2. BLOOMS TAXONOMY OF
EDUCATIONAL OBJECTIVES
Dr. Benjamin S. Bloom – University of Chicago.
Taxonomy of Cognitive objectives in 1950.
Means of expressing qualitatively different types of
thinking.
Been adapted for classroom use as a planning tool.
Divided education into 3 domains namely:
a. Cognitive (Intellectual)
b. Affective (Psychological)
c. Psychomotor (Mascular)
3. COGNITIVE
Dealing with recall and recognition of knowledge, Development
of intellectual abilities.
Educational objectives are organised under 6 main classes:
1. Knowledge 4. Analysis
2. Comprehension 5. Synthesis
3. Application 6. Evaluation
4. Classes 1-3 deals with pupils ability to use subject matter in
solution of problem without mentioning how solution is arrived
at.
Classes 4-6 require both the ability to use concepts in solving
problems and understanding Problem Solving Process.
1.Knowledge : Recall facts , methods , principles
Indicates zero level of understanding
2.Understanding : Ability to grasp, Interpret,
extrapolate
Indicates first level of understanding
3.Application : ability to use comprehended material in
new and concrete situations.
5. 4. Analysis : Ability to break material in to its parts to
understand the organizational principles.
Indicates what students can do?(formulate hypotheses ,
illustrate relationships)
Represents higher intellectual level.
5. Synthesis : Put parts together, form combined whole.
Imagination, critical thinking required.
Ex. : Formulation of Research Proposal, Writing an essay.
6. 6. Evaluation : evaluate an idea, purpose,
method in relation to certain criteria.
II. AFFECTIVE : Internalization process.
1. Receiving : students willingness to attend a
particular phenomena, stimulus.
Getting, holding , directing students attention.
Learning outcome : simple awareness to selective
attention.
Lowest level of learning
7. 2. Responding : Active participation on part of students.
- Learning outcome : information he gets through his own
experience.
3. Valuing : Worth or value, student get attached to a particular
process, phenomena.
- Expressed in overt behavior.
4. Organization: Bringing together different values, resolving
conflicts.
- Comparing, relating, synthesizing values.
8. 5. Characterization by a value complex :
III PSYCHOMOTOR : Process of skill development.
Coordination of muscle and mind.
1. Perception : Awareness through sense organs.
2. Set : strong willingness for a particular action.
Preparatory stage for a child.
1. Guided Response : Early step in skill development.
2. Mechanism :acquire physical skill, require practice to reach
final stage.
3. Complex, covert response : perform act efficiently,
independently with minimum expenditure of energy.
9. REVISED BLOOM’S TAXONOMY
In 1990s - LORIN ANDERSON (former student of
Bloom) revisited the taxonomy.
Names of six main categories were changed from
noun to verb.
Thinking is an active process verbs were used.
Categories are arranged from most basic to most
complex thinking skills.
11. BLOOM’S REVISED
TAXONOMY
Creating : Generating new ideas or ways of viewing
things Designing, constructing, planning, producing,
inventing.
Evaluating : Justifying a decision or course of action
Checking, hypothesising, critiquing, experimenting,
judging
Analysing : Breaking information into parts to explore
understandings and relationships Comparing,
organizing, deconstructing, interrogating, finding
12. Applying : Using information in another familiar situation
Implementing, carrying out, using, executing
Understanding :Explaining ideas or concepts Interpreting,
summarising, paraphrasing, classifying, explaining
Remembering : Recalling information Recognizing,
listing, describing, retrieving, naming, finding
13. ASSESSMENT
1.QUESTIONS FOR REMEMBERING
What happened after?
How many?
What is?
Can you name?
2.QUESTIONS FOR UNDERSTANDING
Can you write in your own words?
How would you explain?
Illustrate , clarify
14. 3. QUESTIONS FOR APPLYING
-Do you know of other instance where…?
-Can you group by characteristics …?
4. QUESTIONS FOR ANALYSING
-How is ….similar to ….?
-Can you distinguish between ?
-Why did …….changes occur?
15. 5. QUESTIONS FOR EVALUATING
Is there a better solution to ..?
Do you think …. Is a good or bad thing?
What are the alternatives?
How effective are ….?
6. QUESTIONS FOR CREATING
Can you design a….to ….?
Can you see a possible solution to ...
16. LESSON PLAN
Facilitator’s Roll no.: 01 Date : 1/06/2014
Subject : Science Grade :IX
Topic : The Cell Duration : 40 min
Composition of Classroom
Total number of learners : 25
Learners Linguistic Background : English, Hindi ,Punjabi
Expected Cognitive Behaviour Outcome
Enable the learners to :
Remember : Define the organelles of the cell.
Understand : Comprehend the different functions of the organelles of the cell.
Apply : Use the concept of structure of cell and different functions of the cell in their daily life.
Analyze : Examine the different organelles of cell.
Evaluate : Justify the functions of different organelles of cell.
Create/Problem Solving : Draw the diagram of the cell.
17. Material Required
Chart related to the topic depicting different organelles of cell.
Outline/Summary of the concept
The cell is the basic structural, functional and biological unit of all known living
organisms. Cells are the smallest unit of life that can replicate independently, and are
often called the “Building blocks of life.”The study of cells is called cell Biology.
Cells consist of a protoplasm enclosed within a membrane, which contains many
biomolecules such as proteins and nucleic acids. Organisms can be classified as
Unicellular or multicellular. Most plant and animal cells are visible only under the
microscope , with dimensions between 1-100 micrometers.
The cell was discovered by Robert Hooke in 1665.The cell theory, first developed in
1839 by Matthias Jakob Schielden and Schwann, states that all organisms are
composed of one or more cells, that all cells come from pre existing cells, that vital
functions of an organism occur within cells, and that all cells contain the hereditary
information necessary for regulating cell functions and for transmitting information
to the next generation of cells.
18. Methodology to be used
Brain storming, discussion and Lecture cum Demonstration
method.
Roles
Teacher as a Facilitator :The facilitator will create learning
environment in the class. She will use Lecture cum
Demonstration method to explain the organelles of the cell. By
showing well labeled chart of structure of cell, the facilitator
will elaborate the functions of cell.
Student as a learner : The learners will try to sustain the
learning environment created by the facilitator. They will
observe and draw the structure of cell in their note books from
the chart. They will also try to recall different organelles of the
cell.
19. Body of Lesson
Entry Behaviour Testing :The facilitator will ask following
questions :
1.Name the living things around us.
2.What is the basic unit of life?
3.How many types of cells are there?
4.Name different cell organelles.
Presentation : Today we will study about the structure and
functions of the cell and different organelles.
20. Content
Highlights
Engagement Explanation Elaboration Exploration Evaluation
Module – I
Introduction
The facilitator
will engage the
learner by
showing them a
chart
representing
diagram of the
cell. Learners
will write
important points
and draw the
diagrams on the
notebooks.
Diagram of cell
The facilitator will explain
that cell is a tiny mass of
cytoplasm , which is limited
by a membrane and capable
of performing all functions
of life.
Further , she will explain
that the cell wall is rigid
protective, supportive,
covering of Plant cell.Cell
wall is generally considered
to be non living secretion of
Protoplasm but actually it is
metabolically active and is
capable of growth.
Elaborating and
describing it further
, the facilitator will
tell the functions of
cell wall as it
provides definite
shape to the cell,
Rigidity to cell
which helps in
transportation. At
molecular level it
consists of
Continuous bilayer
of lipid molecule
with protein
molecule
embedded in it.
As the learners
already know
about
eukaryotic
cells as well as
prokaryotic
cells. They will
be able to
explore more
examples of
Eucrayotic
cells.
The facilitator
will ask following
questions :
1. What is cell?
2. What is cell
wall?
21. CLOSURE
Generalization : The learners will be able to know about the
structure of the cell : i.e. cell wall, cell membrane ,cytoplasm ,
nucleus and their functions.
Terminal Behaviour Testing :
1.What is the function of cell?
2. How many unit membranes bound the nucleus?
3. Name different cell organelles.
4. What is cytoplasm?
Creative Assignment
Draw a well labeled diagram of cell and its organelles.
Suggestive References
