Bloom’s Taxonomy of Educational Objectives.pptx

Bloom’s Taxonomy of Educational Objectives.pptx

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  Bloom’s Taxonomy of EducationalObjectives
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  Structure of Presentation •History of Bloom’s Taxonomy • Historical developments of Bloom’s Taxonomy • 3 Domains – Cognitive Domain – Affective Domain – Psychomotor Domain • Uses/ Benefits for Teachers • How to use Bloom’s Taxonomy in Classroom
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  History of Bloom’sTaxonomy • Bloom's Taxonomy, (Bloom's Taxonomy of Learning Domains/Bloom's 'Taxonomy Of Educational Objectives) Part I -1956 by Dr Benjamin S Bloom • Expanded by Bloom and other contributors (Anderson and Krathwhol 2001 • Benjamin S Bloom (1913-99) attained degrees at Pennsylvania State University in 1935 • joined the Department of Education at the University of Chicago in 1940 and attained a PhD in Education in 1942, specialised in examining
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  • Met hismentor Ralph Tyler – Start developing his ideas for developing a system (taxonomy) of specifications to enable educational training and learning objectives to be planned and measured properly - improving the effectiveness of developing 'mastery' instead of simply transferring facts for mindless recall • Bloom continued to develop the Learning Taxonomy model through the 1960's, and was appointed Charles H Swift Distinguished Service Professor at Chicago in 1970 • He served as adviser on education to several overseas governments including of Israel and India.
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  • Focused initiallyon Cognitive Domain - first published part of Bloom's Taxonomy, featured in the publication: 'Taxonomy Of Educational Objectives: Handbook 1, The Cognitive Domain' (Bloom, Engelhart, Furst, Hill, Krathwohl, 1956) • Taxonomy Of Educational Objectives: Handbook II, The Affective Domain (Bloom, Masia, Krathwohl) - deals second domain, Affective Domain in 1964. • Various people suggested detail for the third 'Psychomotor Domain', which explains why this domain detail varies in different representations of the complete Bloom Taxonomy. • The three most popularly referenced versions of the Psychomotor Domain seem to be those of RH Dave (1967/70), EJ Simpson (1966/72), and AJ Harrow (1972).
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  • 'Bloom's Taxonomy'describes the three-domain structure, within which the detail may vary, especially for the third domain.
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  Why Use Bloom’sTaxonomy? • Objectives (learning goals) are important to establish in a pedagogical interchange so that teachers and students alike understand the purpose of that interchange. • Organizing objectives helps to clarify objectives for themselves and for students. • Having an organized set of objectives helps teachers to: – “plan and deliver appropriate instruction”; – “design valid assessment tasks and strategies”; and – “ensure that instruction and assessment are aligned with the objectives.”
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  What is aTaxonomy? • Taxonomy means 'a set of classification principles', or 'structure', and Domain simply means 'category‘
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  • Bloom's Taxonomyunderlines the classical 'Knowledge, Attitude, Skills' structure of learning method and evaluation, and aside from the even simpler Kirkpatrick learning evaluation model, Bloom's Taxonomy of Learning Domains remains the most widely used system of its kind in education and corporate training as it is such a simple, clear and effective model, both for explanation and application of learning objectives, teaching and training methods, and measurement of learning outcomes. • Bloom's Taxonomy provides an excellent structure for planning, designing, assessing and evaluating training and learning effectiveness.
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  • The modelalso serves as a sort of checklist, by which you can ensure that training is planned to deliver all the necessary development for students, trainees or learners, and a template by which you can assess the validity and coverage of any existing training, be it a course, a curriculum, or an entire training and development programme for a large organisation.
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  Overview of Bloom’sTaxonomy Cognitive Affective Psychomotor knowledge attitude skills 1. Recall data 1. Receive (awareness) 1. Imitation (copy) 2. Understand 2. Respond (react) 2. Manipulation (follow instructions) 3. Apply (use) 3. Value (understand and act) 3. Develop Precision 4. Analyse (structure/elements) 4. Organise personal value system 4. Articulation (combine, integrate related skills) 5. Synthesize (create/build) 5. Internalize value system (adopt behaviour) 5. Naturalization (automate, become expert) 6. Evaluate (assess, judge in relational terms)
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  Cognitive Domain • Thecognitive domain is focused on intellectual skills such as critical thinking, problem solving, and creating a knowledge base • It was the first domain created by the original group of Bloom’s researchers • The cognitive hierarchy spans from simple memorization designed to build the knowledge of learners, to creating something new based on previously-learned information • In this domain, learners are expected to progress linearly through the hierarchy, beginning at "remember" and ending at "create." • The cognitive domain involves knowledge and the development of intellectual skills.
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  • Refers toa conceptualization of knowledge dimensions including factual, conceptual, procedural and meta-cognitive knowledge. • The domain of all the interactions in which one can enter without loss of identity ( Maturana & Varela, 1980 , p. 119) • One of the three domains of learning identified in Bloom’s taxonomy that focuses on how human beings acquire knowledge. This domain includes learning information, developing thinking, and knowledge-based skills, as well as memory and analytic processes
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  Cognitive domain level category or 'level' behaviour descriptions examplesof activity to be trained, or demonstration and evidence to be measured 'key words' (verbs which describe the activity to be trained or measured at each level) 1 Knowledge recall or recognise information multiple-choice test, recount facts or statistics, recall a process, rules, definitions; quote law or procedure arrange, define, describe, label, list, memorise, recognise, relate, reproduce, select, state 2 Comprehensi on understand meaning, re- state data in one's own words, interpret, extrapolate, translate explain or interpret meaning from a given scenario or statement, suggest treatment, reaction or solution to given problem, create examples or metaphors explain, reiterate, reword, critique, classify, summarise, illustrate, translate, review, report, discuss, re-write, estimate, interpret, theorise, paraphrase, reference, example 3 Application use or apply knowledge, put theory into practice, use knowledge in response to real circumstances put a theory into practical effect, demonstrate, solve a problem, manage an activity use, apply, discover, manage, execute, solve, produce, implement, construct, change, prepare, conduct, perform, react, respond, role-play
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  Cognitive domain 4 Analysis interpretelements, organizational principles, structure, construction, internal relationships; quality, reliability of individual components identify constituent parts and functions of a process or concept, or de-construct a methodology or process, making qualitative assessment of elements, relationships, values and effects; measure requirements or needs analyse, break down, catalogue, compare, quantify, measure, test, examine, experiment, relate, graph, diagram, plot, extrapolate, value, divide 5 Synthesis (create/build) develop new unique structures, systems, models, approaches, ideas; creative thinking, operations develop plans or procedures, design solutions, integrate methods, resources, ideas, parts; create teams or new approaches, write protocols or contingencies develop, plan, build, create, design, organise, revise, formulate, propose, establish, assemble, integrate, re-arrange, modify
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  Cognitive domain level category or 'level' behaviour descriptions examplesof activity to be trained, or demonstration and evidence to be measured 'key words' (verbs which describe the activity to be trained or measured at each level) 6 Evaluation assess effectiveness of whole concepts, in relation to values, outputs, efficacy, viability; critical thinking, strategic comparison and review; judgement relating to external criteria review strategic options or plans in terms of efficacy, return on investment or cost-effectiveness, practicability; assess sustainability; perform a SWOT analysis in relation to alternatives; produce a financial justification for a proposition or venture, calculate the effects of a plan or strategy; perform a detailed and costed risk analysis with recommendations and justifications review, justify, assess, present a case for, defend, report on, investigate, direct, appraise, argue, project-manage
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  • Knowledge – Knowledgeof specifics • Knowledge of terminology • Knowledge of specific facts – Knowledge of ways and means of dealing with specifics • Knowledge of conventions • Knowledge of trends and sequences • Knowledge of classifications and categories • Knowledge of criteria • Knowledge of methodology – Knowledge of universals and abstractions in a field • Knowledge of principles and generalizations • Knowledge of theories and structures • Comprehension – Translation – Interpretation – Extrapolation • Application • Analysis – Analysis of elements – Analysis of relationships – Analysis of organizational principles
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  • Synthesis – Productionof a unique communication – Production of a plan, or proposed set of operations – Derivation of a set of abstract relations • Evaluation – Evaluation in terms of internal evidence – Judgments in terms of external criteria
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  Level Description Action Verbs Describing LearningOutcomes Knowledge Remember or recall information such as facts, terminology, problem-solving strategies, rules Define, Name, Describe, Outline, Identify, Recall, Label, Recite, List, Select, Match, State Comprehensio n Some degree of understanding is required in order to change the form of communication, translate, restate what has been read or heard, see connections or relationships among parts of a communication (interpretation), draw conclusions, see consequences from information (inference) Convert, Extend, Defend, Generalize, Discriminate, Infer, Distinguish, Paraphrase, Estimate, Predict, Explain, Summarize
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  Level Description Action Verbs Describing LearningOutcomes Application Use previously acquired information in a setting other than the one in which it was learned. Because problems at this level are presented in a different and applied way, one cannot rely on content or context to solve the problem. Change, Organize, Compute, Prepare, Demonstrate, Relate, Develop, Solve, Modify, Transfer, Operate, Use Analysis Identification of logical errors (e.g., point out contradictions, erroneous inference) or differentiate among facts, opinions, assumptions, hypotheses, conclusions. One is expected to draw relations among ideas and to compare and contrast. Break down, Infer, Deduce, Outline, Diagram, Point out, Differentiate, Relate, Distinguish, Separate out, Illustrate, Subdivide
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  Level Description Action Verbs Describing LearningOutcomes Synthesis Requires production of something unique or original. At this level, one is expected to solve unfamiliar problems in unique way, or combine parts to form a unique or novel solution. Categorize, Devise, Compile, Formulate, Compose, Predict, Create, Produce, Design Evaluation Requires the formation of judgments and decisions about the value of methods, ideas, people, products. Must be able to state the bases for judgments (e.g., external criteria or principles used to reach conclusions.) Appraise, Judge, Compare, Justify, Contrast, Support, Criticize, Validate, Defend
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  Bloom’s Level KeyVerbs (keywords) Example Learning Objective Create design, formulate, build, invent, create, compose, generate, derive, modify, develop. By the end of this lesson, the student will be able to design an original homework problem dealing with the principle of conservation of energy. Evaluate choose, support, relate, determine, defend, judge, grade, compare, contrast, argue, justify, support, convince, select, evaluate. By the end of this lesson, the student will be able to determine whether using conservation of energy or conservation of momentum would be more appropriate for solving a dynamics problem. Analyze classify, break down, categorize, analyze, diagram, illustrate, criticize, simplify, associate. By the end of this lesson, the student will be able to differentiate between potential and kinetic energy. Apply calculate, predict, apply, solve, illustrate, use, demonstrate, determine, model, perform, present. By the end of this lesson, the student will be able to calculate the kinetic energy of a projectile. Understand describe, explain, paraphrase, restate, give original examples of, summarize, contrast, interpret, discuss. By the end of this lesson, the student will be able to describe Newton’s three laws of motion to in her/his own words Remember list, recite, outline, define, name, match, quote, recall, identify, label, recognize. By the end of this lesson, the student will be able to recite Newton’s three laws of motion.
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  The Revised Taxonomy(2001) • The authors of the revised taxonomy underscore this dynamism, using verbs and gerunds to label their categories and subcategories (rather than the nouns of the original taxonomy). These “action words” describe the cognitive processes by which thinkers encounter and work with knowledge: • Remember – Recognizing – Recalling • Understand – Interpreting – Exemplifying – Classifying – Summarizing – Inferring – Comparing – Explaining • Apply – Executing – Implementing
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  The Revised Taxonomy(2001) cont. • Analyze – Differentiating – Organizing – Attributing • Evaluate – Checking – Critiquing • Create – Generating – Planning – Producing
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  In the revisedtaxonomy, knowledge is at the basis of these six cognitive processes, but its authors created a separate taxonomy of the types of knowledge used in cognition: • Factual Knowledge – Knowledge of terminology – Knowledge of specific details and elements • Conceptual Knowledge – Knowledge of classifications and categories – Knowledge of principles and generalizations – Knowledge of theories, models, and structures • Procedural Knowledge – Knowledge of subject-specific skills and algorithms – Knowledge of subject-specific techniques and methods – Knowledge of criteria for determining when to use appropriate procedures • Metacognitive Knowledge – Strategic Knowledge – Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge – Self-knowledge
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  Bloom’s Taxonomy 1956Anderson and Krathwohl’s Revised Taxonomy 2001 1.Knowledge: Remembering or retrieving previously learned material. 1. Remembering: Recognizing or recalling knowledge from memory. Remembering is when memory is used to produce or retrieve definitions, facts, or lists, or to recite previously learned information. 2. Comprehension: The ability to grasp or construct meaning from material. 2. Understanding: Constructing meaning from different types of functions be they written or graphic messages or activities like interpreting, exemplifying, classifying, summarizing, inferring, comparing, or explaining. 3. Application: The ability to use learned material, or to implement material in new and concrete situations. 3. Applying: Carrying out or using a procedure through executing, or implementing. Applying relates to or refers to situations where learned material is used through products like models, presentations, interviews or simulations.
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  Bloom’s Taxonomy 1956Anderson and Krathwohl’s Revised Taxonomy 2001 4. Analysis: The ability to break down or distinguish the parts of material into its components so that its organizational structure may be better understood. 4. Analyzing: Breaking materials or concepts into parts, determining how the parts relate to one another or how they interrelate, or how the parts relate to an overall structure or purpose. Mental actions included in this function are differentiating, organizing, and attributing, as well as being able to distinguish between the components or parts. When one is analyzing, he/she can illustrate this mental function by creating spreadsheets, surveys, charts, or diagrams, or graphic representations. 5. Synthesis: (Now Creating #6) The ability to put parts together to form a coherent or unique new whole. 5. Evaluating: Making judgments based on criteria and standards through checking and critiquing. Critiques, recommendations, and reports are some of the products that can be created to demonstrate the processes of evaluation. In the newer taxonomy, evaluating comes before creating as it is often a necessary part of the precursory behavior before one creates something. 6. Evaluation: (Now #5) The ability to judge, check, and even critique the value of material for a given purpose. 6. Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing. Creating requires users to put parts together in a new way, or synthesize parts into something new and different creating a new form or product. This process is the most difficult mental function in the new taxonomy.
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  Revised vs OriginalTaxonomy • Bloom's Revised Taxonomy not only improved the usability of it by using action words, but added a cognitive and knowledge matrix. • While Bloom's original cognitive taxonomy did mention three levels of knowledge or products that could be processed, they were not discussed very much and remained one-dimensional: • Factual - The basic elements students must know to be acquainted with a discipline or solve problems. • Conceptual – The interrelationships among the basic elements within a larger structure that enable them to function together. • Procedural - How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methods.
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  • In Krathwohland Anderson's revised version, the authors combine the cognitive processes with the above three levels of knowledge to form a matrix. In addition, they added another level of knowledge - metacognition: • Metacognitive – Knowledge of cognition in general, as well as awareness and knowledge of one’s own cognition. • When the cognitive and knowledge dimensions are arranged in a matrix, as shown below, it makes a nice performance aid for creating performance objectives: The Knowledge Dimension Remember Under-stand Apply Analyze Evaluate Create Factual Conceptual Procedural Metacognitive
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  • However, othershave identified five contents or artifacts (Clark, Chopeta, 2004; Clark, Mayer, 2007): • Facts - Specific and unique data or instance. • Concepts - A class of items, words, or ideas that are known by a common name, includes multiple specific examples, shares common features. There are two types of concepts: concrete and abstract. • Processes - A flow of events or activities that describe how things work rather than how to do things. There are normally two types: business processes that describe work flows and technical processes that describe how things work in equipment or nature. They may be thought of as the big picture, of how something works. • Procedures - A series of step-by-step actions and decisions that result in the achievement of a task. There are two types of actions: linear and branched. • Principles - Guidelines, rules, and parameters that govern. It includes not only what should be done, but also what should not be done. Principles allow one to make predictions and draw implications. Given an effect, one can infer the cause of a phenomena. Principles are the basic building blocks of causal models or theoretical models (theories). • Thus, the new matrix would look similar to this:
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  Affective Domain • Feeling,emotions - attitude - 'feel' • Bloom's Taxonomy second domain, the Affective Domain, was detailed by Bloom, Krathwhol and Masia in 1964 (Taxonomy of Educational Objectives: Volume II, The Affective Domain. Bloom, Krathwohl and Masia.) • Bloom's theory advocates this structure and sequence for developing attitude - also now commonly expressed in the modern field of personal development as 'beliefs‘ • Again, as with the other domains, the Affective Domain detail provides a framework for teaching, training, assessing and evaluating the effectiveness of training and lesson design and delivery, and also the retention by and affect upon the learner or trainee.
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  Affective Domain (R2VOC) level categoryor 'level' behaviour descriptions examples of experience, or demonstration and evidence to be measured 'key words' (verbs which describe the activity to be trained or measured at each level) 1 Receive open to experience, willing to hear listen to teacher or trainer, take interest in session or learning experience, take notes, turn up, make time for learning experience, participate passively ask, listen, focus, attend, take part, discuss, acknowledge, hear, be open to, retain, follow, concentrate, read, do, feel 2 Respond react and participate actively participate actively in group discussion, active participation in activity, interest in outcomes, enthusiasm for action, question and probe ideas, suggest interpretation react, respond, seek clarification, interpret, clarify, provide other references and examples, contribute, question, present, cite, become animated or excited, help team, write, perform 3 Value attach values and express personal opinions decide worth and relevance of ideas, experiences; accept or commit to particular stance or action argue, challenge, debate, refute, confront, justify, persuade, criticise,
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  Affective Domain Level category or 'level' behaviour descriptions examplesof experience, or demonstration and evidence to be measured 'key words' (verbs which describe the activity to be trained or measured at each level) 4 Organise or Conceptuali ze values reconcile internal conflicts; develop value system qualify and quantify personal views, state personal position and reasons, state beliefs build, develop, formulate, defend, modify, relate, prioritise, reconcile, contrast, arrange, compare 5 Characterise values adopt belief system and philosophy self-reliant; behave consistently with personal value set act, display, influence, solve, practice,
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  Psychomotor Domain Physical -skills - 'do' • established to address skills development relating to manual tasks and physical movement • 'motor' skills extend beyond the originally traditionally imagined manual and physical skills, so always consider using this domain
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  Psychomotor domain (dave) Level Categoryor 'level' Behaviour descriptions examples of activity or demonstration and evidence to be measured 'key words' (verbs which describe the activity to be trained or measured at each level) 1 Imitation copy action of another; observe and replicate watch teacher or trainer and repeat action, process or activity copy, follow, replicate, repeat, adhere 2 Manipulatio n reproduce activity from instruction or memory carry out task from written or verbal instruction re-create, build, perform, execute, implement 3 Precision execute skill reliably, independent of help perform a task or activity with expertise and to high quality without assistance or instruction; able to demonstrate an activity to other learners demonstrate, complete, show, perfect, calibrate, control,
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  Psychomotor domain (dave) Level categoryor 'level' behaviour descriptions examples of activity or demonstration and evidence to be measured 'key words' (verbs which describe the activity to be trained or measured at each level) 4 Articulation adapt and integrate expertise to satisfy a non-standard objective relate and combine associated activities to develop methods to meet varying, novel requirements construct, solve, combine, coordinate, integrate, adapt, develop, formulate, modify, master 5 Naturalizati on automated, unconscious mastery of activity and related skills at strategic level define aim, approach and strategy for use of activities to meet strategic need design, specify, manage, invent, project-manage
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  • Reflex – Samplelearning outcome: Instinctively respond to a physical stimulus. – Sample assessment/activity: A game of dodgeball. – Rationale: Learners must react (dodge) the balls that are being thrown at them, allowing them to develop their reflexive skills. • Basic fundamental movements – Sample learning outcome: Perform a simple action (including running and throwing). – Sample assessment/activity: A game of dodgeball. – Rationale: Learners must run and throw to actively engage the opposing team, allowing them to develop these skills. • Perceptual abilities – Sample learning outcome: Use more than one ability to integrate different sensory perceptions. – Sample assessment/activity: A game of catch or soccer (or other game involving movement and passing). – Rationale: Learners must integrate running, visual information about the position of the ball, and predictive information about the future position of the ball.
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  • Physical abilities –Sample learning outcome: Sustain an activity for a set period of time. – Sample assessment/activity: Run for 25 minutes steadily. – Rationale: This activity is a measure of the learner’s stamina and physical fitness. • Skilled movements – Sample learning outcome: Adapt one’s behaviour and movement to better achieve goals. – Sample assessment/activity: A soccer or other strategic game (football, hockey). – Rationale: This activity allows teams to change their strategy and individuals to change their physical behaviour depending on the response of the other team. • Non-discursive communication – Sample learning outcome: Express oneself through purposeful movement and activity. – Sample assessment/activity: A soccer or other strategic game (football, hockey) – Rationale: These games all involve teamwork, strategy, and integrative and purposeful movement. Successful teams must integrate all of their senses, communicate through movement, and use a variety of adaptive strategies.
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  • https://www.youtube.com/watch?v=ayefSTAnCR8 • https://www.youtube.com/watch?app=desktop&v=OOy3m02u EaE •https://uwaterloo.ca/centre-for-teaching-excellence/teaching- resources/teaching-tips/planning-courses-and- assignments/blooms-taxonomy • https://educarepk.com/psychomotor-domain-simpsons- taxonomy.html/amp • https://courses.washington.edu/pharm439/Bloomstax.htm