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Bloom's Taxonomy

The document discusses different taxonomies of learning, including Bloom's Taxonomy. Bloom's Taxonomy categorizes learning objectives into three domains: cognitive, psychomotor, and affective. The cognitive domain involves things like remembering, understanding, applying knowledge. The affective domain deals with emotions, values, and attitudes. The psychomotor domain involves physical skills and movement. These taxonomies provide useful frameworks for lesson planning, questioning, assessment, and reflection on learning.

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498 views

Bloom's Taxonomy

The document discusses different taxonomies of learning, including Bloom's Taxonomy. Bloom's Taxonomy categorizes learning objectives into three domains: cognitive, psychomotor, and affective. The cognitive domain involves things like remembering, understanding, applying knowledge. The affective domain deals with emotions, values, and attitudes. The psychomotor domain involves physical skills and movement. These taxonomies provide useful frameworks for lesson planning, questioning, assessment, and reflection on learning.

Uploaded by

AlexDomingo
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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TAXONOMIES OF LEARNING What are your goals? Will it be a fulfilling experience? Will it make you a better person?

Will they shape your destiny? Will it lead you to your purpose? Purpose is not what you want to become, it is what you can give to others. PURPOSE = GOALS = PRIORITIES = TIME BLOOMS TAXONOMY OF LEARNING DOMAINS Benjamin Samuel Bloom Blooms Taxonomy is a classification of learning objectives within education. Learning is not only about cognitive/mental development. Three Domains 1. Cognitive 2. Psychomotor 3. Affective K (knowledge) S (skills) A (attitude) COGNITIVE DOMAIN Old Version Knowledge--- Comprehension--- Application--- Analysis--- Synthesis--- Evaluation New Version Remembering--- Understanding--- Applying--- Analyzing--- Evaluating--- Creating

Remembering remembering information Understanding explaining information, concepts, interpretation, extrapolation Applying using information in new ways Analyzing focusing on the components, analysis of relationships Evaluating making a sound judgment Creating creating a new idea from what you have learned

AFFECTIVE DOMAIN A healthy heart is what you feed it. The affective domain includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes. The five major categories are listed from the simplest behavior to the most complex. Blooms (Old Version)

Receiving--- Responding--- Valuing--- Organizing and Conceptualizing--- Characterization

Receiving awareness or willingness to hear, selected attention ex. Listen to others with respect. Listen for and remember the name of newly-introduced people. Responding active participation on the part of the learners. Attends and reacts to a particular phenomenon. ex. Participates in class discussions. Questions new ideas. Valuing worth or value a person attaches to a particular object, phenomenon, or behavior. ex. Demonstrates belief in the democratic process. Organization organizes values into priorities by contrasting different values, resolving conflicts between them, and creating a unique value system. ex. recognizes the need for balance between freedom and responsible behavior. Characterization (internalizing values) has a value system that controls their behavior. ex. shows self-reliance when working independently cooperates group activities/displays teamwork uses an objective approach in problem-solving

Neumans (New Version) Neumans Taxonomy of Learning

Identification--- Clarification--- Exploration--- Modification--- Characterization

Identification recognizes what is important for them Clarification describes, sources Exploration implication, inconsistencies, alternatives Modification modifies, accommodates, assimilates Characterization identification, affective, cognitive, behavioral consistency

PSYCHOMOTOR DOMAIN includes physical movement, coordination, and use of the motor-skills Simpsons Taxonomy of Learning Domains

Perception--- Set--- Guided Response--- Mechanism--- Complex Overt Response

Perception ability to use sensory cues to guide motor activity ex. detects non-verbal communication cues Set readiness to act. It includes mental, physical, and emotional sets. (mind set) Guided Response includes imitation and trial and error Mechanism the intermediate stage in learning a complex skill. Learned responses have become habitual and the movements can be performed with some confidence and proficiency Complex Overt Response

skillful performance of motor acts that move complex movement patterns. Proficiency is indicated by a quick, accurate, and highly coordinated performance, requiring a minimum of energy. ex. performing without hesitation Adaptation skills are well-developed and the individual can modify movement patterns to fit special requirements Harrows Taxonomy of Psychomotor Domain

Reflex--- Basic Fundamental Movement--- Perceptual--- Physical Activities--- Non-Discursive Communication

Reflex movements are actions elicited without learning in response to some stimuli Basic Fundamental Movement are inherent movement patterns which ae formed by combining reflex movements Perceptual refers to interpretation of various stimuli that enable one to make adjustments to the environment. Physical Activities require endurance, strength, vigor, and agility which produces a sound, efficiently functioning body. Non-Discursive Communication is communication through bodily movements ranging from facial expressions through sophisticated choreography.

WHEN DO WE USE BLOOMS TAXONOMY? Lesson Planning Direct Questioning Assessment It provides a good structure for creating assessments. Reflective Thinking Remembering: Understanding: Applying: Analyzing: Evaluating: Creating: What did I do? What was important about it? Where could I use this again? Do I see patterns in what I did? How well did I do? What should I do next?

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