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Blooms Taxonomy.pptx
- 1. Blooms Taxonomy B.VAJRAIAH Senior Lecturerin Computer Engineering S.G.M. Govt. Polytechnic, Abdullapurmet
- 2. Blooms Taxonomy Bloom’staxonomy is a classification system used to define and distinguish different levels of human cognition—i.e., thinking, learning, and understanding. Educators have typically used Bloom’s taxonomy to inform or guide the development of assessments (tests and other evaluations of student learning), curriculum (units, lessons, projects, and other learning activities), and instructional methods such as questioning strategies.
- 3. What is BloomsTaxonomy ? Bloom’s Taxonomy is a categorization that defines different levels of intelligence including thinking, learning, and understanding. Institutes make use of bloom’s taxonomy to improve curriculum, assessments, and teaching methods. Originally introduced in 1956, Bloom’s Taxonomy was a concept created by Mr. Benjamin Bloom along with Mr. Edward Furst, Mr. Max Englehart, Mr. David Krathwohl & Mr. Walter Hill. The concept or rather the educational model has categorized the levels of education as well as the skills that need to be imparted whenever a teacher teaches something.
- 4. Importance of Bloom’sTaxonomy Bloom's taxonomy is used as a tool for teaching to balance the evaluative and assessment-based questions in exams, assignments, and in-class engagements. It is helpful to ensure that all orders of thinking are being practiced in the institutes, including aspects of information searching.
- 5. Three Domains ofBloom's Taxonomy I) Cognitive Domain II) Affective Domain III) Psychomotor Domain
- 6. Three Domains ofBloom's Taxonomy I) Cognitive Domain In the cognitive domain of Bloom’s taxonomy, the major focus is given to the development of knowledge and intellectual skills. As per the complexity, there are six sub-heads of the cognitive domain. 1. Knowledge Gaining knowledge about facts, figures, and basic concepts. 2. Comprehension Understanding the facts gathered during the knowledge stage . 3. Application Applying the knowledge and the concepts in the best way possible. 4. Analysis Analyzing the application, making conclusions, and understanding relationships between the different aspects of the application. 5. Evaluation Judging and defending conclusions about the information generated from the application. 6. Creation Creating new results by planning, designing, developing the actual application.
- 7. Three Domains ofBloom's Taxonomy II)Affective Domain This domain of Bloom's taxonomy deals with the feelings and the emotions associated with the passage. It contains complex ideas and conscience, phenomena, and characters. The main aspects of the affective domain are as follows. • Reception • Response • Values • Organization • Characterization
- 8. Three Domains ofBloom's Taxonomy III) Psychomotor Domain The psychomotor domain of bloom’s taxonomy deals with coordination, sensory organ movement, and the physical movement of the body of a student. A great practice is required to be good at these skills. The physical act of driving, playing the keyboard, guitar, are major examples of the psychomotor domain.
- 9. Applications of Bloom’sTaxonomy • Finding meanings of words, phrases, idioms that are used in the paragraph using application and understanding • Concluding the passage and its points using evaluation and analysis • Gaining details and remembering them using understanding and remembering • Understanding the author’s tone by using the concept of evaluation • Give a proper title for the passage using the concept of evaluation and understanding
- 10. Levels of Bloom’sTaxonomy & Its Importance
- 13. Definitions of thedifferent levels of thinking skills in Bloom’s taxonomy: 1. Remember–recalling relevant terminology, specific facts, or different procedures related to information and/or course topics. At this level, a student can remember something, but may not really understand it. Remember - it indicates the learning of students in the classroom. Whatever a student has learned theoretically or practically, both are considered as knowledgeable aspects. Just like any other aspect of education, knowledge, though basic, but is one of the most important. A student’s knowledge level acts as a “catalyst” in unlocking the other levels. If a student has good knowledge, he/she can implement it in a way that no one could imagine. So, this level could be considered as the pillar of the educational model.
- 14. Definitions of thedifferent levels of thinking skills in Bloom’s taxonomy: 2. Understand–the ability to grasp the meaning of information (facts, definitions, concepts, etc.) that has been presented. 3. Apply–being able to use previously learned information in different situations or in problem solving. 4. Analyze–the ability to break information down into its component parts. Analysis also refers to the process of examining information in order to make conclusions regarding cause and effect, interpreting motives, making inferences, or finding evidence to support statements/arguments.
- 15. Definitions of thedifferent levels of thinking skills in Bloom’s taxonomy: 5. Evaluate–being able to judge the value of information and/or sources of information based on personal values or opinions. 6. Create–the ability to creatively or uniquely apply prior knowledge and/or skills to produce new and original thoughts, ideas, processes, etc. At this level, students are involved in creating their own thoughts and ideas.
- 16. How Bloom’s TaxonomyIs Useful for Teachers? Bloom’s taxonomy helps the teachers to think and analyze their teaching and student’s learning. The framework is used to state clear objectives which can help the teachers to plan lessons accordingly. Moreover, it can provide a framework for cognitive behaviors which can be applied to understand the difficulty of tasks, conduct an assessment, and simplify or complicate the activities. Bloom’s Taxonomy helps the teachers to understand the objectives of classroom teaching. It guides them to change the complexity of the questions and helps students to achieve higher levels of hierarchy. Further, it helps to develop critical thinking among teachers.
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- 18. Remembering Understanding ApplyingAnalyzing Evaluating Creating Recall specific facts. Grasp meaning of materials. Use information in a new situation. Identify schemas or relationships. Use information to make judgments. Create or develop something new. define describe examine identify label list locate match memorize recall recite recognize record reproduce retell select state tabulate tell visualize associate classify compare contrast convert describe discuss distinguish explain illustrate interpret order predict relate report represent restate select summarize trace transform translate apply articulate calculate change chart compute construct develop employ examine experiment explain illustrate interpret manipulate modify operate predict produce relate solve transfer analyze categorize compare connect contrast criticize deduce diagram differentiate discriminate dissect estimate evaluate experiment infer organize plan prioritize question separate survey test appraise argue assess choose convince critique debate defend editorialize estimate evaluate grade judge justify measure persuade predict rank rate reframe summarize support adapt assemble compose construct create design develop facilitate hypothesize integrate invent modify negotiate plan propose revise role-play schematize simulate speculate support validate Lower Order Thinking Skills Higher Order Thinking Skills
- 19. Bloom’s Level KeyVerbs (keywords) Example Learning Outcome Create design, formulate, build, invent, create, compose, generate, derive, modify, develop. By the end of this lesson, the student will be able to design an original homework problem dealing with the principle of conservation of energy. Evaluate choose, support, relate, determine, defend, judge, grade, compare, contrast, argue, justify, support, convince, select, evaluate. By the end of this lesson, the student will be able to determine whether using conservation of energy or conservation of momentum would be more appropriate for solving a dynamics problem. Analyze classify, break down, categorize, analyze, diagram, illustrate, criticize, simplify, associate. By the end of this lesson, the student will be able to differentiate between potential and kinetic energy. Apply calculate, predict, apply, solve, illustrate, use, demonstrate, determine, model, perform, present. By the end of this lesson, the student will be able to calculate the kinetic energy of a projectile. Understand describe, explain, paraphrase, restate, give original examples of, summarize, contrast, interpret, discuss. By the end of this lesson, the student will be able to describe Newton’s three laws of motion to in her/his own words Remember list, recite, outline, define, name, match, quote, recall, identify, label, recognize. By the end of this lesson, the student will be able to recite Newton’s three laws of motion.
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