowledge
Remembering Understanding Applying Analysing Evaluating Creating
Domain
1. Strategic knowledge
2. Knowledge about cognitive tasks,
Metacognitive including appropriate contextual and
conditional knowledge
3. Self-knowledge
12. The Cognitive Domain
The Cognitive Domain
Knowledge
Domain Remember
Factual
Conceptual
1. Recognizing
Procedural 2. Recalling
Metacognitive
14. The Cognitive Domain
The Cognitive Domain
Knowledge
Domain Apply
Factual
Conceptual
1. Executing
Procedural 2. Implementing
Metacognitive
15. The Cognitive Domain
The Cognitive Domain
Knowledge
Domain Analyse
Factual
Conceptual
1. Differentiating
2. Organizing
Procedural
3. Attributing
Metacognitive
16. The Cognitive Domain
The Cognitive Domain
Knowledge
Domain Evaluate
Factual
Conceptual
1. Checking
Procedural 2. Critiquing
Metacognitive
17. The Cognitive Domain
The Cognitive Domain
Knowledge
Domain Create
Factual
Conceptual
1. Generating
2. Planning
Procedural
3. Producing
Metacognitive
18. The “Complete” Picture
The Cognitive Domain
Knowledge
Remember Understand Apply Analyse Evaluate Create
Domain
Factual List Summarize Classify Order Rank Combine
Conceptual Describe Interpret Experiment Explain Assess Plan
Procedural Tabulate Predict Calculate Differentiate Conclude Compose
Appropriate
Metacognitive use
Execute Construct Achieve Action Actualize
19. Why a Taxonomy for Educators?
• Standards
• Handling a large number of seeming
vague or disconnected objectives
• A framework for learning, teaching and
assessing both the effectiveness of
instruction and the abilities of the
students
20. Why a Taxonomy for Educators?
Objectives
• Global • All students will start
school ready to learn
• Educational • The ability to read musical
scores
• Instructional • The students learn to
solve quadratic equations
21. What’s the relationship?
Level of Objective
Global Educational Instructional
Scope Broad Moderate Narrow
Time needed One or more years
Weeks or monthsr Hours or days
to learn (often many)
Purpose or
Provide vision Design curriculum Plan lessons
function
Plan daily
Plan a multi-year Plan units of
activities,
Example curriculum for instruction, e.g. the
experiences, and
elementary reading Romans in Britain
exercises
22. Caveat 2!
• Be careful not to confuse an instructional
objective with the activity used to carry it out
• Compare these two teachers’ statements:
My students are going to learn how dominant
and recessive genes explain the differential
inheritance of some characteristics in brothers
and sisters
My students are going on a field trip to the zoo
23. Four Important Questions
• Learning – What is important for students to learn in the
limited school and classroom time available?
• Instruction – How does one plan and deliver instruction
that will result in high levels of learning for large numbers
of students?
• Assessment – How does one select or design assessment
instruments and procedures that provide accurate
information about how well students are learning?
• Alignment – How does one ensure that objectives,
instruction, and assessment are consistent with one
another?
24. Where next?
• As a starting point, the online Wiki about
Bloom’s Taxonomy has some useful links to
click.
• Anderson and Krathwohl (2001) is also very
readable, whatever your position as an
educator within the school system
• You can e-mail me if you have any questions:
colin_sumikin@yahoo.co.uk
(Please put THT Phil in the subject line)