Benjamin Bloom created a taxonomy of educational objectives known as Bloom's Taxonomy. It classified educational goals according to levels of complexity and specificity of learning outcomes. The original taxonomy included three domains: cognitive, affective, and psychomotor. The cognitive domain involved knowledge and intellectual skills and included categories from simplest to most complex such as knowledge, comprehension, application, analysis, synthesis, and evaluation. Bloom's taxonomy provides a framework to inform curriculum development, instructional methods, and assessment of student learning. It emphasizes higher-order thinking skills and has significantly influenced teaching practices.
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WEBINAR SERIES – 1 TEACHER EDUCATION,Department of Education, Manonmaniam Sundaranar University, Tirunelveli.
TEACHING AS PROFESSION on 12-05-2020 presented by J Vinotha Jeyakuamari, Med Scholar, Department of Education, Manonmaniam Sundaranar University, Tirunelveli.
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The analytical concept of teaching considers teaching as a complex skill comprising various component teaching skills. Component of teaching skills are a set of interrelated component teaching behaviors for the achievement of specified instructional objectives.
The art of questioning is the most potent weapon in the educational armory of the teacher. During a lesson, the teacher will have to ask different types of questions, depending on the situation and purpose to be achieved.
Inquiry Training Model is ne of the most important model of teaching especially for Science Classrooms. The presentation gave the important topic of the Inquiry Training Model.
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This PPT Aims to provide Knowledge and Understanding about the concept of Bloom's Taxonomy, Cognitive Domain, Original Taxonomy, Evaluation of Taxonomy, Level of Bloom Taxonomy, Types of Knowledge, Benefits of Bloom Taxonomy, Use of Bloom Taxonomy and So on.
Teaching Higher Order Thinking & 21st Century SkillsTimothy Wooi
Higher Order Thinking and 21st Century Skills
I. Introduction of Higher-Order Thinking (H.O.T.) and Why?
II. Bloom’s Cognitive Taxonomy
III. Why Do We Want to Teach
Higher-Order Thinking?
IV. How Do We Teach Higher- Order
Thinking?
V. The High Investment of Higher-
Order Thinking
(ED 211 Advance Educational Psychology ) KRISTELE JOY B. RARALIO Reporter DR....KristeleJoyRaralio1
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Topics:
Importance of Learning Objectives
Characteristic of Learning Objectives
Bloom's Taxonomy
Direct Instruction
Learner Centered Instruction
Writing Learning Objectives
Lesson Plan
Importance of Lesson Plan
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http://sandymillin.wordpress.com/iateflwebinar2024
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Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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1. Bloom’s Taxonomy
AAMIR HUSSAIN SHAHANI
M.A EPM
NATIONAL UNIVERSITY OF MODERN LANGUAGES
ISLAMABAD
14 DECEMBER 2017
EMAIL: hussainiaamir512@gmail.com
2. Who is Benjamin Bloom?
- A Jewish-American educational psychologist
Contributions:
1. Classification of educational objectives
2. Theory of Mastery-Learning
3. What is TAXONOMY?
Comes from two Greek words:
Taxis: arrangement
Nomos: science
Science of arrangements
A set of classification principles, or
structure and Domain simply means
category.
4. BACKGROUND
In 1956, Benjamin Bloom with collaborators Max
Englehart, Edward Furst, Walter Hill, and David
Krathwohl
published a framework for categorizing
educational goals:
Taxonomy of Educational Objectives
this framework has been applied by generations
of teachers and college instructors in their
teaching.
5. DEFINITION
Bloom’s taxonomy is a
classification system used to
define and distinguish different
levels of human cognition—i.e.,
thinking, learning, and
understanding.
6. PURPOSE
The purpose of Bloom’s Taxonomy is
to help educators 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.
7. BLOOM’S TAXONOMY
ORGINAL TAXONOMY (1956)
By BLOOM
REVISED TAXONOMY (2001)
By LORIN ANDERSON
A farmer student of Bloom
8. The Original Taxonomy (1956)
The Three Domains Of Learning:
Cognitive: mental skills (knowledge)
Affective: growth in feelings or emotional areas
(attitude or self)
Psychomotor: manual or physical skills (skills)
Instructional designers, trainers, and
educators often refer to these three categories
as KSA
9. COGNITIVE DOMAIN
The cognitive domain involves knowledge
and the development of intellectual skills.
This includes the recall or recognition of
specific facts, procedural patterns, and
concepts that serve in the development of
intellectual abilities and skills. There are
six major categories of cognitive
processes, starting from the simplest to
the most complex
11. KNOWLEDGE
“involves the recall of specifics and
universals, the recall of methods and
processes, or the recall of a pattern,
structure, or setting.”
Student can:
Write, List, Define with his knowledge
if he have.
12. COPREHENSION
Refers to a type of understanding or
apprehension such that the individual
knows what is being communicated.
Student translates, comprehends or
interprets information based on prior
learning like:
Explain, summarize, paraphrase, describe
13. APPLICATION
Refers to the “use of abstractions in
particular and concrete situations.”
Student selects, transfers and uses data
and principles to complete a problem with
a minimum of direction.
How student can use, compute,solve and
apply his knowledge.
Example:
100-15=85
14. ANALYSIS
Breakdown of a communication into its
constituent elements or parts.
Student distinguishes, classifies and relates the
evidence or structure of a statement or question.
Student can analyze, categorize, compare and
separate.
Example: old capital of Pakistan? New capital?
Why? (Analysis)
15. SYNTHESIS
Involves the “putting together of elements and parts
so as to form a whole.”
Student originates, integrates, and combines ideas
into a product, plan or proposal that is new to him.
He can create, design, invent and develop
He can combine different types of information to find
alternative solutions.
Example: he can combine this to make a sentence:
Mother – invention –is- necessary - the
16. EVALUATION
Judgments about the value of material
and methods for given purposes.
Student can judge what he learned
whether it is right or wrong. If wrong
than he can start the process again.
Student can judge, recommend,
critique and justify.
17. The Affective Domain
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
Responding
Valuing
Organizing
characterizing
18. 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.
EXAMPLE: Student saw a person
helping poor...
19. RESPONDING
The student actively participates
in the learning process, not only
attends to a stimulus; the student
also reacts in some way.
EXAMPLE: He saw that people
appreciating the person who helped
poor…
20. 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.
Example: He gives value that helping poor
is an appreciable work…
21. 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.
Example: Than he organizes his learning
that how he can help poor…
22. CHARACTARIZING
The student at this level tries
to build abstract knowledge.
Example: At this stage the habit
becomes the part of his character.
23. The Psychomotor Domain (action-
based)
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.
24. Bloom’s Revised Taxonomy (2001)
Lorin Anderson, a former student of Bloom, and
David Krathwohl revisited the cognitive domain and
made some changes.
They mad these changes:
changing the names in the six categories from noun
to verb forms.
creating a processes and levels of knowledge matrix.
rearranging them.
25. Implications
Bloom's taxonomy serves as the backbone of
many teaching philosophies, in particular, those
that lean more towards skills rather than content.
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.
27. IMPLICATIONS
Bloom's taxonomy serves as the backbone of
many teaching philosophies, in particular, those
that lean more towards skills rather than content.
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.
