Bloom's taxonomy is a classification system used to define and distinguish different levels of human cognition. It was created in the 1950s by Benjamin Bloom and revised in 2001. The taxonomy categorizes educational goals from lower order thinking skills to higher order thinking skills. There are three domains - cognitive, affective, and psychomotor. The cognitive domain involves knowledge and intellectual abilities. It progresses from basic recall or recognition of facts to more complex and abstract mental levels like analysis, synthesis, and evaluation. The affective domain includes attitudes, emotions, and values. The psychomotor domain encompasses physical skills and abilities. Bloom's taxonomy provides a framework to inform the design of educational objectives, curriculum, assessments, and activities.
The document discusses effective teaching and learning. It states that the main focus of teaching is to facilitate learning, and that teaching activities need to be designed to produce changes in student behavior. It also discusses theories by educational theorists like Bernard, Gagne, Bloom, and Jackson on the relationship between teaching and learning. Key aspects discussed include adapting teaching methods to learning styles, setting educational objectives and evaluating learning outcomes, and creating appropriate learning experiences.
This document discusses activity-based instruction, which involves learning by doing. It is classified as either student-centered or teacher-centered. Teacher-centered instruction involves the teacher guiding activities selected to fit the time and resources, such as using incident methods, case studies, simulations, games, role-playing, or prioritization exercises. Precautions must be taken when organizing these activity-based lessons.
This document provides an overview of several Western schools of philosophy and their implications for education, including Idealism, Naturalism, and Pragmatism. Idealism emphasizes spiritual development and values predetermined eternal truths. Naturalism views nature as the only reality and stresses physical development. Pragmatism believes values are created through human experience and action, and aims for social efficiency. Each philosophy influences aims, curriculum, teaching methods, and the role of the teacher in educational approaches. The document also notes some criticisms of each approach.
The document discusses assessment of learning needs. It defines learning needs assessment and outlines its purposes, which include educational planning, identifying gaps in competence, and improving practice. The assessment process involves identifying needs through methods like self-assessment, observation, and peer review. Needs are then prioritized and analyzed to determine how to address them, such as through feedback, practice, or formal training. Priorities may include changes in nursing practice, education, and technology. Online courses are presented as an affordable way to meet continuing education needs.
Jerome Bruner was an influential American psychologist known for his work on education. He developed theories of cognitive development and learning that emphasized the active role of learners in constructing new ideas based on their existing knowledge. Bruner believed that instruction should be concerned with making students willing and able to learn, structuring information so it can be easily grasped, and facilitating students to go beyond the information given. He proposed that intellectual development progresses through enactive, iconic, and symbolic stages of representing knowledge. Bruner's work influenced constructivist learning theories and the concept of a "spiral curriculum."
The document discusses learner-centered instruction, which shifts the focus of teaching from the teacher to the student. It focuses on developing lifelong learning and independent problem-solving skills. Learner-centered instruction engages students in learning, includes explicit skill building, encourages student reflection, and motivates students by giving them control over their learning. It emphasizes collaboration through group work and developing positive interdependence, equal participation, face-to-face interaction, group processing, and individual accountability. The document also discusses how curriculum and instruction are linked, with instruction providing learning experiences that address curriculum goals. Different instructional methods like lectures, demonstrations, role-plays, case studies, and group activities are presented.
Modular instruction is an approach that divides course content into independent, self-contained units called modules. Each module focuses on well-defined learning objectives and allows students to work through material at their own pace. This individualized approach aims to address differences in learning styles and rates of learning. Modular courses give students flexibility to choose modules and learning modes. While modular instruction has benefits, implementing it also presents challenges for students, instructors, and administrators. Overall, its emphasis on self-paced, individualized learning makes it a promising alternative for higher education.
The document discusses effective teaching and learning. It states that the main focus of teaching is to facilitate learning, and that teaching activities need to be designed to produce changes in student behavior. It also discusses theories by educational theorists like Bernard, Gagne, Bloom, and Jackson on the relationship between teaching and learning. Key aspects discussed include adapting teaching methods to learning styles, setting educational objectives and evaluating learning outcomes, and creating appropriate learning experiences.
This document discusses activity-based instruction, which involves learning by doing. It is classified as either student-centered or teacher-centered. Teacher-centered instruction involves the teacher guiding activities selected to fit the time and resources, such as using incident methods, case studies, simulations, games, role-playing, or prioritization exercises. Precautions must be taken when organizing these activity-based lessons.
This document provides an overview of several Western schools of philosophy and their implications for education, including Idealism, Naturalism, and Pragmatism. Idealism emphasizes spiritual development and values predetermined eternal truths. Naturalism views nature as the only reality and stresses physical development. Pragmatism believes values are created through human experience and action, and aims for social efficiency. Each philosophy influences aims, curriculum, teaching methods, and the role of the teacher in educational approaches. The document also notes some criticisms of each approach.
The document discusses assessment of learning needs. It defines learning needs assessment and outlines its purposes, which include educational planning, identifying gaps in competence, and improving practice. The assessment process involves identifying needs through methods like self-assessment, observation, and peer review. Needs are then prioritized and analyzed to determine how to address them, such as through feedback, practice, or formal training. Priorities may include changes in nursing practice, education, and technology. Online courses are presented as an affordable way to meet continuing education needs.
Jerome Bruner was an influential American psychologist known for his work on education. He developed theories of cognitive development and learning that emphasized the active role of learners in constructing new ideas based on their existing knowledge. Bruner believed that instruction should be concerned with making students willing and able to learn, structuring information so it can be easily grasped, and facilitating students to go beyond the information given. He proposed that intellectual development progresses through enactive, iconic, and symbolic stages of representing knowledge. Bruner's work influenced constructivist learning theories and the concept of a "spiral curriculum."
The document discusses learner-centered instruction, which shifts the focus of teaching from the teacher to the student. It focuses on developing lifelong learning and independent problem-solving skills. Learner-centered instruction engages students in learning, includes explicit skill building, encourages student reflection, and motivates students by giving them control over their learning. It emphasizes collaboration through group work and developing positive interdependence, equal participation, face-to-face interaction, group processing, and individual accountability. The document also discusses how curriculum and instruction are linked, with instruction providing learning experiences that address curriculum goals. Different instructional methods like lectures, demonstrations, role-plays, case studies, and group activities are presented.
Modular instruction is an approach that divides course content into independent, self-contained units called modules. Each module focuses on well-defined learning objectives and allows students to work through material at their own pace. This individualized approach aims to address differences in learning styles and rates of learning. Modular courses give students flexibility to choose modules and learning modes. While modular instruction has benefits, implementing it also presents challenges for students, instructors, and administrators. Overall, its emphasis on self-paced, individualized learning makes it a promising alternative for higher education.
The document discusses progressive education, which aimed to give children more freedom to develop naturally, with teachers as guides rather than taskmasters. It lists pioneers like John Dewey and principles like focusing on students' interests, health, and collaboration between home and school. Two main approaches are child-centered education and social reconstructionism. Attributes include hands-on learning, integrated thematic units, problem-solving, and understanding over rote knowledge. Critic E.D. Hirsch argues progressive education has failed by not challenging students academically and emphasizing process over facts taught.
Learning in and out of school : A Psychological PerspectiveHathib KK
Learning-School-Out of School- Common Sense-Situational learning-symbolic learning- Learning in school-learning out of school-difference between learning in and out of school
The document discusses Bloom's Taxonomy, which is a classification of learning objectives within the cognitive domain of learning. It describes the six levels of the taxonomy - knowledge, comprehension, application, analysis, synthesis, and evaluation - and provides verbs commonly associated with writing objectives for each level. The taxonomy aims to classify educational goals from less complex to more complex learning. The document also briefly covers other domains of learning - affective and psychomotor - and their associated taxonomies.
Cognitive load theory describes the different types of cognitive load on working memory: intrinsic load from the difficulty of the material, extraneous load from poor instructional design, and germane load that aids learning. Various instructional design techniques can manage cognitive load, such as worked examples, completion problems, integrating rather than splitting sources of information, presenting words and pictures together rather than separately, and eliminating redundant information. The effectiveness of techniques depends on learner expertise and the complexity of the material.
This document discusses different approaches to curriculum development, specifically the traditional vs progressive approaches.
The traditional approach focuses on mastery of facts and concepts through memorization and drill. Knowledge is viewed as objective and value-free. Teachers follow step-by-step manuals.
The progressive approach emphasizes relevant content and student interaction with the world to find meaning. It views knowledge as more than just products to be mastered. Students establish meaning through understanding rather than just memorizing content. Curriculum involves interaction between teachers, students, and content to facilitate learning and meaning making.
The document evaluates both approaches and argues that a progressive orientation linked to life situations could yield a more thoughtful curriculum planning approach for a theological institution, compared
John Dewey was a leading philosopher of experimentalism in education. He believed that education should involve hands-on learning through experiments and solving real-world problems rather than just memorization. Students should study social experiences and solve problems to prepare them for participation in a democratic society. Dewey emphasized using scientific methods of inquiry in the classroom to develop skills like reflective thinking. An experimentalist classroom focuses on student-centered activities and collaboration to reconstruct experiences and direct future learning.
This document discusses three levels of teaching: memory, understanding, and reflective.
The memory level focuses on rote memorization of facts with little student thinking. Understanding level goes beyond memorization to help students comprehend relationships between facts and principles. Students can generalize rules and apply knowledge.
The reflective level, not discussed in detail, is the most thoughtful level. It involves critically analyzing, evaluating, and creating new ideas. Psychological theories like conditioning and connectionism influence the different levels. Each level has strengths and weaknesses for student learning.
This document provides an introduction to pedagogy and defines key related concepts such as education, teaching, and learning. It discusses what education is not and explores definitions of education from several perspectives, including scientific, philosophical, theological and technical. The central task of education is defined as implanting a will and facility for learning in order to produce learning people rather than merely learned people. The document emphasizes unlocking the wealth of sympathy, kindness and generosity in children through education and encourages continually asking questions.
Bloom's Taxonomy is a framework for classifying educational goals and objectives into levels of complexity and specificity. It was created in 1956 by education psychologist Benjamin Bloom and revised in 2001. The taxonomy categorizes learning objectives into three domains: cognitive, affective, and psychomotor. The cognitive domain involves knowledge and intellectual skills and has six levels - remembering, understanding, applying, analyzing, evaluating, and creating. The affective domain deals with attitudes, values, and emotions and also has five levels. The psychomotor domain involves physical skills and manipulations and its levels range from perception to complex overt responses. Bloom's Taxonomy provides a useful guide for designing instructional objectives and assessments across different learning types and depths
Topic: Need & Scope of Educational Psychology
Student Name: Mazhar Ali
Class: M.Ed.
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Instructional design is the systematic process of translating principles of learning and instruction into plans for instructional materials and activities. It involves determining learning outcomes, selecting appropriate content and methods, and evaluating effectiveness. The instructional design process aims to increase learning through careful planning. Effective instructional design draws on learning theories like behaviorism, cognitivism, and constructivism. It considers characteristics of learners, subject matter, and how people learn to create engaging instruction.
The document discusses the demonstration method of teaching. It explains that demonstration involves systematically showing students how to perform activities or understand concepts. It emphasizes the importance of proper planning, preparation of materials, rehearsal, and using clear language during the demonstration. The key steps of demonstration method include planning, introducing the lesson, presenting the content, performing the demonstration, using teaching aids, and evaluating.
This document discusses the relationship between philosophy and education. It begins by defining philosophy as the study of fundamental problems regarding existence, knowledge, truth, values and language. Philosophy has three main branches - metaphysics, which studies existence; epistemology, which studies knowledge; and axiology, which studies values. The document then defines education and discusses how it has both narrow and broad meanings. It notes that education focuses on developing well-rounded, engaged citizens in the 21st century. Finally, the document explores the dependence of education and philosophy on each other and how studying educational philosophy provides value by establishing objectives and scope for education.
introduction to curriculum and foundations of curriculum updated.Usman Khan
The document discusses various foundations and concepts of curriculum. The traditional concept viewed curriculum as a static course of study focused on memorization, while the modern concept sees it as a dynamic set of planned learning activities. An Islamic concept defines curriculum as a body of knowledge to prepare individuals for worship and worldly affairs, based on the Quran. Curriculum needs to be developed based on philosophical, psychological, sociological, and historical foundations to achieve educational goals and meet the needs of both students and society.
The document discusses different types of curriculum design, including:
- Core curriculum which focuses on essential learning experiences for all students.
- Integrated curriculum which connects learning across disciplines around themes.
- Activity-based curriculum which is based on student needs and interests and promotes learning by doing.
- Learner-centered curriculum which emphasizes individual student development and emerges from their needs and interests.
- Teacher-centered curriculum where the teacher passes knowledge to students and determines curriculum standards and methods.
The document provides definitions, characteristics, advantages and disadvantages of these different curriculum designs.
Current trends and issues in education Santhosh S.U.
The document discusses various trends and issues in nursing education in India as well as the recommendations of committees pertaining to nursing education. It summarizes that (1) nursing education has evolved from unprepared caregivers to formally educated nurses, (2) current trends include periodic curriculum revisions, emphasis on technology and globalization, and increased opportunities for higher education, and (3) committees have recommended establishing nursing councils, improving training conditions, and restructuring nursing programs.
This document discusses pedagogy and effective teaching models and strategies. It defines pedagogy as beliefs about how best to teach based on how children learn. It outlines three ways of thinking about teaching: teaching relationships, teaching models, and reflection. It discusses teaching models as tools for defining content, learning strategies, and social interactions. Examples of models taught include extracting information, memorizing, building hypotheses, and cooperative tasks. It also covers general teaching knowledge, pedagogical content knowledge, principles of learning and constructing knowledge, emphasizing active learning and problem-solving over memorization.
The document discusses teacher guided learning and the importance of guided practice in the classroom. It advocates for an "I do, we do, you do" approach where the teacher first models a skill, then guides student practice together, and finally has students practice independently. Guided practice is important because it allows students to learn from an expert and helps them practice skills correctly. The document provides examples of implementing guided practice at different levels, including whole class instruction, small group work, and individual practice, to support students at different stages of learning.
The document summarizes Benjamin Bloom's Taxonomy of Learning Domains, which identifies three main domains of educational activities: Cognitive (mental skills/knowledge), Affective (growth in feelings/attitudes), and Psychomotor (manual/physical skills). It provides details on the hierarchical subdivisions within each domain, ranging from basic/simple behaviors and skills to more complex ones. The cognitive domain includes categories like knowledge, comprehension, application, analysis, synthesis, and evaluation. The affective domain includes receiving phenomena, responding, valuing, organization, and internalizing values. The psychomotor domain includes categories like perception, set, guided response, mechanism, complex overt response, adaptation, and origination.
The document discusses three domains of learning: cognitive, affective, and psychomotor.
1. The cognitive domain involves mental skills and knowledge. It has six categories relating to remembering, understanding, applying, analyzing, evaluating, and creating information.
2. The affective domain involves growth in feelings and attitudes. It has five categories progressing from awareness to internalizing values and character development.
3. The psychomotor domain involves physical skills and movements. It has seven categories relating to perception, readiness, early skill development, intermediate proficiency, and expert performance of motor activities.
The document discusses progressive education, which aimed to give children more freedom to develop naturally, with teachers as guides rather than taskmasters. It lists pioneers like John Dewey and principles like focusing on students' interests, health, and collaboration between home and school. Two main approaches are child-centered education and social reconstructionism. Attributes include hands-on learning, integrated thematic units, problem-solving, and understanding over rote knowledge. Critic E.D. Hirsch argues progressive education has failed by not challenging students academically and emphasizing process over facts taught.
Learning in and out of school : A Psychological PerspectiveHathib KK
Learning-School-Out of School- Common Sense-Situational learning-symbolic learning- Learning in school-learning out of school-difference between learning in and out of school
The document discusses Bloom's Taxonomy, which is a classification of learning objectives within the cognitive domain of learning. It describes the six levels of the taxonomy - knowledge, comprehension, application, analysis, synthesis, and evaluation - and provides verbs commonly associated with writing objectives for each level. The taxonomy aims to classify educational goals from less complex to more complex learning. The document also briefly covers other domains of learning - affective and psychomotor - and their associated taxonomies.
Cognitive load theory describes the different types of cognitive load on working memory: intrinsic load from the difficulty of the material, extraneous load from poor instructional design, and germane load that aids learning. Various instructional design techniques can manage cognitive load, such as worked examples, completion problems, integrating rather than splitting sources of information, presenting words and pictures together rather than separately, and eliminating redundant information. The effectiveness of techniques depends on learner expertise and the complexity of the material.
This document discusses different approaches to curriculum development, specifically the traditional vs progressive approaches.
The traditional approach focuses on mastery of facts and concepts through memorization and drill. Knowledge is viewed as objective and value-free. Teachers follow step-by-step manuals.
The progressive approach emphasizes relevant content and student interaction with the world to find meaning. It views knowledge as more than just products to be mastered. Students establish meaning through understanding rather than just memorizing content. Curriculum involves interaction between teachers, students, and content to facilitate learning and meaning making.
The document evaluates both approaches and argues that a progressive orientation linked to life situations could yield a more thoughtful curriculum planning approach for a theological institution, compared
John Dewey was a leading philosopher of experimentalism in education. He believed that education should involve hands-on learning through experiments and solving real-world problems rather than just memorization. Students should study social experiences and solve problems to prepare them for participation in a democratic society. Dewey emphasized using scientific methods of inquiry in the classroom to develop skills like reflective thinking. An experimentalist classroom focuses on student-centered activities and collaboration to reconstruct experiences and direct future learning.
This document discusses three levels of teaching: memory, understanding, and reflective.
The memory level focuses on rote memorization of facts with little student thinking. Understanding level goes beyond memorization to help students comprehend relationships between facts and principles. Students can generalize rules and apply knowledge.
The reflective level, not discussed in detail, is the most thoughtful level. It involves critically analyzing, evaluating, and creating new ideas. Psychological theories like conditioning and connectionism influence the different levels. Each level has strengths and weaknesses for student learning.
This document provides an introduction to pedagogy and defines key related concepts such as education, teaching, and learning. It discusses what education is not and explores definitions of education from several perspectives, including scientific, philosophical, theological and technical. The central task of education is defined as implanting a will and facility for learning in order to produce learning people rather than merely learned people. The document emphasizes unlocking the wealth of sympathy, kindness and generosity in children through education and encourages continually asking questions.
Bloom's Taxonomy is a framework for classifying educational goals and objectives into levels of complexity and specificity. It was created in 1956 by education psychologist Benjamin Bloom and revised in 2001. The taxonomy categorizes learning objectives into three domains: cognitive, affective, and psychomotor. The cognitive domain involves knowledge and intellectual skills and has six levels - remembering, understanding, applying, analyzing, evaluating, and creating. The affective domain deals with attitudes, values, and emotions and also has five levels. The psychomotor domain involves physical skills and manipulations and its levels range from perception to complex overt responses. Bloom's Taxonomy provides a useful guide for designing instructional objectives and assessments across different learning types and depths
Topic: Need & Scope of Educational Psychology
Student Name: Mazhar Ali
Class: M.Ed.
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Instructional design is the systematic process of translating principles of learning and instruction into plans for instructional materials and activities. It involves determining learning outcomes, selecting appropriate content and methods, and evaluating effectiveness. The instructional design process aims to increase learning through careful planning. Effective instructional design draws on learning theories like behaviorism, cognitivism, and constructivism. It considers characteristics of learners, subject matter, and how people learn to create engaging instruction.
The document discusses the demonstration method of teaching. It explains that demonstration involves systematically showing students how to perform activities or understand concepts. It emphasizes the importance of proper planning, preparation of materials, rehearsal, and using clear language during the demonstration. The key steps of demonstration method include planning, introducing the lesson, presenting the content, performing the demonstration, using teaching aids, and evaluating.
This document discusses the relationship between philosophy and education. It begins by defining philosophy as the study of fundamental problems regarding existence, knowledge, truth, values and language. Philosophy has three main branches - metaphysics, which studies existence; epistemology, which studies knowledge; and axiology, which studies values. The document then defines education and discusses how it has both narrow and broad meanings. It notes that education focuses on developing well-rounded, engaged citizens in the 21st century. Finally, the document explores the dependence of education and philosophy on each other and how studying educational philosophy provides value by establishing objectives and scope for education.
introduction to curriculum and foundations of curriculum updated.Usman Khan
The document discusses various foundations and concepts of curriculum. The traditional concept viewed curriculum as a static course of study focused on memorization, while the modern concept sees it as a dynamic set of planned learning activities. An Islamic concept defines curriculum as a body of knowledge to prepare individuals for worship and worldly affairs, based on the Quran. Curriculum needs to be developed based on philosophical, psychological, sociological, and historical foundations to achieve educational goals and meet the needs of both students and society.
The document discusses different types of curriculum design, including:
- Core curriculum which focuses on essential learning experiences for all students.
- Integrated curriculum which connects learning across disciplines around themes.
- Activity-based curriculum which is based on student needs and interests and promotes learning by doing.
- Learner-centered curriculum which emphasizes individual student development and emerges from their needs and interests.
- Teacher-centered curriculum where the teacher passes knowledge to students and determines curriculum standards and methods.
The document provides definitions, characteristics, advantages and disadvantages of these different curriculum designs.
Current trends and issues in education Santhosh S.U.
The document discusses various trends and issues in nursing education in India as well as the recommendations of committees pertaining to nursing education. It summarizes that (1) nursing education has evolved from unprepared caregivers to formally educated nurses, (2) current trends include periodic curriculum revisions, emphasis on technology and globalization, and increased opportunities for higher education, and (3) committees have recommended establishing nursing councils, improving training conditions, and restructuring nursing programs.
This document discusses pedagogy and effective teaching models and strategies. It defines pedagogy as beliefs about how best to teach based on how children learn. It outlines three ways of thinking about teaching: teaching relationships, teaching models, and reflection. It discusses teaching models as tools for defining content, learning strategies, and social interactions. Examples of models taught include extracting information, memorizing, building hypotheses, and cooperative tasks. It also covers general teaching knowledge, pedagogical content knowledge, principles of learning and constructing knowledge, emphasizing active learning and problem-solving over memorization.
The document discusses teacher guided learning and the importance of guided practice in the classroom. It advocates for an "I do, we do, you do" approach where the teacher first models a skill, then guides student practice together, and finally has students practice independently. Guided practice is important because it allows students to learn from an expert and helps them practice skills correctly. The document provides examples of implementing guided practice at different levels, including whole class instruction, small group work, and individual practice, to support students at different stages of learning.
The document summarizes Benjamin Bloom's Taxonomy of Learning Domains, which identifies three main domains of educational activities: Cognitive (mental skills/knowledge), Affective (growth in feelings/attitudes), and Psychomotor (manual/physical skills). It provides details on the hierarchical subdivisions within each domain, ranging from basic/simple behaviors and skills to more complex ones. The cognitive domain includes categories like knowledge, comprehension, application, analysis, synthesis, and evaluation. The affective domain includes receiving phenomena, responding, valuing, organization, and internalizing values. The psychomotor domain includes categories like perception, set, guided response, mechanism, complex overt response, adaptation, and origination.
The document discusses three domains of learning: cognitive, affective, and psychomotor.
1. The cognitive domain involves mental skills and knowledge. It has six categories relating to remembering, understanding, applying, analyzing, evaluating, and creating information.
2. The affective domain involves growth in feelings and attitudes. It has five categories progressing from awareness to internalizing values and character development.
3. The psychomotor domain involves physical skills and movements. It has seven categories relating to perception, readiness, early skill development, intermediate proficiency, and expert performance of motor activities.
The document outlines the key components of writing effective learning objectives according to the SMART criteria. It explains that objectives should be specific, measurable, achievable, relevant, and timely. For each criterion, examples are provided to illustrate how to write objectives that meet the SMART standards. The purpose is to create objectives that clearly define what learners will know and be able to do so their learning can be properly assessed.
Bloom's taxonomy is a classification system used to define and distinguish different levels of human cognition. It includes three domains: cognitive, affective, and sensory. The cognitive domain involves knowledge and intellectual skills development. It contains six categories ranging from basic recall or knowledge to more complex levels of analysis, synthesis, and evaluation. The affective domain includes how people deal with things emotionally and contains five categories related to attitudes and values. The psychomotor domain includes physical movement, coordination, and motor skills development over seven categories of increasing complexity. Bloom's taxonomy provides a framework for teachers to define and categorize learning objectives and plan curriculum.
This document provides an overview of Bloom's Taxonomy, which is a classification of learning objectives into different levels of complexity and specificity. It describes the three domains of the taxonomy - cognitive, affective, and psychomotor. The cognitive domain involves knowledge and intellectual skills, ranging from basic recall or recognition to more complex processes like analysis, synthesis and evaluation. The affective domain describes the way attitudes, values and appreciation develop, from basic awareness to internalizing values. The psychomotor domain involves physical skills and ranges from basic perception to highly complex skills that are adapted to new situations.
This document shows how the course outcomes can be written effectively. This will act as a guide for writing good course outcome statements. It talks about the domains of learning, learning pyramid, course outcome structure, and checklist.
The document discusses three domains of learning: cognitive, affective, and psychomotor. The cognitive domain involves mental skills and development of intelligence, including skills such as remembering, understanding, applying, analyzing, evaluating, and creating. The affective domain involves attitudes, values, and motivation, progressing from awareness to internalization. The psychomotor domain involves physical skills and movement, ranging from basic awareness to complex skilled actions. Each domain is important and involved in every task, though some tasks are dominantly of one domain over others.
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 classifies learning objectives into three overlapping domains: Cognitive, Affective, and Psychomotor. The Cognitive domain involves knowledge and intellectual abilities. It has six categories ranging from remembering facts to creating new ideas. The Affective domain describes attitudes, emotions, and values. Its five categories range from awareness to internalized values. The Psychomotor domain covers physical skills and movements. Bloom's Taxonomy provides a framework to structure educational goals from basic to complex learning. It is widely used today to classify learning objectives across various topics and domains.
The document discusses Benjamin Bloom's taxonomy of learning, which identifies three domains of educational activities: cognitive, affective, and psychomotor. The cognitive domain involves knowledge and intellectual development, and has six categories ranging from simple recall to complex evaluation. The affective domain involves emotional areas like attitudes and values, and has five categories from basic awareness to internalized values. The psychomotor domain covers physical skills and movement, with seven categories from basic perception to complex naturalization. Bloom's taxonomy provides a framework for understanding different types of learning objectives and outcomes.
Educational objectives are the statements of those desired changes in behavior as a result of specific teaching-learning activities or specific teacher-learner activity
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.
The document discusses Bloom's Taxonomy, which is a framework for categorizing levels of thinking skills. It was created by Benjamin Bloom and divides cognitive learning into six categories from simplest to most complex: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The document also discusses the three learning domains in Bloom's Taxonomy - Cognitive, Affective, and Psychomotor - and provides examples of levels within each domain.
Blooms' Taxonomy for B.Ed TNTEU Notes for I.B.Ed StudentsSasikala Antony
The document discusses Benjamin Bloom's Taxonomy of Educational Objectives, which classifies learning objectives into three domains (cognitive, affective, psychomotor) and defines categories within each domain ranging from basic to more complex levels of learning. The cognitive domain includes knowledge, comprehension, application, analysis, synthesis, and evaluation. The affective domain includes receiving, responding, valuing, organizing, and characterizing. The psychomotor domain includes perception, set, guided response, mechanism, complex overt response, and adaptation. Bloom's Taxonomy provides a framework for designing instructional objectives and assessments across different types and depths of learning.
This document provides an overview and comparison of Bloom's original taxonomy of cognitive domains from 1956 and the revised taxonomy by Anderson and Krathwohl from 2001. It outlines the six cognitive levels in each taxonomy from simplest to most complex: remembering, understanding, applying, analyzing, evaluating/creating. It also introduces the four levels of knowledge - factual, conceptual, procedural, and metacognitive - that intersect with the cognitive domains.
It includes definition, functions, nature and characteristics of teacher and teaching.
It also describe Domains of learning to understand the behaviour modification of the learner.
Blooms Taxonomy of Hierarchy of learningMaunas Thaker
Bloom's Taxonomy is a hierarchical framework used to classify educational objectives. Developed by Benjamin Bloom in the 1950s, it divides educational goals into three overarching domains: cognitive, affective, and psychomotor.
This taxonomy provides educators with a framework for designing curriculum, assessments, and instructional strategies that target different levels of cognitive complexity. It helps ensure that educational objectives are clearly defined and that instruction is appropriately aligned with the desired outcomes.
There are three key points summarized:
1) Bloom's taxonomy outlines six levels of cognitive learning - remembering, understanding, applying, analyzing, evaluating, and creating. Certain verbs are appropriate for assessing each level.
2) Kendall and Manzano's new taxonomy has three domains - information, mental procedures, and psychomotor procedures - that are processed through six levels including retrieval, comprehension, analysis, knowledge utilization, metacognitive systems, and self-systems.
3) Both taxonomies aim to classify learning objectives and assessment according to increasing complexity, though Kendall and Manzano's model divides domains and levels more distinctly.
Bloom’s Taxonomy of Educational Objectives.pptxAtul Thakur
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.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
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Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
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Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
1. 3/4/2018 Bloom's taxonomy - Wikipedia
https://en.wikipedia.org/wiki/Bloom%27s_taxonomy 1/8
Bloom's taxonomy
Bloom's taxonomy is a set of three hierarchical
models used to classify educational learning
objectives into levels of complexity and specificity.
The three lists cover the learning objectives in
cognitive, affective and sensory domains. The
cognitive domain list has been the primary focus of
most traditional education and is frequently used to
structure curriculum learning objectives,
assessments and activities.
The models were named after Benjamin Bloom, who
chaired the committee of educators that devised the
taxonomy. He also edited the first volume of the
standard text, Taxonomy of Educational Objectives:
The Classification of Educational Goals.[1][2]
History
The cognitive domain (knowledge-based)
Remembering
Comprehending
Applying
Analyzing
Synthesizing
Evaluating
The affective domain (emotion-based)
The psychomotor domain (action-based)
Perception
Set
Guided response
Mechanism
Complex overt response
Adaptation
Origination
Definition of knowledge
Criticism of the taxonomy
Implications
Connections across disciplines
See also
References
Further reading
Bloom's taxonomy (cognitive) according to Bloom's verbs
and matching assessment types. The verbs are intended
to be feasible and measurable.Contents
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Although named after Bloom, the publication of Taxonomy of Educational Objectives followed a series of conferences
from 1949 to 1953, which were designed to improve communication between educators on the design of curricula and
examinations.[3]
The first volume of the taxonomy, Handbook I: Cognitive[1] was published in 1956, and in 1964 Handbook II:
Affective.[4][5][6][7][8] A revised version of the taxonomy for the cognitive domain was created in 2001.[9]
In the original version of the taxonomy, the cognitive domain is broken into the following six levels of objectives.[10] In
the 2001 revised edition of Bloom's taxonomy, the levels are slightly different: Remember, Understand, Apply,
Analyze, Evaluate, Create (rather than Synthesize).[9][11]
Remembering involves recognizing or remembering facts, terms, basic concepts, or answers without necessarily
understanding what they mean. Its characteristics may include:
Knowledge of specifics—terminology, specific facts
Knowledge of ways and means of dealing with specifics—conventions, trends and sequences, classifications and
categories, criteria, methodology
Knowledge of the universals and abstractions in a field—principles and generalizations, theories and structures
Example: Name three common varieties of apple.
Comprehension involves demonstrating understanding of facts and ideas by organizing, comparing, translating,
interpreting, giving descriptions, and stating the main ideas.
Example: Compare the identifying characteristics of a Golden Delicious apple with a Granny Smith apple.
Applying involves using acquired knowledge—solving problems in new situations by applying acquired knowledge,
facts, techniques and rules. Learners should be able to use prior knowledge to solve problems, identify connections
and relationships and how they apply in new situations.
Example: Would apples prevent scurvy, a disease caused by a deficiency in vitamin C?
Analyzing involves examining and breaking information into component parts, determining how the parts relate to
one another, identifying motives or causes, making inferences, and finding evidence to support generalizations. Its
characteristics include:
Analysis of elements
Analysis of relationships
Analysis of organization
Example: List four ways of serving foods made with apples and explain which ones have the highest health benefits.
Provide references to support your statements.
History
The cognitive domain (knowledge-based)
Remembering
Comprehending
Applying
Analyzing
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Synthesizing involves building a structure or pattern from diverse elements; it also refers to the act of putting parts
together to form a whole. Its characteristics include:
Production of a unique communication
Production of a plan, or proposed set of operations
Derivation of a set of abstract relations
Example: Convert an "unhealthy" recipe for apple pie to a "healthy" recipe by replacing your choice of ingredients.
Explain the health benefits of using the ingredients you chose vs. the original ones.
Evaluating involves presenting and defending opinions by making judgments about information, the validity of ideas,
or quality of work based on a set of criteria. Its characteristics include:
Judgments in terms of internal evidence
Judgments in terms of external criteria
Example: Which kinds of apples are best for baking a pie, and why?
Skills in the affective domain describe the way people react emotionally and their ability to feel other living things'
pain or joy. Affective objectives typically target the awareness and growth in attitudes, emotion, and feelings.
There are five levels in the affective domain moving through the lowest-order processes to the highest:
Receiving
The lowest level; the student passively pays attention. Without this level, no learning can
occur. Receiving is about the student's memory and recognition as well.
Responding
The student actively participates in the learning process, not only attends to a stimulus; the
student also reacts in some way.
Valuing
The student attaches a value to an object, phenomenon, or piece of information. The student
associates a value or some values to the knowledge they acquired.
Organizing
The student can put together different values, information, and ideas, and can accommodate
them within his/her own schema; the student is comparing, relating and elaborating on what
has been learned.
Characterizing
The student at this level tries to build abstract knowledge.
Skills in the psychomotor domain describe the ability to physically manipulate a tool or instrument like a hand or a
hammer. Psychomotor objectives usually focus on change and/or development in behavior and/or skills.
Bloom and his colleagues never created subcategories for skills in the psychomotor domain, but since then other
educators have created their own psychomotor taxonomies.[7] Simpson (1972) proposed the following levels:
Synthesizing
Evaluating
The affective domain (emotion-based)
The psychomotor domain (action-based)
Perception
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The ability to use sensory cues to guide motor activity: This ranges from sensory stimulation, through cue selection, to
translation.
Examples: Detects non-verbal communication cues. Estimate where a ball will land after it is thrown and then moving
to the correct location to catch the ball. Adjusts heat of the stove to correct temperature by smell and taste of food.
Adjusts the height of the forks on a forklift by comparing where the forks are in relation to the pallet.
Key words: chooses, describes, detects, differentiates, distinguishes, identifies, isolates, relates, selects.
Readiness to act: It includes mental, physical, and emotional sets. These three sets are dispositions that predetermine
a person's response to different situations (sometimes called mindsets). This subdivision of psychomotor is closely
related with the "responding to phenomena" subdivision of the affective domain.
Examples: Knows and acts upon a sequence of steps in a manufacturing process. Recognizes his or her abilities and
limitations. Shows desire to learn a new process (motivation).
Key words: begins, displays, explains, moves, proceeds, reacts, shows, states, volunteers.
The early stages of learning a complex skill that includes imitation and trial and error: Adequacy of performance is
achieved by practicing.
Examples: Performs a mathematical equation as demonstrated. Follows instructions to build a model. Responds to
hand-signals of the instructor while learning to operate a forklift.
Key words: copies, traces, follows, react, reproduce, responds.
The intermediate stage in learning a complex skill: Learned responses have become habitual and the movements can
be performed with some confidence and proficiency.
Examples: Use a personal computer. Repair a leaking tap. Drive a car.
Key words: assembles, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates,
measures, mends, mixes, organizes, sketches.
The skillful performance of motor acts that involve complex movement patterns: Proficiency is indicated by a quick,
accurate, and highly coordinated performance, requiring a minimum of energy. This category includes performing
without hesitation and automatic performance. For example, players will often utter sounds of satisfaction or
expletives as soon as they hit a tennis ball or throw a football because they can tell by the feel of the act what the result
will produce.
Examples: Maneuvers a car into a tight parallel parking spot. Operates a computer quickly and accurately. Displays
competence while playing the piano.
Set
Guided response
Mechanism
Complex overt response
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Key words: assembles, builds, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates,
measures, mends, mixes, organizes, sketches. (Note: The key words are the same as in mechanism, but will have
adverbs or adjectives that indicate that the performance is quicker, better, more accurate, etc.)
Skills are well developed and the individual can modify movement patterns to fit special requirements.
Examples: Responds effectively to unexpected experiences. Modifies instruction to meet the needs of the learners.
Performs a task with a machine that was not originally intended for that purpose (the machine is not damaged and
there is no danger in performing the new task).
Key words: adapts, alters, changes, rearranges, reorganizes, revises, varies.
Creating new movement patterns to fit a particular situation or specific problem: Learning outcomes emphasize
creativity based upon highly developed skills.
Examples: Constructs a new set or pattern of movements organized around a novel concept or theory. Develops a new
and comprehensive training program. Creates a new gymnastic routine.
Key words: arranges, builds, combines, composes, constructs, creates, designs, initiate, makes, originates.
In the appendix to Handbook I, there is a definition of knowledge which serves as the apex for an alternative,
summary classification of the educational goals. This is significant as the taxonomy has been called upon significantly
in other fields such as knowledge management, potentially out of context. "Knowledge, as defined here, involves the
recall of specifics and universals, the recall of methods and processes, or the recall of a pattern, structure, or
setting."[12]
The taxonomy is set out as follows:
1.00 Knowledge
1.10 Knowledge of specifics
1.11 Knowledge of terminology
1.12 Knowledge of specific facts
1.20 Knowledge of ways and means of dealing with specifics
1.21 Knowledge of conventions
1.22 Knowledge of trends and sequences
1.23 Knowledge of classifications and categories
1.24 Knowledge of criteria
1.25 Knowledge of methodology
1.30 Knowledge of the universals and abstractions in a field
1.31 Knowledge of principles and generalizations
1.32 Knowledge of theories and structures
As Morshead (1965) pointed out on the publication of the second volume, the classification was not a properly
constructed taxonomy, as it lacked a systemic rationale of construction.
Adaptation
Origination
Definition of knowledge
Criticism of the taxonomy
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This was subsequently acknowledged in the discussion of the original taxonomy in its 2001 revision,[9] and the
taxonomy was reestablished on more systematic lines. It is generally considered that the role the taxonomy played in
systematising a field was more important than any perceived lack of rigour in its construction.
Some critiques of the taxonomy's cognitive domain admit the existence of these six categories but question the
existence of a sequential, hierarchical link.[13] Often, educators view the taxonomy as a hierarchy and may mistakenly
dismiss the lowest levels as unworthy of teaching.[14][15] The learning of the lower levels enables the building of skills
in the higher levels of the taxonomy, and in some fields, the most important skills are in the lower levels (such as
identification of species of plants and animals in the field of natural history).[14][15] Instructional scaffolding of higher-
level skills from lower-level skills is an application of Vygotskian constructivism.[16][17]
Some consider the three lowest levels as hierarchically ordered, but the three higher levels as parallel.[9] Others say
that it is sometimes better to move to Application before introducing concepts, the idea is to create a learning
environment where the real world context comes first and the theory second to promote the student's grasp of the
phenomenon, concept or event. This thinking would seem to relate to the method of problem-based learning.
Furthermore, the distinction between the categories can be seen as artificial since any given cognitive task may entail a
number of processes. It could even be argued that any attempt to nicely categorize cognitive processes into clean, cut-
and-dried classifications undermines the holistic, highly connective and interrelated nature of cognition.[18] This is a
criticism that can be directed at taxonomies of mental processes in general.
Bloom's taxonomy serves as the backbone of many teaching philosophies, in particular, those that lean more towards
skills rather than content.[8][9] These educators view content as a vessel for teaching skills. The emphasis on higher-
order thinking inherent in such philosophies is based on the top levels of the taxonomy including analysis, evaluation,
synthesis and creation. Bloom's taxonomy can be used as a teaching tool to help balance assessment and evaluative
questions in class, assignments and texts to ensure all orders of thinking are exercised in students' learning, including
aspects of information searching.[19]
The skill development that takes place at these higher orders of thinking interacts well with a developing global focus
on multiple literacies and modalities in learning and the emerging field of integrated disciplines.[20] The ability to
interface with and create media would draw upon skills from multiple levels of the taxonomy including analysis,
application and creation.[21][22] Bloom's taxonomy (and the revised taxonomy) continues to be a source of inspiration
for educational philosophy and for developing new teaching strategies.
DIKW pyramid
Educational psychology
Educational technology
Fluid and crystallized intelligence
Higher order thinking skills
In Over Our Heads
Integrative complexity
Know-how
Learning cycle
Learning styles
Mastery learning
Metacognition
Implications
Connections across disciplines
See also
7. 3/4/2018 Bloom's taxonomy - Wikipedia
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Model of hierarchical complexity
Pedagogy
Physical education
Reflective practice
Rubric (academic)
Structure of observed learning outcome
Wisdom
1. Bloom, B. S.; Engelhart, M. D.; Furst, E. J.; Hill, W. H.; Krathwohl, D. R. (1956). Taxonomy of educational
objectives: The classification of educational goals. Handbook I: Cognitive domain. New York: David McKay
Company.
2. Shane, Harold G. (1981). "Significant writings that have influenced the curriculum: 1906-1981". Phi Delta Kappan.
62 (5): 311–314.
3. Bloom et al. 1956, p. 4: "The idea for this classification system was formed at an informal meeting of college
examiners attending the 1948 American Psychological Association Convention in Boston. At this meeting, interest
was expressed in a theoretical framework which could be used to facilitate communication among examiners.
4. Simpson, Elizabeth J. (1966). "The classification of educational objectives: Psychomotor domain". Illinois Journal
of Home Economics. 10 (4): 110–144.
5. *Harrow, Anita J. (1972). A taxonomy of the psychomotor domain: A guide for developing behavioral objectives.
New York: David McKay Company.
6. *Dave, R. H. (1975). Armstrong, R. J., ed. Developing and writing behavioral objectives. Tucson: Educational
Innovators Press.
7. Clark, Donald R. (1999). "Bloom's Taxonomy of Learning Domains" (http://www.nwlink.com/~donclark/hrd/bloom.h
tml). Retrieved 28 Jan 2014.
8. Krathwohl, David R. (2002). "A revision of Bloom's taxonomy: An overview". Theory Into Practice. Routledge. 41
(4): 212–218. doi:10.1207/s15430421tip4104_2 (https://doi.org/10.1207%2Fs15430421tip4104_2). ISSN 0040-
5841 (https://www.worldcat.org/issn/0040-5841).
9. Anderson, Lorin W.; Krathwohl, David R., eds. (2001). A taxonomy for learning, teaching, and assessing: A
revision of Bloom's taxonomy of educational objectives. Allyn and Bacon. ISBN 978-0-8013-1903-7.
10. Hoy, Anita Woolfolk (2007). Educational psychology (10th ed.). Boston: Pearson/Allyn and Bacon. pp. 530–531,
545. ISBN 0205459463. OCLC 68694368 (https://www.worldcat.org/oclc/68694368).
11. Armstrong, Patricia. "Bloom's Taxonomy" (https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/).
Vanderbilt University Center for Teaching. Vanderbilt University. Retrieved 29 June 2016.
12. Bloom et al. 1956, p. 201.
13. Paul, R. (1993). Critical thinking: what every person needs to survive in a rapidly changing world (3rd ed.).
Rohnert Park, California: Sonoma State University Press.
14. Flannery, Maura C. (November 2007). "Observations on biology" (https://www.nabt.org/websites/institution/File/pd
fs/american_biology_teacher/2007/069-09-0561.pdf) (PDF). The American Biology Teacher. 69 (9): 561–564.
doi:10.1662/0002-7685(2007)69[561:OOB]2.0.CO;2 (https://doi.org/10.1662%2F0002-7685%282007%2969%5B
561%3AOOB%5D2.0.CO%3B2). "Biology is often referred to as an observational science almost as a slur, with
the implication that biologists simply look at the living world without the strong theoretical and mathematic
underpinnings of a science like physics. There is the suggestion that observation is easy. Thus biology is viewed
as a lightweight science—anyone can do it: just go out and start looking, at birds, at grass, at cells under the
microscope. Benjamin Bloom's taxonomy of learning tasks puts observation at the lowest level, with recall of
information. This denigration of observation has long bothered me because I see it as often difficult and complex,
a skill that needs to be learned and a talent that is much more developed in some."
References
8. 3/4/2018 Bloom's taxonomy - Wikipedia
https://en.wikipedia.org/wiki/Bloom%27s_taxonomy 8/8
Retrieved from "https://en.wikipedia.org/w/index.php?title=Bloom%27s_taxonomy&oldid=823973960"
This page was last edited on 4 February 2018, at 15:49.
Text is available under the Creative Commons Attribution-ShareAlike License; additional terms may apply. By using
this site, you agree to the Terms of Use and Privacy Policy. Wikipedia® is a registered trademark of the Wikimedia
Foundation, Inc., a non-profit organization.
15. Lawler, Susan (26 February 2016). "Identification of animals and plants is an essential skill set" (https://web.archiv
e.org/web/20161117044125/http://theconversation.com/identification-of-animals-and-plants-is-an-essential-skill-se
t-55450). The Conversation. Archived from the original (https://theconversation.com/identification-of-animals-and-
plants-is-an-essential-skill-set-55450) on 17 November 2016. Retrieved 5 March 2017. "Ironically, the dogma that
has been so detrimental to field taxonomy is known as Bloom's taxonomy. University lecturers are told to apply an
educational theory developed by Benjamin Bloom, which categorises assessment tasks and learning activities
into cognitive domains. In Bloom's taxonomy, identifying and naming are at the lowest level of cognitive skills and
have been systematically excluded from University degrees because they are considered simplistic."
16. Vygotsky, L. S. (1978). "Chapter 6: Interaction between learning and development". Mind in society: the
development of higher psychological processes. Cambridge, MA: Harvard University Press. pp. 79–91.
17. Keene, Judith; Colvin, John; Sissons, Justine (June 2010) [2010]. "Mapping student information literacy activity
against Bloom's taxonomy of cognitive skills" (http://jil.lboro.ac.uk/ojs/index.php/JIL/article/view/PRA-V4-I1-2010-
1). Journal of Information Literacy. 4 (1): 6–21. doi:10.11645/4.1.189 (https://doi.org/10.11645%2F4.1.189).
"When supporting students outside the classroom situation, a subject aware advisor should be capable of spotting
mistakes in a student's solution and of analysing these mistakes to identify the difficulty that the student is
encountering. Such support can be seen as offering scaffolding in a student's 'zone of proximal development'
(Vygotsky, 1978) and exemplified by teaching students to analyse a problem through the identification of the key
elements and the relationships between these elements."
18. Fadul, J. A. (2009). "Collective Learning: Applying distributed cognition for collective intelligence". The
International Journal of Learning. 16 (4): 211–220. ISSN 1447-9494 (https://www.worldcat.org/issn/1447-9494).
19. BJ Jansen, D Booth, B Smith (2009) Using the taxonomy of cognitive learning to model online searching (https://f
aculty.ist.psu.edu/jjansen/academic/pubs/jansen_using_the_taxonomy_of_cognitive_learning_to_model_online_s
earching.pdf), Information Processing & Management 45 (6), 643-663
20. *Kress, G.; Selander, S. (2012). "Multimodal design, learning and cultures of recognition". Internet and Higher
Education. 15 (1): 265–268. doi:10.1016/j.iheduc.2011.12.003 (https://doi.org/10.1016%2Fj.iheduc.2011.12.003).
21. *Paul, R.; Elder, L. (2004). Critical and creative thinking. Dillon Beach, CA: The Foundation for Critical Thinking.
22. *The New London Group (1996). A pedagogy of multiliteracies: designing social futures. Harvard Educational
Review.
Bloom, B. S. (1994). "Reflections on the development and use of the taxonomy". In Rehage, Kenneth J.;
Anderson, Lorin W.; Sosniak, Lauren A. Bloom's taxonomy: A forty-year retrospective. Yearbook of the National
Society for the Study of Education. 93. Chicago: National Society for the Study of Education. ISSN 1744-7984 (htt
ps://www.worldcat.org/issn/1744-7984).
Clark, Donald R. (1999). "Bloom's Taxonomy of Learning Domains" (http://www.nwlink.com/~donclark/hrd/bloom.h
tml). Retrieved 28 Jan 2014.
Krathwohl, D. R.; Bloom, B. S.; Masia, B. B. (1964). Taxonomy of educational objectives: The classification of
educational goals. Handbook II: the affective domain. New York: David McKay Company.
Morshead, Richard W. (1965). "On Taxonomy of educational objectives Handbook II: Affective domain". Studies in
Philosophy and Education. 4 (1): 164–170. doi:10.1007/bf00373956 (https://doi.org/10.1007%2Fbf00373956).
Orlich, Donald; Harder, Robert; Callahan, Richard; Trevisan, Michael; Brown, Abbie (2004). Teaching strategies: a
guide to effective instruction (7th ed.). Houghton Mifflin. ISBN 978-0-6182-9999-7.
Further reading