The document discusses Bloom's Taxonomy, which categorizes different levels of learning. It presents the three domains of cognitive, affective, and psychomotor learning. Within the cognitive domain are knowledge, comprehension, application, analysis, synthesis, and evaluation. These levels progress from basic recall and understanding to more complex analysis, evaluation, and creation of new ideas. The document provides examples of verbs associated with each level of learning and suggests how instructors can incorporate the different taxonomy levels into their teaching practices.
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
This documents present an overview of effective teaching such as
What is effective teaching?, What are its characteristics?, What are the steps to become an effective teacher?
Team teaching
Team teaching involves a group of two or more teachers working together to plan, conduct, and evaluate the learning activities for the same group of learners.
This documents present an overview of effective teaching such as
What is effective teaching?, What are its characteristics?, What are the steps to become an effective teacher?
Team teaching
Team teaching involves a group of two or more teachers working together to plan, conduct, and evaluate the learning activities for the same group of learners.
A short presentation on how to make/create learning more personal and introducing the Red Panda Personal Learning Hub.
Find out more at www.ht2labs.com/red-panda
Originally presented as a webinar for BookNet Canada, this presentation discusses the BISG Educational Taxonomy and book metadata to improve discovery by teachers and librarians.
A taxonomy to direct your learning, life and find meaning. Also useful for learners and educators to chalk out modular educational/learning programs for attaining specific goals, assessing progress and awarding credentials.
Bloom's taxonomy is a set of three hierarchical models used for classification of educational learning objectives into levels of complexity and specificity. The three lists cover the learning objectives in cognitive, affective and psychomotor 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.
This presentation is an effort to make the Taxonomy simplified and comprehensive.
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 Psychomotor Domain).
What is the Bloom's taxonomy do in learning and teaching?
Image result for bloom's taxonomy of learning lists _____ types of learning goals that teachers should in principle expect from students. write the correct answer in numeric form in the answer box.
Bloom's taxonomy was developed to provide a common language for teachers to discuss and exchange learning and assessment methods. Specific learning outcomes can be derived from the taxonomy, though it is most commonly used to assess learning on a variety of cognitive levels
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.
2. BLOOMS TAXONOMY (1955) Benjamin Bloom (1913 -1999) created this classification (Taxonomy) to categorize the level of abstraction of questions that commonly occur in educational settings.
3. The Problems we face We really don't know if the student has received our deliverables. We attend to more than 30 participants at a time hence we are not sure of the learning abilities of each student. Not all the student perform in the same way as the best of them does, ironically the input or the our deliverables are the same to every student in the classroom
4. How does BT work for us?!! Lets understand BT first!!
5. The mind is not a vessel to be filled, but a fire to be ignited.(Plutarch)
6. The Theory Blooms Taxonomy is based on three basic domains. CONGNITIVE AFFECTIVE PSYCHOMOTOR
7. Cognitive Domain Knowledge: Recall and remember information. Comprehension: Understanding the meaning of…, interpolation (speaking), and interpretation of instructions and problems Application: Use a concept in a new situation. Applies what is learned in the classroom at the desktop.
8. Cognitive Domain Analysis: Separate concepts into parts to understand its basic structure. Distinguishing between facts and inferences (to draw conclusion by reasoning, justify the conclusion). Synthesis: Build a structure or pattern from diverse elements. Put parts together to form a whole new meaning or structure (emphasis on creativity).
13. A turtle makes progress when it sticks its neck out.(Anon)
14. Affective Domain Receiving phenomena: Awareness willingness to hear Responding Phenomenon: Active participation, satisfaction in responding (motivation). Attend and react to a particular phenomena Valuing: A worth or value to a particular object. Simple acceptance to a state of commitment.
15. Affective Domain Organization: The emphasis is on comparing, relating, and synthesizing values. Internalizing values: behavior of being pervasive, consistent, predictable, and most importantly, having a characteristic of the learner.
16. A good teacher makes you think even when you don’t want to.(Fisher, 1998, Teaching Thinking)
17. Psychomotor Domain Imitation and Manipulation: Repeating an act that has been demonstrated it includes trial and errors. Precision: Response is complex and performed without hesitation. Articulation: Skills are so well developed that the individual can modify movement patterns to fit special requirements or to meet a problem situation.
19. Lets Review some important points. KNOWLEDGE: Recall or Recognition of Information Trainers role: Direct, Tell, Show, Examine, Question, Evaluate. participants role: Respond, Absorb, Remember, Recognize, Memorize, Passive recipient.
20. COMPREHENSION: Understanding of given Information. Trainers role: Demonstrate, Listen, Questions, Compare, Contrast, Examine. Student: Explains, Translates, Demonstrates, interprets, Active participant.
21. APPLICATION: Using methods, concepts, principles and theories in new situations. Trainers role: Shows, facilitates, observes, evaluates, Organizes, Questions. Student: Solves problems, Demonstrates use of Knowledge, Constructs, Active participant.
22. ANALYSIS: Breaking down of information into constituents and elements. Trainers role: Probes, Guides, Observes, Evaluates, acts as a resource, Questions, Organizes, Dissects. participants Role: Discuss, uncover, list, Active Participant.
23. SYNTHESIS: Putting together constituents or elements or parts to a whole. (emphasis on original or creative thinking). Trainers role: Reflects, extends, Analyses and Evaluates. participants role: Discuss, generalize, relates, compare, contrast, abstracts, active participant.
24. EVALUATION: Judging the values of ideas material and methods by developing and applying standards and criteria. Trainers role: Classifies, accepts, Harmonize, Guides. participants role: Judge, Dispute, Develop, Active Participant.
25. The BIG question ? How do we do it?!!!! How do we fit it in our daily training practices?!!!
26. The simple answer You are already doing, you just need to analyze your work and improve upon it
27. Lets make it simpler for you KNOWLEDGE, COMPREHENSION Practice this in your lectures