- Bloom's taxonomy is a classification of learning objectives developed in 1956 to promote higher forms of thinking in education. It defines six levels of cognitive development: knowledge, comprehension, application, analysis, synthesis, and evaluation. - Benjamin Bloom led the team that developed the original taxonomy. Lorin Anderson later revised it, changing the names of the categories to verbs and reordering them. - The taxonomy provides a common language for educators to discuss learning objectives. Well-written objectives clearly specify what a student will be able to do (performance), under what conditions, and how their work will be evaluated. This helps ensure lessons are targeted to appropriate cognitive levels.

1. TAXONOMY OF
OBJECTIVES
Presented By:
Karen Porquillo

2. BLOOM’S TAXONOMY
OF COGNITIVE
DOMAIN

3. TAXONOMY
Taxis = arrangement
Nomos = science
- the science of
arrangements
- it is nothing but a fancy
word for classification.

4. BENJAMIN BLOOM
(1913-1999)

5. BENJAMIN BLOOM
- Is An American Jewish born on
February 21, 1913 and died
September 13, 1999
- An Educational Psychologists

6. BENJAMIN BLOOM
- Interested in the Classification of
Educational Objectives
- Most known for Theory of
Mastery Learning

7. DEFINITION
Bloom’s taxonomy is a
classification system used to
define and distinguish different
levels of human cognition—i.e.,
thinking, learning, and

8. Bloom’s taxonomy was
originally published in 1956 by a
team of cognitive psychologists at
the University of Chicago. The
book was named as “Taxonomy
of Educational Objectives”.

9. PURPOSE OF
BLOOM’S
TAXONOMY

10. To help academics
avoid duplicative or
redundant efforts in
developing different tests
to measure the same

11. 3 DOMAINS OF LEARNING
OBJECTIVES
1. Cognitive - mental skills (knowledge)
2. Affective - growth in feelings or
emotional areas (attitude or self)
3. Psychomotor - manual or physical
skills (skills)

12. Educators have primarily
focused on the Cognitive model,
which includes six different
classification levels: Knowledge,
Comprehension, Application,
Analysis, Synthesis, and
Evaluation.

13. - Recall data or
information.
KNOWLEDGE

14. Example: Define a term. Know the
safety rules.
Key Words: arranges, defines,
describes, identifies, knows,
labels, lists
Technologies: Bookmarking, Flash
Cards, Internet Search, Reading
EXAMPLE, KEY WORDS &
TECHNOLOGIES FOR LEARNING
(ACTIVITIES)

15. -Understand the meaning,
translation, interpolation, and
interpretation of instructions and
problems. State a problem in one's
own words.
COMPREHENSION

16. Example: Rewrites the principles of
test writing. Translates an equation
into a computer spreadsheet
Key Words: comprehends, rewrites,
translates, examples, defends,
converts, predicts
Technologies: Create an analogy,
taking notes, story telling, participating
in cooperative learning
EXAMPLE, KEY WORDS &
TECHNOLOGIES FOR LEARNING
(ACTIVITIES)

17. - Use a concept in a new situation
or unprompted use of an
abstraction. Applies what was
learned in the classroom into
novel situations in the work place.
APPLICATION

18. Example: Apply laws of statistics to
evaluate the reliability of a written
test.
Key Words: applies, changes,
computes, constructs,
demonstrates
Technologies: collaborative
learning, blog, practice
EXAMPLE, KEY WORDS &
TECHNOLOGIES FOR LEARNING
(ACTIVITIES)

19. - Separates material or concepts
into component parts so that its
organizational structure may be
understood. Distinguishes
between facts and inferences.
ANALYSIS

20. Example: Gathers information from a
department and selects the required
tasks for training.
Key Words: analyzes, breakdown,
compares, selects, illustrates, relates
Technologies: debating, questioning
what happened, run a test
EXAMPLE, KEY WORDS &
TECHNOLOGIES FOR LEARNING
(ACTIVITIES)

21. - Builds a structure or pattern
from diverse elements. Put parts
together to form a whole, with
emphasis on creating a new
meaning or structure.
SYNTHESIS

22. Example: Write a company
operations or process manual.
Designs a machine to perform a
specific tasks.
Key Words: categorizes,
combines, writes, designs,
explains, generalizes, tells
Technologies: Essay, Networking
EXAMPLE, KEY WORDS &
TECHNOLOGIES FOR LEARNING
(ACTIVITIES)

23. -Make judgments about the
value of ideas or materials..
EVALUATION

24. Example: Summarizing the results
of the test. Explain and justify a
new budget.
Key Words: appraises, compares,
justifies, summarizes,
discriminates
Technologies: Survey, Blogging
EXAMPLE, KEY WORDS &
TECHNOLOGIES FOR LEARNING
(ACTIVITIES)

25. LORIN ANDERSON

26. ANDERSON’S
TAXONOMY
- Is also known as the revised Bloom’s
taxonomy.
- Lorin Anderson, a former student of
Bloom, and David Krathwohl revisited
the cognitive domain in the mid-
nineties and made some changes,
with perhaps the three most prominent
ones being (Anderson, Krathwohl,
Airasian, Cruikshank, Mayer, Pintrich,
Raths, Wittrock, 2000)

27. ANDERSON’S
TAXONOMY
1.changing the names in the
six categories from noun to
verb forms
2. rearranging them.
3. creating a processes and
levels of knowledge matrix.

29. REMEMBERING
-Recall or retrieve
previous learned
information.
-Can the student recall
or remember the
information?

30. Example:Recite a policy. Quote
prices from memory to a
customer. Knows the safety rules.
Key Words: defines, describes,
identifies, knows, labels, lists,
matches, names, outlines, recalls,
recognizes, reproduces, selects,
states.
EXAMPLE AND KEY
WORDS

31. UNDERSTANDING
-Comprehending the meaning,
translation, interpolation, and
interpretation of instructions
and problems.
-Can the student explain ideas
or concepts?

32. Example: Explain in one's own
words the steps for performing
a complex task.
Key Words: comprehends,
converts, defends,
distinguishes, estimates,
explains, predicts, rewrites,
EXAMPLE AND KEY
WORDS

33. APPLYING
-Use a concept in a new
situation or unprompted use of
an abstraction.
-Can the student use the
information in a new way?

34. Example: Use a manual to
calculate an employee's
vacation time.
Key Words: applies, changes,
computes, manipulates,
modifies, operates, predicts,
prepares, produces, shows,
EXAMPLE AND KEY
WORDS

35. ANALYSING
- Separates material or
concepts into component
parts so that its
organizational structure may
be understood.
- Can the student distinguish
between the different parts?

36. Example: Troubleshoot a piece
of equipment by using logical
deduction
Key Words: analyzes, breaks
down, compares,
contrasts, diagrams,
deconstructs, differentiates,
EXAMPLE AND KEY
WORDS

37. EVALUATING
- Make judgments about
the value of ideas or
materials.
- Can the student justify
a stand or decision?

38. Example: Select the most
effective solution. Hire the most
qualified candidate.
Key Words: appraises,
compares, defends, describes,
discriminates, evaluates
EXAMPLE AND KEY
WORDS

39. CREATING
-Builds a structure or
pattern from diverse
elements.
-Can the student create new
product or point of view?

40. Example: Integrates training from
several sources to solve a
problem. Revises and process to
improve the outcome.
Key Words: categorizes,
combines, compiles, composes,
creates, devises, designs,
organizes
EXAMPLE AND KEY
WORDS

41. DAVID KRATHWOHL

42. The affective domain (David
Krathwohl, Bloom, Masia, 1973)
includes the manner in which we
deal with things emotionally, such
as feelings, values, appreciation,
enthusiasms, motivations, and
attitudes.
AFFECTIVE DOMAIN

43. -Receiving
-Responding
-Valuing
-Organization
-Characterization by Value Set
FIVE MAJOR
CATEGORIES

44. -Awareness, willingness to
hear, selected attention.
RECEIVING

45. Example: Listen to others with
respect. Listen for and remember
the name of newly introduced
people.
Key Words: asks, chooses,
describes, follows, gives, holds,
identifies, locates
EXAMPLE AND KEY
WORDS

46. -Active participation on
the part of the
learners. Attends and
reacts to a particular
phenomenon.
RESPONDING

47. Example: Participates in class
discussions. Gives a presentation.
Key Words: answers, assists, aids,
complies, conforms, discusses,
greets, helps, labels, performs,
practices, presents, reads, recites,
reports, selects, tells, writes.
EXAMPLE AND KEY
WORDS

48. -The worth or value a
person attaches to a
particular object,
phenomenon, or
behavior. This ranges from
simple acceptance to the
more complex state of
VALUING

49. Example: Shows the ability to
solve problems. Proposes a plan
to social improvement and follows
through with commitment.
Key Words: completes,
demonstrates, differentiates,
explains, follows
EXAMPLE AND KEY
WORDS

50. -Organizes values into
priorities by contrasting
different values, resolving
conflicts between them, and
creating an unique value
system. The emphasis is on
comparing, relating, and
synthesizing values.
ORGANIZATION

51. Example: Accepts responsibility for
one's behavior. Prioritizes time
effectively to meet the needs of the
organization, family, and self.
Key Words: adheres, alters,
arranges, combines, compares,
completes, defends, explains
EXAMPLE AND KEY
WORDS

52. -Has a value system
that controls their
behavior.
INTERNALIZING
VALUES

53. Example: Cooperates in group
activities (displays teamwork).
Values people for what they are,
not how they look.
Key Words: acts, discriminates,
displays, listens, modifies,
performs, practices, proposes,
qualifies, questions, revises,
EXAMPLE AND KEY
WORDS

54. Anita Harrow's taxonomy for the
psychomotor domain is organized
according to the degree of
coordination including involuntary
responses as well as learned
capabilities.
PSYCHOMOTOR DOMAIN

55. HARROW’S TAXONOMY OF
OBJECTIVES

56. -Reactions that are not
learned, such as a
involuntary reaction
REFLEX MOVEMENTS

57. Example: instinctive
response
Key Words: react,
respond
EXAMPLE AND KEY
WORDS

58. -Basic movements
such as walking, or
grasping.
FUNDAMENTAL
MOVEMENTS

59. Example: perform a simple
task
Key Words: grasp an object,
throw a ball, walk
EXAMPLE AND KEY
WORDS

60. -Response to stimuli
such as visual,
auditory, kinesthetic, or
tactile discrimination.
PERCEPTUAL
ABILITIES

61. Example: track a moving
object, recognize a pattern
Key Words: catch a ball,
draw or write
EXAMPLE AND KEY
WORDS

62. - Stamina that must be
developed for further
development such as
strength and agility.
PHYSICAL ABILITIES
(FITNESS)

63. Example: gain strength,
run a marathon
Key Words: agility,
endurance, strength
EXAMPLE AND KEY
WORDS

64. - Advanced learned
movements as one
would find in sports or
acting.
SKILLED MOVEMENTS

65. Example: Using an advanced
series of integrated movements,
perform a role in a stage play or
play in a set of series in a sports
game.
Key Words: adapt, constructs,
creates, modifies
EXAMPLE AND KEY
WORDS

66. - Use effective body
language, such as
gestures and facial
expressions.
NONDISCURSIVE
COMMUNICATION

67. Example: Express one's self
by using movements and
gestures
Key Words: arrange,
compose, interpretation
EXAMPLE AND KEY
WORDS

68. Formulating good lesson
objectives is important to
good teaching.
Unfortunately, formulating
SMART lesson objectives is
one common problem
HOW TO WRITE LESSON
OBJECTIVES

69. 1. It describes student
performance.
2. An objective is about
ends rather than means.
CHARACTERISTICS OF
OBJECTIVES (MAGER):

70. 3. An objective describes the
conditions under which the
performance occurs on the
job.
4. An objective describes the
standard of acceptable
CHARACTERISTICS OF
OBJECTIVES (MAGER):

71. In short, an objective will
describe the a) what the
student should be able to do
(performance), b) the
conditions under which
doing will occur (condition)
c) the criteria by which the
performance will be judged

72. From the given example:
Performance – to
disassemble the keyboard
down to the frame.
Condition – Given a Model
12 keyboard and a standard
tool kit.
Criterion of Acceptable

73. Activity:
1. Performance – to identify
the stated performance
(no criterion of acceptable
performance and condition)

74. Activity:
2. Not a lesson objective;
the performance described
is the instructional process
of the teacher.
C.A.P.- in an hour
Condition – given a light
microscope

75. 3. To cover rules of subject
verb agreement is not a
good objective. Rules of
subject verb agreement is
content not an objective.
C.A.P. – end of the semester
Performance- to cover rules
of subject verb agreement

76. 4. Condition – Given a
Model XXX System, a
standard tool kit and at least
one symptom of a common
malfunction
Performance – return the
system to normal operation