Blooms taxonomy and learning domains

2. BLOOMS TAXONOMY
NAME: SAMEEN MOAZZAM
ASSIGNED BY: DR. AMJAD ALI ARAIN
FACULTY OF EDUCATION UNIVERSITY OF SINDH JAMSHORO
PAKISTAN

3. The development of critical kind of thinking is
a major goal for education in 21st century the
development of improved thinking among our
students should be focus of our attention.
Blooms taxonomy will provide us the
pathway that would lead
to improve thinking.

4. Benjamin Samuel Bloom (February 21, 1913
– September 13, 1999) was an American
educational psychologist who made
contributions to the classification of
educational objectives.
Bloom's Taxonomy was created in 1956 under
the leadership of Dr Benjamin Bloom in order
to promote higher forms of thinking in
education, such as analyzing and
evaluating concepts, process procedures, rather
than just remembering facts (rote learning). It is
most often used when designing educational,
training, and learning processes.

5. Before going towards the explanation of learning domains of bloom
taxonomy let us see the origin of word “TAXONOMY”.
Where does it came from???
It came from Greek origin:
TAXIS = ARRANGEMENT
NOMOS = SCIENCE
• the branch of science concerned with classification, especially of
organisms; systematics.
• the classification of something, especially organisms
• a scheme of classification.

6. What is blooms taxonomy?
Blooms taxonomy is the classification of thinking organized by levels
of complexity.
The Three Domains of Learning
Cognitive: mental skills (knowledge)
Affective: growth in feelings or emotional areas (attitude or self)
Psychomotor: manual or physical skills (skills)

10. Knowledge
Represents the lowest level of knowledge
Imparts knowledge that needs to be recalled or recognized
Learners are assessed on their ability to recall or recognize facts
Comprehension
Imparts knowledge that needs to be assimilated in order to interpret /
make a decision
Assumes recall of facts (Level 1) has been mastered
Learners are assessed on comprehension and the resulting ability to make
a decision in a given situation

11. Application
Used to teach skills for application in various circumstances
Assumes recall of facts (Level 1) and assimilation have been mastered
(Level 2)
Learners are assessed on their ability to apply a skill in a new situation
Analysis
Used to teach analysis of a situation to arrive at a
decision/compare/differentiate
Assumes recall of facts, assimilation, and application (Level 3) have been
mastered
Learners are assessed on their ability to analyze, compare, differentiate, or
justify

12. Synthesis
Used to teach how to create new entities from known
information/objects/facts
Assumes mastery of all previous cognitive levels
Learners are assessed on their ability to combine, summarize, organize
Evaluation
Used to teach knowledge that will enable learners to make judgments
Considers all previous levels of knowledge
Learners are assessed on their ability to evaluate new entities

13. REVISED VERSION OF BLOOMS TAXONOMY
Lorin Anderson, a former student of Bloom, and David Krathwohl revisited
the cognitive domain in the mid-nineties and made some changes. This new
taxonomy reflects a more active form of thinking and is perhaps more
accurate.

14. VERBS USED FOR COGNITIVE DOMAIN