The document discusses taxonomy of educational objectives. It explains that taxonomy is a hierarchical model used to classify and sequence learning outcomes. The educational taxonomy includes three domains: cognitive, affective, and psychomotor. It also lists six levels of cognitive objectives - from simple recall to more complex evaluation. Examples are provided of how to write test items targeting different cognitive levels for science topics at the elementary level.
The document outlines Bloom's taxonomy, a classification of learning objectives into cognitive, affective, and psychomotor domains. It describes the six major categories in the cognitive domain - knowledge, comprehension, application, analysis, synthesis, and evaluation - which progress from simpler to more complex levels of thinking. Similarly, it outlines five categories in the affective domain related to attitudes and values, and seven categories in the psychomotor domain related to physical skills and movement. Examples are provided to illustrate each category.
Educational objectives by bloom's taxonomyDani Paul
This document outlines the objectives and content of an educational seminar on writing educational objectives. It defines educational objectives as describing what students should be able to do after learning. It then describes the types and levels of educational objectives, including cognitive, affective, and psychomotor domains. For each domain and level, it provides examples of behavioral verbs that could be used in formulating objectives. The document concludes by emphasizing the importance of using behavioral terms precisely in writing clear educational objectives for nursing students.
The document discusses educational objectives and taxonomy of learning. It defines educational objectives as bringing about desirable changes in learner behavior through acquiring knowledge, skills, and attitudes. Objectives should be specific, measurable, achievable, relevant and time-bound. Bloom's taxonomy categorizes learning objectives into three domains: cognitive, affective, and psychomotor. The cognitive domain involves thinking skills and has levels from knowledge to evaluation. The affective domain involves attitudes and has levels from receiving to characterization. The psychomotor domain involves physical skills and has levels from perception to origination. Well-formulated objectives are essential for effective teaching and evaluation.
This document discusses Bloom's Taxonomy, a classification of learning objectives proposed in 1956 by Benjamin Bloom and a committee of educators. The taxonomy divides educational objectives into three domains: cognitive, affective, and psychomotor. The cognitive domain involves knowledge and intellectual skills and is broken down into six levels - remembering, understanding, applying, analyzing, evaluating, and creating. The document provides examples of questions and verbs for each level of Bloom's Taxonomy to illustrate how it can be used to promote higher-order thinking in education beyond just remembering facts.
Taxonomyof Educational Objectives:
Cognitive Domain by Blooms which was revised by Anderson.
Affective Domain by Krathwol
Psychomotor Domain by Simpson and Harlow
This document provides an overview of Bloom's Taxonomy, which classifies learning objectives into six levels: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Each level is defined and examples of learning objectives for that level are given. The document also discusses using Bloom's Taxonomy to design classroom lectures and assessments that target different cognitive abilities.
The document discusses aims, goals, and objectives in curriculum development. It defines aims as the most general level of educational outcomes, goals as reflecting purpose with outcomes in mind, and objectives as the most specific levels. Aims provide direction to educational action and inspire an ideal vision. Goals are statements of intent to be accomplished and have some outcomes in mind. Objectives delineate expected changes in students and intended behaviors. The document also outlines examples of aims, goals, and objectives for different levels of education.
The document discusses taxonomy of educational objectives. It explains that taxonomy is a hierarchical model used to classify and sequence learning outcomes. The educational taxonomy includes three domains: cognitive, affective, and psychomotor. It also lists six levels of cognitive objectives - from simple recall to more complex evaluation. Examples are provided of how to write test items targeting different cognitive levels for science topics at the elementary level.
The document outlines Bloom's taxonomy, a classification of learning objectives into cognitive, affective, and psychomotor domains. It describes the six major categories in the cognitive domain - knowledge, comprehension, application, analysis, synthesis, and evaluation - which progress from simpler to more complex levels of thinking. Similarly, it outlines five categories in the affective domain related to attitudes and values, and seven categories in the psychomotor domain related to physical skills and movement. Examples are provided to illustrate each category.
Educational objectives by bloom's taxonomyDani Paul
This document outlines the objectives and content of an educational seminar on writing educational objectives. It defines educational objectives as describing what students should be able to do after learning. It then describes the types and levels of educational objectives, including cognitive, affective, and psychomotor domains. For each domain and level, it provides examples of behavioral verbs that could be used in formulating objectives. The document concludes by emphasizing the importance of using behavioral terms precisely in writing clear educational objectives for nursing students.
The document discusses educational objectives and taxonomy of learning. It defines educational objectives as bringing about desirable changes in learner behavior through acquiring knowledge, skills, and attitudes. Objectives should be specific, measurable, achievable, relevant and time-bound. Bloom's taxonomy categorizes learning objectives into three domains: cognitive, affective, and psychomotor. The cognitive domain involves thinking skills and has levels from knowledge to evaluation. The affective domain involves attitudes and has levels from receiving to characterization. The psychomotor domain involves physical skills and has levels from perception to origination. Well-formulated objectives are essential for effective teaching and evaluation.
This document discusses Bloom's Taxonomy, a classification of learning objectives proposed in 1956 by Benjamin Bloom and a committee of educators. The taxonomy divides educational objectives into three domains: cognitive, affective, and psychomotor. The cognitive domain involves knowledge and intellectual skills and is broken down into six levels - remembering, understanding, applying, analyzing, evaluating, and creating. The document provides examples of questions and verbs for each level of Bloom's Taxonomy to illustrate how it can be used to promote higher-order thinking in education beyond just remembering facts.
Taxonomyof Educational Objectives:
Cognitive Domain by Blooms which was revised by Anderson.
Affective Domain by Krathwol
Psychomotor Domain by Simpson and Harlow
This document provides an overview of Bloom's Taxonomy, which classifies learning objectives into six levels: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Each level is defined and examples of learning objectives for that level are given. The document also discusses using Bloom's Taxonomy to design classroom lectures and assessments that target different cognitive abilities.
The document discusses aims, goals, and objectives in curriculum development. It defines aims as the most general level of educational outcomes, goals as reflecting purpose with outcomes in mind, and objectives as the most specific levels. Aims provide direction to educational action and inspire an ideal vision. Goals are statements of intent to be accomplished and have some outcomes in mind. Objectives delineate expected changes in students and intended behaviors. The document also outlines examples of aims, goals, and objectives for different levels of education.
The document discusses Bloom's Taxonomy of Educational Objectives which organizes learning objectives into three domains: 1) Cognitive objectives involve knowledge and mental skills, ranging from basic recall to evaluation; 2) Affective objectives concern attitudes, interests and values; 3) Psychomotor objectives involve physical skills and movements. Within each domain are levels of complexity, and examples are given of verbs that can be used to formulate objectives at each level.
This document provides information on Bloom's Taxonomy of Educational Objectives, which classifies learning objectives into six levels of complexity - Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation (from simplest to most complex). It defines each level and provides example action verbs and learning objectives. It also discusses revisions made to the taxonomy in 2001 to apply it to 21st century education, dividing it into knowledge and cognitive process dimensions. Finally, it covers behavioral objectives for psychomotor domain, categorizing different types of body movements, skills, and non-discursive communication.
The document discusses Benjamin Bloom's Taxonomy of Educational Objectives, which categorizes learning objectives according to their cognitive complexity and provides examples. It outlines three domains - the cognitive, affective, and psychomotor domains. For the cognitive domain, it details Bloom's six levels of complexity from simplest to most complex: knowledge, comprehension, application, analysis, synthesis, and evaluation. It also discusses taxonomies for the affective and psychomotor domains and provides guidelines for writing clear and measurable instructional objectives and matching test items to objectives.
This document summarizes Benjamin Bloom's taxonomy of educational objectives. It discusses the three domains of cognitive, affective, and psychomotor objectives. Within the cognitive domain, it describes Bloom's original six categories (knowledge, comprehension, application, analysis, synthesis, evaluation) and Lorin Anderson's revised categories (remembering, understanding, applying, analyzing, evaluating, creating). It provides examples of questions to assess each category. Overall, the document provides an overview of Bloom's taxonomy, its use for classroom planning, and the revision made to the cognitive domain categories.
An instructional objective describes what a learner will be able to do after instruction. Objectives should be SMART: specific, measurable, attainable, realistic, and time-bound. There are four components of an objective: the action verb, conditions, standard, and intended audience. Bloom's Taxonomy classifies educational objectives into three domains: cognitive, affective, and psychomotor. Within the cognitive domain are six categories of increasing complexity: remembering, understanding, applying, analyzing, evaluating, and creating.
The document discusses taxonomy of educational objectives and item development for assessment. It includes:
1. Taxonomy of educational objectives is a hierarchical model that classifies and sequences learning outcomes based on cognitive, affective, and psychomotor domains.
2. It includes six levels of cognition from simple recall to more complex evaluation. Higher order thinking skills involve analysis, synthesis, and evaluation.
3. Example questions are provided at different taxonomy levels to assess students' knowledge, comprehension, and application of concepts taught.
The document discusses two different educational taxonomies: Bloom's Taxonomy of Cognitive Domain from 1956 and Anderson's revision from the 1990s. Bloom's taxonomy arranged cognitive objectives from lowest to highest as knowledge, comprehension, application, analysis, synthesis, and evaluation. Anderson revised this taxonomy, changing the names to verbs and switching the order of the last two levels to be remembering, understanding, applying, analyzing, evaluating, and creating. The document provides examples of verbs associated with each level of both taxonomies.
The document discusses teaching methods, techniques, and strategies. It defines each concept and provides examples. A method describes how information is conveyed during instruction, such as lectures or group work. A technique provides detailed guidelines for an activity, like brainstorming. A strategy defines how content is elaborated, with cognitive and affective approaches being teacher-centered and student-centered respectively. The document also discusses choosing appropriate methods based on objectives, Bloom's Taxonomy, and group size.
Could We Innovate In Curriculum Using Traditional Elements For Development? A...Linda Castañeda
The document presents a model for analyzing the curriculum of online university courses. It describes collecting data on 33 online courses offered between 2004-2009, including initial teacher and student questionnaires, teacher and student portfolios, final questionnaires, and course statistics. The data was analyzed to evaluate objectives, content, teaching strategies, assessment, and other elements. Most courses used linear content structured in a logical sequence, individual learning, and text with graphics. The model provides a framework for understanding online curriculum design and its influences.
This document outlines a lesson plan for a workshop targeting professors and instructors. The workshop aims to teach participants how to incorporate higher-level thinking skills based on Bloom's taxonomy into their instruction. During the workshop, participants will complete graphic organizers to reflect on their current teaching practices and identify higher-level thinking verbs. They will also view a presentation on writing instructional objectives and then collaborate to design an activity for their course emphasizing analysis, synthesis or evaluation skills. After the workshop, participants will submit a proposal for their designed activity to their dean.
- Bloom's taxonomy is a classification of learning objectives developed in 1956 to promote higher forms of thinking in education. It defines six levels of cognitive development: knowledge, comprehension, application, analysis, synthesis, and evaluation.
- Benjamin Bloom led the team that developed the original taxonomy. Lorin Anderson later revised it, changing the names of the categories to verbs and reordering them.
- The taxonomy provides a common language for educators to discuss learning objectives. Well-written objectives clearly specify what a student will be able to do (performance), under what conditions, and how their work will be evaluated. This helps ensure lessons are targeted to appropriate cognitive levels.
1) Bloom's Taxonomy is a hierarchical model that classifies thinking into six levels of complexity: remember, understand, apply, analyze, evaluate, and create.
2) Originally developed in the 1950s, Bloom's Taxonomy was revised in the 1990s to change nouns into verbs to illustrate thinking as an active process.
3) The revised taxonomy defines each level using key verbs and provides examples of questions and activities for each level.
The document defines curriculum development and discusses its key aspects:
1. It involves selecting, organizing, and evaluating learning experiences based on learner needs and interests as well as societal needs.
2. Important questions to consider include learning objectives, content selection criteria, and evaluation methods.
3. Models like Tyler's and Taba's provide frameworks for the planning, implementation, and evaluation of curriculum.
Curriculum: Relevance andEffectivenessPresented
by: - Sindhu Joyo
Key points
* What is Curriculum?
* Elements of curriculum.
* Types of curriculum
* why we develop the Curriculum
* 7 points in focus while preparing a good curriculum
* What kind of challenges, curriculum developers face while preparing the curriculum.
* 10 standards of a Good curriculum.
* conclusion
This document outlines instructional resources and materials that can be used for science teaching. It discusses school-based resources like displays, exhibits, and mini museums. It also mentions utilizing community resources such as museums, parks, zoos, and human resources like civic leaders. A variety of learning experiences are provided through these resources, including collections, replicas, living things, and devices. Setting up learning resource centers involves activities like preparing exhibits, taking care of mini zoos/ponds, growing plants, and field studies.
This presentation discusses Bloom's taxonomy, which categorizes educational goals into three domains: cognitive, affective, and psychomotor. The cognitive domain deals with mental skills and knowledge. It has six levels from lowest to highest: knowledge, comprehension, application, analysis, synthesis, and evaluation. The presentation will focus on the cognitive domain in detail and provide examples of each level. The objectives are for participants to understand Bloom's taxonomy, be able to use cognitive domain levels in lesson planning, and relate it to their daily experiences.
The document discusses the differences between growth and development. Growth refers to a physical increase in size or amount through biological processes like gaining weight or height from birth to adulthood. Development refers to progressive changes in size, shape, and function that allow genetic potential to be realized, including increases in organ function. While growth is a physiological change, development involves psychological changes in functions and activities. Growth is external and measurable, while development is internal and involves changes in character and behavior that continue into old age. Both growth and development are interrelated and influence each other.
Curriculumconceptsnatureandpurposes powerpoint report of antonio corulloAntonio Corullo
The document discusses the concepts, nature, and purposes of curriculum from different perspectives. It defines curriculum narrowly as a listing of subjects taught in school but also more broadly as the total learning experiences of individuals in and out of school. It explores traditional and progressive views of curriculum and different models of curriculum development. The major foundations of curriculum development discussed are philosophical, historical, psychological, and social.
The document discusses Bloom's Taxonomy of Educational Objectives which organizes learning objectives into three domains: 1) Cognitive objectives involve knowledge and mental skills, ranging from basic recall to evaluation; 2) Affective objectives concern attitudes, interests and values; 3) Psychomotor objectives involve physical skills and movements. Within each domain are levels of complexity, and examples are given of verbs that can be used to formulate objectives at each level.
This document provides information on Bloom's Taxonomy of Educational Objectives, which classifies learning objectives into six levels of complexity - Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation (from simplest to most complex). It defines each level and provides example action verbs and learning objectives. It also discusses revisions made to the taxonomy in 2001 to apply it to 21st century education, dividing it into knowledge and cognitive process dimensions. Finally, it covers behavioral objectives for psychomotor domain, categorizing different types of body movements, skills, and non-discursive communication.
The document discusses Benjamin Bloom's Taxonomy of Educational Objectives, which categorizes learning objectives according to their cognitive complexity and provides examples. It outlines three domains - the cognitive, affective, and psychomotor domains. For the cognitive domain, it details Bloom's six levels of complexity from simplest to most complex: knowledge, comprehension, application, analysis, synthesis, and evaluation. It also discusses taxonomies for the affective and psychomotor domains and provides guidelines for writing clear and measurable instructional objectives and matching test items to objectives.
This document summarizes Benjamin Bloom's taxonomy of educational objectives. It discusses the three domains of cognitive, affective, and psychomotor objectives. Within the cognitive domain, it describes Bloom's original six categories (knowledge, comprehension, application, analysis, synthesis, evaluation) and Lorin Anderson's revised categories (remembering, understanding, applying, analyzing, evaluating, creating). It provides examples of questions to assess each category. Overall, the document provides an overview of Bloom's taxonomy, its use for classroom planning, and the revision made to the cognitive domain categories.
An instructional objective describes what a learner will be able to do after instruction. Objectives should be SMART: specific, measurable, attainable, realistic, and time-bound. There are four components of an objective: the action verb, conditions, standard, and intended audience. Bloom's Taxonomy classifies educational objectives into three domains: cognitive, affective, and psychomotor. Within the cognitive domain are six categories of increasing complexity: remembering, understanding, applying, analyzing, evaluating, and creating.
The document discusses taxonomy of educational objectives and item development for assessment. It includes:
1. Taxonomy of educational objectives is a hierarchical model that classifies and sequences learning outcomes based on cognitive, affective, and psychomotor domains.
2. It includes six levels of cognition from simple recall to more complex evaluation. Higher order thinking skills involve analysis, synthesis, and evaluation.
3. Example questions are provided at different taxonomy levels to assess students' knowledge, comprehension, and application of concepts taught.
The document discusses two different educational taxonomies: Bloom's Taxonomy of Cognitive Domain from 1956 and Anderson's revision from the 1990s. Bloom's taxonomy arranged cognitive objectives from lowest to highest as knowledge, comprehension, application, analysis, synthesis, and evaluation. Anderson revised this taxonomy, changing the names to verbs and switching the order of the last two levels to be remembering, understanding, applying, analyzing, evaluating, and creating. The document provides examples of verbs associated with each level of both taxonomies.
The document discusses teaching methods, techniques, and strategies. It defines each concept and provides examples. A method describes how information is conveyed during instruction, such as lectures or group work. A technique provides detailed guidelines for an activity, like brainstorming. A strategy defines how content is elaborated, with cognitive and affective approaches being teacher-centered and student-centered respectively. The document also discusses choosing appropriate methods based on objectives, Bloom's Taxonomy, and group size.
Could We Innovate In Curriculum Using Traditional Elements For Development? A...Linda Castañeda
The document presents a model for analyzing the curriculum of online university courses. It describes collecting data on 33 online courses offered between 2004-2009, including initial teacher and student questionnaires, teacher and student portfolios, final questionnaires, and course statistics. The data was analyzed to evaluate objectives, content, teaching strategies, assessment, and other elements. Most courses used linear content structured in a logical sequence, individual learning, and text with graphics. The model provides a framework for understanding online curriculum design and its influences.
This document outlines a lesson plan for a workshop targeting professors and instructors. The workshop aims to teach participants how to incorporate higher-level thinking skills based on Bloom's taxonomy into their instruction. During the workshop, participants will complete graphic organizers to reflect on their current teaching practices and identify higher-level thinking verbs. They will also view a presentation on writing instructional objectives and then collaborate to design an activity for their course emphasizing analysis, synthesis or evaluation skills. After the workshop, participants will submit a proposal for their designed activity to their dean.
- Bloom's taxonomy is a classification of learning objectives developed in 1956 to promote higher forms of thinking in education. It defines six levels of cognitive development: knowledge, comprehension, application, analysis, synthesis, and evaluation.
- Benjamin Bloom led the team that developed the original taxonomy. Lorin Anderson later revised it, changing the names of the categories to verbs and reordering them.
- The taxonomy provides a common language for educators to discuss learning objectives. Well-written objectives clearly specify what a student will be able to do (performance), under what conditions, and how their work will be evaluated. This helps ensure lessons are targeted to appropriate cognitive levels.
1) Bloom's Taxonomy is a hierarchical model that classifies thinking into six levels of complexity: remember, understand, apply, analyze, evaluate, and create.
2) Originally developed in the 1950s, Bloom's Taxonomy was revised in the 1990s to change nouns into verbs to illustrate thinking as an active process.
3) The revised taxonomy defines each level using key verbs and provides examples of questions and activities for each level.
The document defines curriculum development and discusses its key aspects:
1. It involves selecting, organizing, and evaluating learning experiences based on learner needs and interests as well as societal needs.
2. Important questions to consider include learning objectives, content selection criteria, and evaluation methods.
3. Models like Tyler's and Taba's provide frameworks for the planning, implementation, and evaluation of curriculum.
Curriculum: Relevance andEffectivenessPresented
by: - Sindhu Joyo
Key points
* What is Curriculum?
* Elements of curriculum.
* Types of curriculum
* why we develop the Curriculum
* 7 points in focus while preparing a good curriculum
* What kind of challenges, curriculum developers face while preparing the curriculum.
* 10 standards of a Good curriculum.
* conclusion
This document outlines instructional resources and materials that can be used for science teaching. It discusses school-based resources like displays, exhibits, and mini museums. It also mentions utilizing community resources such as museums, parks, zoos, and human resources like civic leaders. A variety of learning experiences are provided through these resources, including collections, replicas, living things, and devices. Setting up learning resource centers involves activities like preparing exhibits, taking care of mini zoos/ponds, growing plants, and field studies.
This presentation discusses Bloom's taxonomy, which categorizes educational goals into three domains: cognitive, affective, and psychomotor. The cognitive domain deals with mental skills and knowledge. It has six levels from lowest to highest: knowledge, comprehension, application, analysis, synthesis, and evaluation. The presentation will focus on the cognitive domain in detail and provide examples of each level. The objectives are for participants to understand Bloom's taxonomy, be able to use cognitive domain levels in lesson planning, and relate it to their daily experiences.
The document discusses the differences between growth and development. Growth refers to a physical increase in size or amount through biological processes like gaining weight or height from birth to adulthood. Development refers to progressive changes in size, shape, and function that allow genetic potential to be realized, including increases in organ function. While growth is a physiological change, development involves psychological changes in functions and activities. Growth is external and measurable, while development is internal and involves changes in character and behavior that continue into old age. Both growth and development are interrelated and influence each other.
Curriculumconceptsnatureandpurposes powerpoint report of antonio corulloAntonio Corullo
The document discusses the concepts, nature, and purposes of curriculum from different perspectives. It defines curriculum narrowly as a listing of subjects taught in school but also more broadly as the total learning experiences of individuals in and out of school. It explores traditional and progressive views of curriculum and different models of curriculum development. The major foundations of curriculum development discussed are philosophical, historical, psychological, and social.