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BLOOMS TAXONOMY
The document discusses Bloom's Taxonomy, a framework for categorizing levels of human cognition created by educational psychologist Benjamin Bloom. It outlines the different levels of cognitive skills, from remembering to creating, and emphasizes the application of these skills in educational contexts. The document includes acknowledgments and references related to Bloom's work and its application in education.
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BLOOMS TAXONOMY
- 1. COLLEGE OF EDUCATION Preparedby: Ruby Mae O. Viador Nico P. Garigade Yendi Romo Joevelyn Mahilum Submitted to: Mr. Ariel T. Sumagaysay
- 3. BLOOMS TAXONOMY is aclassification system use to define and distinguish different levels of human cognition.
- 4. Benjamin Bloom wasan influential academic educational psychologist. His main contributions to the area of education involved mastery learning, his model of talent development, and his Taxonomy of Educational Objectives in the cognitive domain. Benjamin Bloom (February 21, 1913 - September 13, 1999) in Lansford, Pennsylvania. He received a bachelor’s and master’s degree from Pennsylvania State University in 1935, and a Ph.D. in Education from the University of Chicago in March 1942
- 7. CREATE EVALUATE ANALYZE APPLY UNDERSTAND REMEMBER Produce new ororiginal work Design, assemble, construct, conjecture, develop ,formulate, author, investigate Justify a stand or decision Appraise, argue, defend. judge, select, support, value, critique, weigh Draw connections among ideas Differentiate, organize, relate, compare, distinguish, examine, experiment, question test Use information in new situations Execute, implement, solve, use, demonstrate, interpret, operate, schedule, sketch Explain ideas or concept Classify, describe, discuss, explain, identify, locate, recognize, report, select, translate Recall facts and basic concept Define, duplicate, list, memorize, repeat, state
- 8. Recall or retrieveprevious learned information.
- 9. Recall facts andbasic concept state memorize list
- 10. Comprehending the meaning, translation,interpolation, and interpretation of instructions and problems. State a problem in one's own words.
- 11. Explain ideas orconcept report Explain
- 12. Use a conceptin a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place.
- 13. Use information innew situations Sketch
- 14. Separates material orconcepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences.
- 15. Draw connections amongideas question test relate
- 16. Make judgments aboutthe value of ideas or materials.
- 17. Justify a standor decision Argue Defend
- 18. Builds a structureor pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure.
- 19. Produce new ororiginal work author assemble construct
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- 21. “ A teacherstakes a Hand opens a Mind and touches a Heart” RUBY JOEVELYNYENDI NICO
- 22. Special thanks to: STIWEST NEGROS UNIVERSITY COLLEGE OF EDUCATION General Education Major Students <3 Mr. Ariel Sumagaysay Professor Comp 113 Supportive Classmates: Rialyn Baja Debbie Mae Baclaan Jumalyn Abraham Lolie Francisco Janna Sumanion Kristal Bitun And special participation of Aaliyah Shayne C. Viador
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