This document provides an overview of Bloom's Taxonomy of Cognitive Development which categorizes learning objectives into different levels or domains. It outlines the original taxonomy with six categories (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation) and the revised version with six similar categories focused on verbs (Remember, Understand, Apply, Analyze, Evaluate, Create). It also briefly describes two additional domains - Affective and Psychomotor. The rest of the document provides examples of verbs and products/assessments for each of the cognitive development categories to help instructors write learning objectives at varying levels of complexity.
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Definition of Taxonomy
Benjamin Samuel Bloom
History of Bloom's Taxonomy
Three Domains
Six Levels of Cognitive Domain
Appropriate Verbs
Products and Model Questions
Prepared by: Ms. JAMAICA OLAZO
Want to ask a copy on this, just reach me on my fb account:
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Thanks :)
Definition of Taxonomy
Benjamin Samuel Bloom
History of Bloom's Taxonomy
Three Domains
Six Levels of Cognitive Domain
Appropriate Verbs
Products and Model Questions
Ethnobotany and Ethnopharmacology:
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Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
Bloom's revised taxonomy
1. Bloom's Taxonomy ofBloom's Taxonomy of
Cognitive DevelopmentCognitive Development
Principles of Teaching
Andrews University
School of Education
2. COGNITIVE DOMAINCOGNITIVE DOMAIN
Original Taxonomy
• KNOWLEDGE
• COMPREHENSION
• APPLICATION
• ANALYSIS
• SYNTHESIS
• EVALUATION
Revision of Taxonomy
• REMEMBER (I Know)
• UNDERSTAND (I Comprehend)
• APPLY (I Can Use It)
• ANALYZE (I Can Be Logical)
• EVALUATE (I Can Judge)
• CREATE (I Can Plan)
10. COGNITIVE DOMAIN:COGNITIVE DOMAIN:
CREATE (I Plan)CREATE (I Plan)
APPROPRIATE VERBS:
• Create, assemble,
improve, modify,
predict, derive, Plan,
What if…, Construct,
Invent, Manage,
Produce, Suppose,
Organize, Set Up,
Imagine, Design,
Compose, Prepare,
Propose, Arrange,
Formulate
PRODUCTS:
• Story
• Poem
• Play
• Radio Show
• Puppet Show
• News Article
• Invention
• Dance
• Mural
• Comic Strip
• Recipe
• Pantomime
• Travelogue
11. BLOOM’S TAXONOMY OFBLOOM’S TAXONOMY OF
COGNITIVE DEVELOPMENTCOGNITIVE DEVELOPMENT
in Actionin Action
• Re-evaluate your
group’s categories.
What changes would
you make? Why?
• Write one objective for
each level of Bloom’s
Taxonomy of Cognitive
Development
Independent Practice
• Write 4 Objectives for each
domain (affective, cognitive,
psychomotor)
• Write 3 objectives for the
interpersonal domain
• Indicate Related Domain
• Identify Level within the
Cognitive Domain
• Include parts A, B, C, & D.,
but not necessarily in that
order.
12. Mr. Sheppard is enjoying his
evening as he reads students’
objectives for Principles Class.
