Blooms Taxonomy - Higher Education power point presentation

Blooms Taxonomy In Teaching & Learning
Dr.S.Lavanya Prabha
Professor & Head/Civil Engg.
EASWARI ENGINEERING COLLEGE (Autonomous) 1

CONTENTS
1. Education – Teaching - Models Of Teaching
2. Historic Development Of Outcome Based
Education
3. Origin of Outcome-Based Education (OBE)
4. Product Defines Process – OBE
5. Advantages of OBE
6. What Is OBE?
7. Taxonomy Of Learning
8. Bloom’s Taxonomy: Where It All Started
9. “Bloom’s Taxonomy” - A Popular Educational
Model
10.Why Blooms Taxonomy ?
11.Blooms Cognitive Hierarchy
12.Importance of BT
13.How BT Helps Teacher, Learner, Institutions?
14.Levels of Bloom’s Taxonomy
15.Revised Bloom’s Taxonomy
16.How Bloom’s Can Aid In Course Design
17.How Bloom’s Works With Learning Outcomes
18. Bloom's Taxonomy In Practice
19. Domain Based Skills
20. How Bloom’s Works With Course Level And Lesson Level
Outcomes
21. Steps Towards Writing Effective Learning Outcomes
22. How To Use Bloom’s Taxonomy To Improve Your
Students’ Performance
23. Organizing Curricula And Lesson Plans Strategically
24. Optimizing Learning Assessments
25. Teaching Tips
26. Lesson Plan
27. What Are The Parts Of Understanding By Lesson Plan
Design?
28. Learning Outcomes
29. Lesson Plan Evaluation
30. Tips For Applying Bloom's Taxonomy To Assessment
31. Assessment Is A Constant Cycle Of Improvement!
32. Types Of Assessments
33. Evidence Of Student Learning
34. Quality Loop

EDUCATION
3
 Education, in its broad sense, refers
to any act or experience that has
formative effect on the mind, character
or physical ability of an individual.
 Education, in its technical sense, is
the process by which society
deliberately transmits its cultural
heritage – its accumulated knowledge,
values and skills – from one generation
to another.

TEACHING
Teaching is the process of helping to
acquire knowledge, skills and values.
 Teaching is the process of attending to
people’s needs, experiences and feelings,
and intervening so that they learn particular
things. (Mark K Smith)
 Interventions commonly take the form of
questioning, listening, giving information,
explaining some phenomenon,
demonstrating a skill or process, testing
understanding and capacity, and facilitating
learning activities
4

MODELS OF TEACHING
 Help teachers to create
conducive environment for
learning
 Help teachers to plan
learning centered
educational experiences
 Stimulate development of
new and better forms and
opportunities for education
5

6
HISTORIC DEVELOPMENT OF OUTCOME BASED EDUCATION

ORIGIN OF OBE
The term Outcome Based Education was first presented by
William Spady in 1994 through his book “Outcome–Based
Education: Critical Issues and Answers”, American Association
of School Administrators.
 ABET, in 1997, adopted Engineering Criteria 2000 (EC2000)
which shifted the focus away from the inputs (what material
is taught) to the outcomes (what students learned)
7

OUTCOME-BASED EDUCATION
• Outcome-Based Education means clearly focusing and organizing
everything in an educational system around what is essential for
all students to be able to do successfully at the end of their
learning experiences.
• A clear picture of what is important for students to be able to do,
and then organizing curriculum, instruction, and assessment to
make sure this learning ultimately happens.
8

PRODUCT DEFINES PROCESS -OBE
• Outcome-based education is an approach to education
in which decisions about the curriculum, instruction and
assessment are driven by the exit learning outcomes that
the students should display at the end of a program or a
course.
• It is the opposite of input-based education where the
emphasis is on the educational process and where we are
happy to accept whatever is the result
9

ADVANTAGES OF OBE
10
Relevance
Provision of a
Framework
Accountability
Self-Directed Learning
Flexibility
Clarity
Guide for Assessment
Facilitates Curriculum
Evaluation
Discourse

OUTCOMES OF LEARNING
 Outcomes
 Learning Outcomes
 Intended Learning Outcomes
 Instructional Objectives
 Educational Objectives
 Behavioral Objectives
 Performance Objectives
 Terminal Objectives
 General Instructional Objectives
 Specific Learning Outcomes
 Subordinate Skills
 Subordinate Objectives
 Competencies
11

12
WHAT IS OBE?

TAXONOMY OF LEARNING
• At course level, it would help addressing all 3 concerns – Course
Outcomes, Instruction, and Assessment - and also in addressing
the issue of alignment among these three concerns.
• Several taxonomies exist: Bloom, SOLO, Fink, Gagne, Marazano
& Kendall etc.
• All taxonomies are attempts to give a structure to the processes
involved in learning based on observations of learning behaviors
and the limited understanding of how the brain functions.
• Our focus is on Revised Bloom’s Taxonomy.
13

BLOOM’S TAXONOMY: WHERE IT ALL STARTED
• Benjamin Bloom was working in
early 1950s on the development
of specifications through which
educational objectives could be
organized according to their
cognitive complexity.
• He proposed that any given task
favours one of three
psychological domains: cognitive,
affective, or psychomotor.
14

“BLOOM’S TAXONOMY” - A POPULAR EDUCATIONAL MODEL
• Bloom’s Taxonomy is a categorization that defines different levels
of intelligence including thinking, learning, and understanding.
Institutes make use of bloom’s taxonomy to improve curriculum,
assessments, and teaching methods.
• Originally introduced in 1956, Bloom’s Taxonomy was a concept
created by Mr. Benjamin Bloom along with Mr. Edward Furst,
Mr. Max Englehart, Mr. David Krathwohl & Mr. Walter Hill.
• The concept or rather the educational model has categorized the
levels of education as well as the skills that need to be imparted
whenever a teacher teaches something.
15

Why Blooms Taxonomy ?
 Teachers can see and understand complex cognitive development and how lower-
level skills build into higher-order thinking
 Can steer the organization of lessons to maximize class time. For example, lower-
level skills (memorizing) can be developed before higher-level skills are introduced
(analysis)
 Bloom’s taxonomy offers a guiding framework for breaking these criteria down into
accessible
 Bloom’s taxonomy can be used as a checklist to ensure that all levels of a domain
have been assessed and align assessment methods with the appropriate lessons and
methodologies
 Taxonomy also makes it easier for you to maintain consistency between assessment
methods, content, and instructional materials and identify weak areas
16

BLOOMS COGNITIVE HIERARCHY
The hierarchy of
the cognitive
domain of Bloom's
Taxonomy in
Anderson and
Krathwol's revision
to Bloom's
cognitive hierarchy
17

IMPORTANCE
A tool for teaching to
balance the evaluative
and assessment-based
questions in exams,
assignments, and in-class
engagements.
To ensure that all orders
of thinking are being
practiced in the institutes,
including aspects of
information searching
18
Give a man a fish and you feed him
for a day; teach a man to fish and
you feed him for a lifetime.
- Maimonides

How BT helps Teacher?
• The taxonomy helps teachers
determine the intellectual
capability at which individual
students can work and develop
clear objectives in their framework.
• It can assist in designing
assessments by matching course
learning objectives to any given
level of mastery.
• It further helps faculty improve
their critical thinking.
19

How BT helps Learner?
• Bloom’s taxonomy helps students
improve their brain strength and
further help in creating more
synapses between nerve cells.
• It promotes higher-order thinking in
the students by building up their
lower-level cognitive skills.
• It helps students develop skills that
employers want, such as problem-
solving skills, critical-thinking skills,
etc.
20

HOW BT HELPS INSTITUTIONS?
• Bloom’s taxonomy helps in
achieving better outcomes and
monitoring & improving
overall progress
• Additionally, creating a
curriculum that meets the
needs of the industry might be
helpful for course creators
21

LEVELS OF BLOOM’S TAXONOMY
22

REVISED BLOOMS TAXONOMY
ANDERSON AND KRATHWOHL REDEFINE THE KNOWLEDGE
DIMENSION TO FOUR TYPES
• Factual Knowledge: Basic elements of a discipline that a student must know
and be able to work with to solve problems including basic terminology and
specific details and elements.
• Conceptual Knowledge: Interrelationships between basic factual knowledge
that demonstrate how elements work together, for example, classifications and
categories, principles and generalizations, and theories, models, and
structures.
• Procedural Knowledge: How something is done including the methods of
inquiry, skills, algorithms, techniques, and methods needed to investigate,
apply, or analyze information.
• Metacognitive Knowledge: Awareness and knowledge of one’s own cognition
including strategies for learning, contextual and conditional knowledge about
cognitive tasks, and self-knowledge.
23

HOW BLOOM’S CAN AID IN COURSE DESIGN
• Bloom’s taxonomy is a powerful tool to help develop
learning outcomes because it explains the process of
learning:
• Before you can understand a concept, you
must remember it.
• To apply a concept you must first understand it.
• In order to evaluate a process, you must have analyzed it.
• To create an accurate conclusion, you must have
completed a thorough evaluation.
24

HOW BLOOM’S WORKS WITH LEARNING OUTCOMES
25

BLOOM'S TAXONOMY IN PRACTICE
Bloom's Taxonomy works in practice, we break down each domain
26

COGNITIVE DOMAIN
The cognitive domain is
focused on intellectual
skills such as critical
thinking, problem
solving, and creating a
knowledge base.
27

AFFECTIVE DOMAIN
The affective domain focuses
on the attitudes, values,
interests, and appreciation of
learners. It focuses on helping
learners understand what
their own values are and how
they have developed.
28

PSYCHOMOTOR DOMAIN
The psychomotor domain
encompasses the ability of
learners to physically accomplish
tasks and perform movement and
skills.
• Reflex
• Basic fundamental movements
• Perceptual abilities
• Physical abilities
• Skilled movements
• Non-discursive communication
29

DOMAIN BASED SKILLS
30

HOW BLOOM’S WORKS WITH COURSE LEVEL AND LESSON
LEVEL OUTCOMES
• Course level outcomes are broad. You may only have 3-5 course level outcomes. They would be
difficult to measure directly because they overarch the topics of your entire course.
• Lesson level outcomes are what we use to demonstrate that a student has mastery of the course
level outcomes. We do this by building lesson level outcomes that build toward the course level
outcome. For example, a student might need to demonstrate mastery of 8 lesson level outcomes
in order to demonstrate mastery of one course level outcome.
• Because the lesson level outcomes directly support the course level outcomes, they need to build
up the Bloom’s taxonomy to help the students reach mastery of the course level outcomes.
• Use Bloom’s Taxonomy ensure that the verbs chosen for the lesson level outcomes build up to
the level of the verb that is in the course level outcome. The lesson level verbs can be below or
equal to the course level verb, but they CANNOT be higher in level.
• Example: Course level verb might be an Applying level verb, “illustrate” lesson level verbs can
be from any Bloom’s level that is equal or below this level (applying, understanding, or
remembering).
31

STEPS TOWARDS WRITING EFFECTIVE LEARNING OUTCOMES
• Make sure there is one measurable verb in each objective.
• Each outcome needs one verb. Either a student can master the
outcome , or they fail to master it. If an outcome has two verbs
(say, define and apply), what happens if a student can define, but not
apply? Are they demonstrating mastery?
• Ensure that the verbs in the course level outcome are at least at the
highest Bloom’s Taxonomy as the highest lesson level outcomes that
support it. Because we can’t verify they can evaluate if our lessons only
taught them (and assessed) to define.
• Strive to keep all your learning outcomes measurable, clear and
concise.
32

HOW TO USE BLOOM’S TAXONOMY TO IMPROVE YOUR
STUDENTS’ PERFORMANCE
• Teachers use Bloom’s taxonomy as a guide, philosophical approach, and
objective designing tool.
• Use Bloom’s taxonomy to optimize all three domains of educational growth,
namely cognitive, affective, and psychomotor.
• Focus on the cognitive domain, which tests student performance through
quizzes, worksheets, and games.
• The affective domain focuses on the level of enthusiasm, natural love for the
topic, and inherent motivation for learning.
• The psychomotor domain focuses on how the information shared can be
manifested through motor movement.
33

ORGANIZING CURRICULA AND LESSON PLANS STRATEGICALLY
• An educator can optimize their curriculum through bloom’s taxonomy.
• The lesson plan, can include more resources, games, activities, and
events that maximize all levels of learning.
• Encourage students to make short films for optimizing creation and
evaluation level thinking. Gamification model to maximize the
analytical and application domains
• Group discussions, debates, and oral activities to activate the
psychomotor aspect of learning to build student confidence.
34

OPTIMIZING LEARNING ASSESSMENTS
• Quizzes, tests, and exams may only
focus on information recall and using
theorems correctly.
• Invoke more comprehensive and
analytical thinking through scientifically
designed assessment regarding the
subject matter
• Enhance teaching effectiveness with
suitable games, puzzles, and animated
adventures
35

• Creating a positive learning environment
• Blended learning
• Planning courses and assignments
• Learning activities
• Lecturing and presenting
• Assessing students
• Educational Technologies
• Professional development
• Teaching Tips for Teaching Assistants
• Tips for students
• Teaching during campus closures
• Inclusive Instructional Practices
36
TEACHING TIPS

LESSON PLAN
A good lesson plan should
include the following 5
components; lesson topic,
class objectives, procedure,
time management, and
student practice.
37

WHAT ARE THE PARTS OF UNDERSTANDING BY LESSON PLAN
DESIGN?
Stage 1: Desired Results
1. Establish goals
2. Understandings
3. Essential questions
4. "Students will know"
5. "Students will be able to"
38
Stage 2: Assessment Evidence
1. Performance tasks
2. Other evidence

PARTS OF LESSON PLAN
• Stage 3: Learning Plan
• The learning plan composes both the learning activities and WHERETO
elements which include:
• Where are we going? What's expected of this lesson?
• How will we hook students in?
• Equip students for expected performances
• Rethink/revise - what are likely or predictable misunderstandings going
to be in this unit?
• Evaluation - how will student self-evaluate and reflect on their
learning?
• Tailor learning to varied needs, interests and learning styles
• Organize sequence learning
39

LEARNING OUTCOMES
• Focus on outcomes, not processes
• Start each outcome with an action verb
• Avoid vague verbs such as know and understand
• Incorporate a mixture of lower-order and higher-order thinking
• Write the outcomes from the student perspective
• Check that the outcomes reflect knowledge, skills, or attitudes
40

LESSON PLAN EVALUATION
 Should develop a student performance objective that clearly states what students should be able
to do as the result of instruction (condition, person, performance and criteria) ?
 Designed in a way to introduce the lesson that will stimulate student interest and motivation
(anticipatory set) ?
 Design the most effective methods for the delivery of instruction (lecture, demonstration,
directed discovery) ?
 Consider specific questions to determine if students understand the instruction (checking for
understanding) ?
 Design the activities which will give students the opportunity to practice what they have learned
under instructor guidance and ultimately without supervision? (Guided and independent practice)
 Develop a way to review the lesson that had been given so that students will be reminded of what
they have learned and why that is important (closure) ?
 Design a written test question or performance check list that will measure the degree to which the
student has met the specific student performance objective for the lesson (evaluation) ?
 Under no circumstances should verbs like "understand," "know," "learn," or "appreciate" be
used in student performance objectives.
41

TIPS FOR APPLYING BLOOM'S TAXONOMY TO ASSESSMENT
• Always keep the hierarchy in mind....
• Introduce exam items that explore higher levels of cognition
gradually....
• Analyze assessment results and readjust course objectives
accordingly.
42

ASSESSMENT IS A CONSTANT CYCLE OF IMPROVEMENT!
Bloom's Taxonomy assists
educators in determining the
intellectual level at which
individual students can work and
develop clear objectives in their
framework. Faculty can better
understand the goals of the
classroom and alter the
questions' level of difficulty and
aid learners in ascending the
hierarchical
43

44

45
TYPES OF ASSESSMENTS

46
TYPES OF ASSESSMENTS

EVIDENCE OF STUDENT LEARNING
• Evidence of student learning includes results of assessment
activities.
• Comprehensive examinations
• Performance in proficiency exams
• Performance in licensure exams
• Other faculty evaluation of student work in assignments,
projects, performances, presentations, quizzes, exams, or
thesis
47

Good assessment follows an
intentional and reflective process of
design, implementation, evaluation,
and revision. The Assessment Cycle
relies on four simple but dynamic
words to represent this process:
48
QUALITY LOOP
Quality loop picture I cant able to find
out from online mam.. I will take from
your PC in the mrng mam..

REFERENCES
• Bloom, B. S. (1969). Taxonomy of educational objectives: The
classification of educational goals : Handbook I, Cognitive domain.
New York: McKay.
• Anderson, L. W., Krathwohl, D. R., & Bloom, B. S. (2001). A
taxonomy for learning, teaching, and assessing: A revision of
Bloom’s taxonomy of educational objectives. New York: Longman.
49

THANK YOU!
50

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