Blooms taxonomy
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Benjamin Bloom developed the Bloom's Taxonomy model in the 1960s to classify educational learning objectives into domains. The taxonomy divides objectives into three domains: cognitive, affective, and psychomotor. The cognitive domain involves knowledge and intellectual skills development and is broken into six categories of increasing difficulty from remembering to evaluating. The affective domain deals with emotions, attitudes and values, and its categories range from receiving phenomena to internalizing values. The psychomotor domain concerns physical movement and motor skills development, with categories from imitation to origination. Bloom's Taxonomy provides a framework for instructors to set learning objectives at different levels of complexity.
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The document discusses the affective domain of learning, which involves emotions, values, attitudes, and motivations. It describes the levels of the affective domain from receiving to responding to valuing to commitment. Evaluation methods of the affective domain are also presented, including rating scales, checklists, semantic differentials, and Likert scales to gauge student attitudes. Projective techniques like word association, unfinished sentences, and unfinished stories are indirect methods to probe student feelings and attitudes. Keeping logs, diaries, and writing compositions provides opportunities for students to express emotions and views.
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The document discusses instructional objectives and outlines the key elements needed to write effective objectives. It notes that objectives should be specific, measurable, attainable, realistic, and time-bound. The document also categorizes objectives according to different domains - cognitive, affective, and psychomotor. For the cognitive domain, it describes the different levels of objectives from knowledge to evaluation. For affective, it outlines objectives from receiving phenomena to characterizing. And for psychomotor, it discusses objectives ranging from perception to adaptation.
Bloom’s Taxonomy of Educational Objectives.pptx
Bloom's Taxonomy is a framework for classifying educational goals and objectives into three domains: Cognitive, Affective, and Psychomotor. The Cognitive Domain focuses on intellectual skills and includes six levels of objectives from basic recall or recognition of facts to the more complex levels of analysis, synthesis, and evaluation. Bloom's Taxonomy provides a useful structure for teachers to design objectives, assessments, and lessons that address different levels of learning.
nature of learning
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Affective domain
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Bloom's Taxonomy is a framework for classifying educational goals and objectives into three domains: Cognitive, Affective, and Psychomotor. The Cognitive Domain focuses on intellectual skills and includes six levels of objectives from basic recall or recognition of facts to the more complex levels of analysis, synthesis, and evaluation. Bloom's Taxonomy provides a useful structure for teachers to design objectives, assessments, and lessons that address different levels of learning.
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It provides good training for information seeking
and retrieval behaviour.
It inculcates the self learning attitude among the
students.
It provides information analysis and research atti
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It develops the learning experiences from various
sources.
Assignment must be relevant to the subject taught to the student.
This should reflect the affinities with the subject contents in the text book concerned.
Assignment must be simple and enable the students to complete it within the stipulated time.
Assignment must avoid ambiguous, complex information and instructional structure.
Objectives of the assignments must be clear and definite.
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The document discusses different models of curriculum, including:
1. The Tyler Model which focuses on educational purposes, experiences, organization, and assessment.
2. The Taba Model which involves 7 steps including diagnosis of needs, formulation of objectives, and evaluation.
3. The Saylor and Alexander Model which views curriculum development as consisting of specifying goals and objectives, designing the curriculum, implementing it, and evaluating it.
4. Models for students with disabilities including developmental, functional, and ecological approaches.
5. Characteristics of different types of curriculums such as integrated, activity-based, learner-centered, core, hidden, null, and spiral curriculums.
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This document discusses Bloom's taxonomy, which classifies learning objectives into cognitive, psychomotor, and affective domains. The cognitive domain ranges from basic recall or knowledge to more sophisticated skills like analysis, synthesis, and evaluation. The psychomotor domain involves physical skills from basic modeling to teaching others. The affective domain encompasses attitudes, behaviors, and values, from basic awareness to internalizing values as part of one's character. The document provides examples of verbs that could be used to write learning objectives at each level of the domains to help faculty develop effective student outcomes that assess higher-order thinking.
Tools of assessment
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Bloom’s Taxonomy PowerPoint Presentation 2017
Bloom's Taxonomy
PowerPoint Presentation
Prepared by: Aamir Shahani
Email: hussainiaamir512@gmail.com
Gagne's Conditions of Learning ppt.
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Cognitive Domain(Bloom Taxonomy) In Curriculum Development
The document discusses Bloom's taxonomy, which is a classification system used to define educational goals and objectives. It identifies three domains of learning - cognitive, affective, and psychomotor. The cognitive domain involves thinking and knowledge-based skills, and contains six levels: knowledge, comprehension, application, analysis, synthesis, and evaluation. The levels progress from basic recall to more complex thinking skills. The document provides definitions and examples of educational objectives for each of the six levels in the cognitive domain.
Transfer Of Learning.pptx
transfer of learning -
Transfer of learning Or training is a process by which learning or training in one situation to carried over or transferred to the other
situation.
Learning of mathematics helps in solving the numerical problems in physics.
Learning how to drive a car helps a person to later drive a truck.
definition -
According to Sorenson (1948)
Transfer refers to the transfer of knowledge , training and habits acquired in one situation to another situation.
According to Crow and Crow (1973)
The carry over of the habits of thinking , feeling or working of knowledge or skills from one learning area to another is usually referred to as the transfer of training or learning.
According to Peterson
Transfer of learning is generalization for it is extension of idea to a new field.
Types -
POSITIVE TRANSFER –
Transfer is said to be positive , when something previously learned benefits performance or learning in a new situation.
EXAMPLE – If one has learned to play tennis he finds it easier to learn to play badminton.
NEGATIVE TRANSFER-
When something previously learnt hinders performance or learning in a new situation, we call it negative transfer.
EXAMPLE – In India we find that the pronounciation of English words varies from region to region. If a child‘s mother tongue is Tamil or Gujarati his pronounciation of English is affected by carry over of tamil or Gujarati intonation.
ZERO TRANSFER -
In case the previous learning makes no difference at all to the performance or learning in a new situation, there is said to be zero transfer from the previous situation to the new one.
EXAMPLE – Learning history may neither help nor hinder the learning of economics.
Bloom's Taxonomy
Hope it will help , its an old up to new revision of blooms taxonomy that commonly use in teaching especially in making our lesson plan.
Round table group strategy
The document outlines the key elements and components of curriculum development, including aims/goals and objectives, curriculum experience, and curriculum evaluation. It also discusses principles for organizing learning content such as balance, articulation, sequence, integration, and continuity. Finally, it introduces the round table strategy as a technique for curriculum development and reviews its variations and educational implications.
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This document discusses experiential learning and its application in the 21st century classroom. It outlines Carl Rogers' distinction between cognitive and experiential learning, with experiential learning involving applying knowledge through doing. The principles of experiential learning are described, including that learning occurs through relevance, self-organization, and being non-threatening. An experiential learning cycle is presented involving planning, doing, and reviewing. The role of the teacher as a facilitator is explored, and considerations for a student-centered, experiential curriculum are provided.
Individualized instruction
This document provides information on programmed instruction and learning. It defines programmed instruction as a systematic, step-by-step, self-instructional program to ensure learning of stated behaviors. The key aspects discussed include:
- Content is broken into small, easy steps called frames arranged sequentially. Learners get immediate feedback.
- Principles include small steps, active responding, reinforcement, self-pacing, and evaluation.
- Types include linear, branched, mathetics rules-based, and computer-assisted programming.
- Branched programming allows learners to choose paths based on responses and includes remedial frames for incorrect answers.
Instructional Strategies
The document discusses key concepts in system theory and its application to instructional design. It provides an overview of systematic, systemic, and cybernetic principles as they relate to instructional systems. An instructional system is viewed as having input, process, and output components that work together interdependently to achieve learning goals. The document then discusses instructional design as a process of systematically analyzing learning conditions to solve instructional problems. It provides examples of using a performance discrepancy diagram to identify causes of gaps between actual and desired performance. Finally, it discusses selecting appropriate instructional methods, media, and materials based on learners and learning objectives.
Gagne's theory on learning and instruction
Robert Gagne was an influential educational psychologist known for his work on conditions of learning and instructional theory. He received his PhD from Brown University in 1940 and worked as a professor at various universities. Gagne's major publications included The Conditions of Learning and Instructional Theory Foundations. He proposed a learning hierarchy consisting of different types of learning outcomes ranging from simple to complex: signal learning, stimulus-response learning, chaining, verbal association, multiple discrimination, concept learning, rule learning, and problem solving. Gagne also identified nine instructional events that should be followed to facilitate learning: gaining attention, informing learners of objectives, stimulating recall, presenting stimuli, providing guidance, eliciting performance, providing feedback, assessing performance, and
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This document summarizes behavioral domains and hierarchies of learning, specifically focusing on cognitive, psychomotor, and affective domains. It describes each domain and provides descriptions and characteristic behaviors for hierarchical categories within each domain. The cognitive domain involves intellectual operations based on knowledge and includes Bloom's Taxonomy. The psychomotor domain concerns skills involving physical manipulation. The affective domain involves emotional responses and value judgments. Each domain's hierarchical categories progress from basic to more complex levels of learning.
Learning
This document provides an overview of learning and learning theories. It defines learning, discusses the domains, features, principles, and process of learning. It also summarizes four major learning theories: behaviorism, cognitivism, constructivism, and humanism. Behaviorism views learning as changes in observable behavior due to environmental influences and conditioning. Cognitivism sees learning as the processing of information in memory. Constructivism emphasizes learning through experience and knowledge construction. Humanism views learning as a personal act to fulfill one's potential.
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Bloom's Taxonomy
Learning Objectives of Bloom's Taxonomy along with Learning according to various domains of development.
Assignment method teaching
The Assignment methodis the most common method of teaching especially in teaching of Science. It is a technique which can be usually used in teaching and learning process. It is an instructional technique comprises the guided information, self learning, writing skills and report preparation among the learners. The Assignment method is an important step in teaching and learning process
It provides good training for information seeking
and retrieval behaviour.
It inculcates the self learning attitude among the
students.
It provides information analysis and research atti
tude to the learners.
It develops the learning experiences from various
sources.
Assignment must be relevant to the subject taught to the student.
This should reflect the affinities with the subject contents in the text book concerned.
Assignment must be simple and enable the students to complete it within the stipulated time.
Assignment must avoid ambiguous, complex information and instructional structure.
Objectives of the assignments must be clear and definite.
Assessment.....ppt
The document discusses assessment, evaluation, and measurement in education. It defines assessment as gathering information about students' knowledge, skills, attitudes, and beliefs through measurable means. Formative assessment provides ongoing feedback to improve teaching and learning, while summative assessment evaluates learning at the end of a period. Evaluation makes judgments about student progress and achievement based on qualitative and subjective means. Measurement assigns numbers to student characteristics in a precise, scientific manner. The purposes of evaluation include facilitating learning, diagnosing problems, making decisions, and improving products and effectiveness.
Curriclum types
The document discusses different models of curriculum, including:
1. The Tyler Model which focuses on educational purposes, experiences, organization, and assessment.
2. The Taba Model which involves 7 steps including diagnosis of needs, formulation of objectives, and evaluation.
3. The Saylor and Alexander Model which views curriculum development as consisting of specifying goals and objectives, designing the curriculum, implementing it, and evaluating it.
4. Models for students with disabilities including developmental, functional, and ecological approaches.
5. Characteristics of different types of curriculums such as integrated, activity-based, learner-centered, core, hidden, null, and spiral curriculums.
Bloom’s taxonomy, cognitive, psychomotor, and Affective
This document discusses Bloom's taxonomy, which classifies learning objectives into cognitive, psychomotor, and affective domains. The cognitive domain ranges from basic recall or knowledge to more sophisticated skills like analysis, synthesis, and evaluation. The psychomotor domain involves physical skills from basic modeling to teaching others. The affective domain encompasses attitudes, behaviors, and values, from basic awareness to internalizing values as part of one's character. The document provides examples of verbs that could be used to write learning objectives at each level of the domains to help faculty develop effective student outcomes that assess higher-order thinking.
Tools of assessment
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Bloom’s Taxonomy PowerPoint Presentation 2017
Bloom's Taxonomy
PowerPoint Presentation
Prepared by: Aamir Shahani
Email: hussainiaamir512@gmail.com
Gagne's Conditions of Learning ppt.
Gagne's theory of instruction outlines nine instructional events that are meant to support different types of learning outcomes. The nine events are gaining attention, informing learners of objectives, stimulating recall of prior learning, presenting stimulus materials, providing guidance for learning, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer. Gagne also categorized five different types of learning outcomes - verbal information, intellectual skills, cognitive strategies, attitudes, and motor skills. Each learning outcome requires different instructional conditions and events.
Cognitive Domain(Bloom Taxonomy) In Curriculum Development
The document discusses Bloom's taxonomy, which is a classification system used to define educational goals and objectives. It identifies three domains of learning - cognitive, affective, and psychomotor. The cognitive domain involves thinking and knowledge-based skills, and contains six levels: knowledge, comprehension, application, analysis, synthesis, and evaluation. The levels progress from basic recall to more complex thinking skills. The document provides definitions and examples of educational objectives for each of the six levels in the cognitive domain.
Transfer Of Learning.pptx
transfer of learning -
Transfer of learning Or training is a process by which learning or training in one situation to carried over or transferred to the other
situation.
Learning of mathematics helps in solving the numerical problems in physics.
Learning how to drive a car helps a person to later drive a truck.
definition -
According to Sorenson (1948)
Transfer refers to the transfer of knowledge , training and habits acquired in one situation to another situation.
According to Crow and Crow (1973)
The carry over of the habits of thinking , feeling or working of knowledge or skills from one learning area to another is usually referred to as the transfer of training or learning.
According to Peterson
Transfer of learning is generalization for it is extension of idea to a new field.
Types -
POSITIVE TRANSFER –
Transfer is said to be positive , when something previously learned benefits performance or learning in a new situation.
EXAMPLE – If one has learned to play tennis he finds it easier to learn to play badminton.
NEGATIVE TRANSFER-
When something previously learnt hinders performance or learning in a new situation, we call it negative transfer.
EXAMPLE – In India we find that the pronounciation of English words varies from region to region. If a child‘s mother tongue is Tamil or Gujarati his pronounciation of English is affected by carry over of tamil or Gujarati intonation.
ZERO TRANSFER -
In case the previous learning makes no difference at all to the performance or learning in a new situation, there is said to be zero transfer from the previous situation to the new one.
EXAMPLE – Learning history may neither help nor hinder the learning of economics.
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Components of Curriculum and Curriculum Approaches
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Psychomotor and affective domain of blooms' taxonomy
Psychomotor and affective domain of blooms' taxonomy
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Taxonomy of objectives by benjamin bloom
This document provides an overview of various taxonomies of learning objectives, including Bloom's Taxonomy of Cognitive Domain, Krathwohl's Taxonomy of Affective Domain, and Harrow's Taxonomy of Psychomotor Domain. It examines the six levels of Bloom's Cognitive Domain - Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. It also explores the five levels of Krathwohl's Affective Domain - Receiving, Responding, Valuing, Organizing, and Characterizing. Finally, it discusses Harrow's Psychomotor Domain which ranges from Reflex Movements to Origination.
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Bloom's Taxonomy is a classification of thinking organized by levels of complexity that was created in 1956 by Benjamin Bloom to improve student learning and thinking. It defines three domains of learning - cognitive, affective, and psychomotor. The cognitive domain involves knowledge and intellectual skills development and includes six categories of increasing difficulty from remembering to creating. The taxonomy was revised in the 1990s changing some terms to better reflect active thinking processes.
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Bloom's Taxonomy is a classification system for learning objectives developed in 1956 by Benjamin Bloom and later revised. It divides educational objectives into three domains: cognitive, affective, and psychomotor. The cognitive domain involves knowledge and intellectual skills and has six levels ranging from basic recall to evaluation. The affective domain involves attitudes, emotions, and values and has five levels from receiving to characterization. The psychomotor domain involves physical skills and movements and ranges from reflex actions to skilled movements. Bloom's Taxonomy provides a framework to set meaningful educational goals and assess learning.
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Bloom's taxonomy is a classification system used to define levels of cognition. It was created by Benjamin Bloom in 1956 to promote higher-order thinking in education beyond memorization. The taxonomy categorizes learning into cognitive, affective, and psychomotor domains. The cognitive domain includes remembering, understanding, applying, analyzing, evaluating, and creating knowledge. Bloom's taxonomy helps with assessment by matching objectives to cognitive levels and distinguishing higher and lower-order thinking skills. It also helps improve learning and determine program effectiveness, though some criticize its structure and individual focus.
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Blooms taxonomy a revolutionary learning approach
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Bloom's Taxonomy
Bloom's Taxonomy is a classification of learning objectives within education. It was created in 1956 and identifies six levels of cognitive complexity: knowledge, comprehension, application, analysis, synthesis, and evaluation. These levels help ensure instruction develops students' higher-order thinking skills. The taxonomy is a multi-tiered model used to classify objectives according to complexity of thinking. It encourages students to advance to higher levels of thought. The document also discusses the affective domain of learning involving attitudes, values, and emotions, and the psychomotor domain involving physical skills and movements.
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An instructional objective describes what a learner will be able to do after instruction. Objectives should follow the SMART criteria and include an action verb, conditions, standard, and intended audience. Benjamin Bloom developed a taxonomy of educational objectives including cognitive, affective, and psychomotor domains. The cognitive domain involves knowledge and intellectual skills development from simple to complex. It includes remembering, understanding, applying, analyzing, evaluating, and creating. The affective domain involves dealing with things emotionally from simple to complex levels like receiving, responding, valuing, organizing, and characterizing. The psychomotor domain ranges from perception to complex overt response involving physical skills. Bloom's Taxonomy helps ensure instruction and assessment are appropriately aligned with intended
insttt objectives a,z.pptx
An instructional objective describes what a learner will be able to do after instruction. Objectives should follow the SMART criteria and include an action verb, conditions, standard, and intended audience. Benjamin Bloom developed a taxonomy of educational objectives including cognitive, affective, and psychomotor domains. The cognitive domain involves knowledge and intellectual skills development from simple to complex thinking. The affective domain deals with emotions and attitudes. The psychomotor domain covers physical skills ranging from perception to expert performance. Bloom's Taxonomy helps ensure instruction and assessment align with intended learning outcomes.
Bloom's taxonomy
This document discusses Benjamin Bloom's Taxonomy of Learning, which categorized different levels of thinking and was influential in education. Bloom believed learning was a process that builds on itself. He divided learning into cognitive, affective, and psychomotor domains. The cognitive domain received the most attention and influence. It categorized thinking from lower order thinking skills like remembering facts, to higher order thinking skills like evaluation and creation. The taxonomy was later revised but still influences lesson planning, assessments, and other areas of education.
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Blooms taxonomy
- 1. BLOOMS TAXONOMY BY SHRUTI NIMBKAR PRACHI NANDGAONKAR SHEFALI MALLYA
- 2. Benjamin Bloom (1913-1999) attained degrees at Pennsylvania State University in 1935. He joined the Department of Education at the University of Chicago in 1940 and attained a PhD in Education in 1942. Started to classify Education Learning into various domains along with his mentor Ralph Tyler. BIOGRAPHY OF BENJAMIN BLOOM
- 3. Bloom continued to develop the Learning Taxonomy model through the 1960's, and was appointed as a Professor at Chicago in 1970. He served as an educational advisor to several overseas governments including of Israel and India. BIOGRAPHY OF BENJAMIN BLOOM
- 4. BLOOMS TAXONOMY MODEL Blooms Taxonomy Model is divided in 3 categories: 1) Cognitive Domain (intellectual capability) 2) Affective Domain(feelings and emotions) 3) Psychomotor Domain(manual and physical skills) Taxonomy means ‘a set of classification principles’ or a ‘structure’ Domain means 'category'.
- 5. COGNITIVE DOMAIN Involves knowledge and the development of intellectual skills. There are six major categories, which are listed in order below. The categories can be thought of as degrees of difficulties. That is, the first one must be mastered before the next one can take place.
- 6. Knowledge: Observation and recall of information Comprehension: Understanding information, grasp meaning, translate knowledge into new context. Application: Use information, use methods, concepts, theories in new situations. Solve problems using required skills or knowledge COGNITIVE DOMAIN
- 7. Analysis: Organization of parts, recognition of hidden meanings, identification of components. Synthesis: Use old ideas to create new ones, relate knowledge from several areas ,predict, draw conclusions. Evaluation: Make judgments about the value of ideas or materials. COGNITIVE DOMAIN
- 8. AFFECTIVE DOMAIN The manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes.
- 9. The five major categories listed in order are: Receiving phenomena: open to experience, willing to hear Responding to phenomena: react and participate actively Valuing: attach values and express personal opinions AFFECTIVE DOMAIN
- 10. Organize or Conceptualize values: Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating an unique value system. Internalize or characterize values: adopt belief system and philosophy AFFECTIVE DOMAIN
- 11. The Psychomotor Domain was ostensibly established to address skills development relating to manual tasks and physical movement, however it also concerns and covers modern day business and social skills such as communications and operation IT equipment. For example telephone and keyboard skills, or public speaking.
- 12. DAVE SIMPSON HARROW Imitation Perception Reflex Movement Manipulation Set Basic Fundamental Movements Precision Guided Response Perceptual Abilities Articulation Mechanism Physical Abilities Naturalization Complex Overt Response Skilled Movements Adaptation Non-discursive Communication Origination
- 13. The Dave model of Psychomotor Domain is adequate and appropriate for most adult training in the workplace. Simpson’s Version is particularly useful if you are taking adults out of their comfort zones, because it addresses sensory, perception (and by implication attitudinal) and preparation issues. For example anything fearsome or threatening, like emergency routines, conflict situations, tough physical tasks or conditions.
- 14. Harrow’s version is particularly useful if you are developing skills which are intended ultimately to express, convey and/or influence feelings. For example, public speaking, training itself, and high-level presentation skills.
- 15. THANK YOU!