BLOOM’S BLOOM’S

TAXONOMYTAXONOMY

PRESENTED BY SABA MANSOORPRESENTED BY SABA MANSOOR

WHAT IS LEARNING?WHAT IS LEARNING?

BEHAVIOURISTIC DEFINITONBEHAVIOURISTIC DEFINITON

Learning refers to any change of behaviour which is the Learning refers to any change of behaviour which is the

result of experience and which causes people to face later result of experience and which causes people to face later

situations differently and effectively.situations differently and effectively.

“Blair Jones and Simpson” “Blair Jones and Simpson”

COGNITIVE DEFINITIONCOGNITIVE DEFINITION

Learning refers to any change in cognitive activity which is Learning refers to any change in cognitive activity which is

the result of experience.the result of experience.

“Piaget” “Piaget”

INTELLECTUAL DEVELOPMENTINTELLECTUAL DEVELOPMENT

Intellectual development and activities are the out come Intellectual development and activities are the out come of brain and senses. of brain and senses.

Operations of the brain are the result of our cognitive Operations of the brain are the result of our cognitive and physiological development.and physiological development.

Cognition, derived from a Latin word “Cognitio” ( to Cognition, derived from a Latin word “Cognitio” ( to

know), determines our success in all walks of life.know), determines our success in all walks of life.

Learning and cognition are very closely related to each Learning and cognition are very closely related to each

other.other.

Learning, teaching, identifying educational Learning, teaching, identifying educational

goals, and thinking are all complicated concepts goals, and thinking are all complicated concepts

interwoven in an intricate web. Bloom was interwoven in an intricate web. Bloom was

arduous, diligent, and patient while seeking to arduous, diligent, and patient while seeking to

demystify these concepts and untangle this demystify these concepts and untangle this

web. He made “the improvement of student web. He made “the improvement of student

learning” the central focus of his life’s work.learning” the central focus of his life’s work.

TAXONOMY OF EDUCATIONAL OBJECTIVEVSTAXONOMY OF EDUCATIONAL OBJECTIVEVS

TAXONOMY OF EDUCATIONAL TAXONOMY OF EDUCATIONAL OBJECTIVEVSOBJECTIVEVS

Discussions during the 1948 Convention Discussions during the 1948 Convention of the American Psychological Association led of the American Psychological Association led Bloom to spearhead a group of educators who Bloom to spearhead a group of educators who eventually undertook the ambitious task of eventually undertook the ambitious task of classifying educational goals and objectives. classifying educational goals and objectives. Their intent was to develop a method of Their intent was to develop a method of classification for thinking behaviours that classification for thinking behaviours that were believed to be important in the were believed to be important in the processes of learning. Eventually, this processes of learning. Eventually, this framework became a taxonomy of three framework became a taxonomy of three domains domains

THREE DOMAINS OF TAXONOMYTHREE DOMAINS OF TAXONOMY

1.1. The cognitive – knowledge based The cognitive – knowledge based domain, consisting of six levelsdomain, consisting of six levels

2.2. The affective – attitudinal based The affective – attitudinal based domain, consisting of five levels, domain, consisting of five levels,

andand

3. The psychomotor – skills based 3. The psychomotor – skills based domain, consisting of six levels.domain, consisting of six levels.

THE COGNITIVE DOMAINTHE COGNITIVE DOMAIN

First levelFirst level

Knowledge:Knowledge: Includes the recall of specifics, structures and Includes the recall of specifics, structures and processes. Emphasizes what could be called memory.processes. Emphasizes what could be called memory.

Example:Example: Number of bones in human body.Number of bones in human body.

Keywords:Keywords: Select, state, define, identify etc. Select, state, define, identify etc.

Second LevelSecond Level

Comprehension:Comprehension: Includes translation from one form to Includes translation from one form to another and interpretation.another and interpretation.

Example:Example: Drawing a graph from a given value. Drawing a graph from a given value.

Keywords:Keywords: Distinguishes, summarizes, converts. Distinguishes, summarizes, converts.

Third LevelThird LevelApplication:Application: Ability to apply abstract ideas to concrete Ability to apply abstract ideas to concrete situation.situation.

Example:Example: Relationship between heat and expansion to Relationship between heat and expansion to explain how a thermometer works.explain how a thermometer works.

Keywords:Keywords: Solves, applies, manipulates, relatesSolves, applies, manipulates, relates

Fourth LevelFourth LevelAnalysis:Analysis: This involves breaking down an idea or set of This involves breaking down an idea or set of ideas into various parts and finding out their relationship ideas into various parts and finding out their relationship with each other.with each other.

Example:Example: Gathering information about an experiment Gathering information about an experiment and deciding between the facts and hypothesis.and deciding between the facts and hypothesis.

Keywords:Keywords:Compare, analyze, contrast, illustrate etc.Compare, analyze, contrast, illustrate etc.

THE COGNITIVE DOMAINTHE COGNITIVE DOMAIN

THE COGNITIVE DOMAINTHE COGNITIVE DOMAIN

Fifth LevelFifth LevelSynthesis:Synthesis: Builds a structure or a pattern from diverse Builds a structure or a pattern from diverse elements. Puts parts together to form a whole, with elements. Puts parts together to form a whole, with emphasis on creating a new meaning or structure.emphasis on creating a new meaning or structure. Example:Example: Design a machine to perform a specific task. Design a machine to perform a specific task.Keywords:Keywords: Categorizes, combines, compiles, composes Categorizes, combines, compiles, composes designs.designs.

Sixth LevelSixth LevelEvaluation:Evaluation: Make judgments about the value of ideas or Make judgments about the value of ideas or materials.materials.Example:Example: Explain and justify a new budget.Explain and justify a new budget.Keywords:Keywords: Criticizes, defends, explains, justifiesCriticizes, defends, explains, justifies

COGNITIVE DOMAIN MADE EASYCOGNITIVE DOMAIN MADE EASY

OLD VERSIONOLD VERSION

EvaluationEvaluation

SynthesisSynthesis

AnalysisAnalysis

ApplicationApplication

ComprehensionComprehension

KnowledgeKnowledge

NEW VERSIONNEW VERSION

CreatingCreating

EvaluatingEvaluating

AnalyzingAnalyzing

ApplyingApplying

UnderstandingUnderstanding

RememberingRemembering

This includes physical movement, coordination This includes physical movement, coordination

and use of motor skill areas. (Simpson 1972)and use of motor skill areas. (Simpson 1972)

THE PSYCHOMOTOR DOMAIN THE PSYCHOMOTOR DOMAIN

THE PSYCHOMOTOR DOMAINTHE PSYCHOMOTOR DOMAIN

Level OneLevel OnePerception:Perception: Skill related observation. Ability to Skill related observation. Ability to use sensory cues to guide motor activity.use sensory cues to guide motor activity.Example:Example: Estimate where a ball will land after it is Estimate where a ball will land after it is thrown and then moving to the correct location to thrown and then moving to the correct location to catch the ball.catch the ball.Keywords:Keywords:Detects, identifies, selectsDetects, identifies, selects

Level TwoLevel TwoSet:Set: Readiness to act. Includes mental, physical Readiness to act. Includes mental, physical and emotional sets. (sometimes called mindsets)and emotional sets. (sometimes called mindsets)Example:Example: Shows desire to learn a new process.Shows desire to learn a new process.Keywords:Keywords:Volunteer, proceeds, beginsVolunteer, proceeds, begins

THE PSYCHOMOTOR DOMAINTHE PSYCHOMOTOR DOMAIN

Level ThreeLevel ThreeGuided response:Guided response: Skill related recording. Early stages in Skill related recording. Early stages in learning a complex skill includes imitation, trial and error. learning a complex skill includes imitation, trial and error. Perfection is achieved by practice.Perfection is achieved by practice.

Example:Example: Performs a mathematical equation and Performs a mathematical equation and demonstrate.demonstrate.

Keyword:Keyword: Copies, presents findings, traces etc.Copies, presents findings, traces etc.

Level FourLevel FourMechanism:Mechanism: Intermediate stage in learning a complex skill. Intermediate stage in learning a complex skill. Confidence is gained.Confidence is gained.

Example:Example: Use of personal Computer.Use of personal Computer.

Keywords:Keywords: Sketches, organizes, calibrates etc.Sketches, organizes, calibrates etc.

THE PSYCHOMOTOR DOMAINTHE PSYCHOMOTOR DOMAIN

Level FiveLevel FiveComplex Overt Response:Complex Overt Response: Skill related Skill related measurement. The skillful performance of motor measurement. The skillful performance of motor acts that involve complex movement patterns.acts that involve complex movement patterns.Example:Example: Parking a car in a tight parallel parking Parking a car in a tight parallel parking spot. Estimation of values.spot. Estimation of values.Keywords:Keywords:Measures, assembles, displays etc.Measures, assembles, displays etc.

Level SixLevel SixAdaptation:Adaptation: Skill related manipulating. Skill related manipulating. Skills are well developed and the individual can Skills are well developed and the individual can modify movement patterns to fit special modify movement patterns to fit special requirements. requirements. Example:Example: Handling the apparatus in a laboratoryHandling the apparatus in a laboratoryKeywords:Keywords:Controls, assembles, alters etc.Controls, assembles, alters etc.

THE PSYCHOMOTOR DOMAINTHE PSYCHOMOTOR DOMAIN

Level SevenLevel SevenOrigination:Origination: Skill involved procedural. Creating new Skill involved procedural. Creating new movement patterns to fit a particular situation or specific movement patterns to fit a particular situation or specific problem. problem.

Example:Example: Selection of suitable apparatus. Selection of suitable apparatus.Keywords:Keywords: Constructs, arranges, creates, composes etc. Constructs, arranges, creates, composes etc.

THE AFFECTIVE DOMAINTHE AFFECTIVE DOMAIN

It includes what we call attitudes, It includes what we call attitudes, values, appreciations, etc. Usually values, appreciations, etc. Usually phrases like developing scientific phrases like developing scientific values, stimulating interest in values, stimulating interest in science etc.science etc.

THE AFFECTIVE DOMAINTHE AFFECTIVE DOMAIN

Level OneLevel OneReceiving:Receiving: Includes individual awareness of, and Includes individual awareness of, and attention to, particular phenomena and values.attention to, particular phenomena and values.

Example:Example: Listening to other with respect.Listening to other with respect.

Keywords:Keywords:Asks, chooses, follows etc.Asks, chooses, follows etc.

Level TwoLevel TwoResponding:Responding: Active participation of learner. Active participation of learner. Attends and reacts to particular phenomena.Attends and reacts to particular phenomena.

Example:Example: Participation in class discussions.Participation in class discussions.

Keywords:Keywords:Answers, discusses, presents, selects Answers, discusses, presents, selects etc.etc.

THE AFFECTIVE DOMAINTHE AFFECTIVE DOMAINLevel ThreeLevel ThreeValuing:Valuing: This ranges from simple acceptance to This ranges from simple acceptance to more complex state of commitment. This is based on more complex state of commitment. This is based on internalization of a set of specified values.internalization of a set of specified values.Example:Example: Shows ability to solve problems. Proposes Shows ability to solve problems. Proposes a plan for improvement.a plan for improvement.Keywords:Keywords:Completes, proposes, reads, shares, etc.Completes, proposes, reads, shares, etc.

Level FourLevel FourOrganization:Organization: A values is conceptualized or A values is conceptualized or understood in the abstract, and conflicts between understood in the abstract, and conflicts between values are resolved and interrelationship values are resolved and interrelationship determined.determined.Example:Example: Giving judgments on the basis of evidence.Giving judgments on the basis of evidence.Keywords:Keywords:Modifies, organizes, combinesModifies, organizes, combines

THE AFFECTIVE DOMAINTHE AFFECTIVE DOMAIN

Level FiveLevel FiveInternalizing values:Internalizing values: Characterization. Value Characterization. Value system controls behaviour. Behaviour becomes system controls behaviour. Behaviour becomes consistent and predictable. Shows students consistent and predictable. Shows students general pattern of adjustment.general pattern of adjustment.

Example:Example: Cooperates in Group activities. Cooperates in Group activities. Changes behaviour in the light of new evidence. Changes behaviour in the light of new evidence. Values people for what they are not how they Values people for what they are not how they look.look.

Keywords:Keywords: Influences, verifies, proposes, Influences, verifies, proposes, revises, solves, etc.revises, solves, etc.

There is another learning domain- There is another learning domain- the the perceptual domain-perceptual domain- but it wont be but it wont be discussed in this presentation as it is not discussed in this presentation as it is not a part of Bloom’s taxonomy. a part of Bloom’s taxonomy.

SUGGESTION & CONCLUSIONSUGGESTION & CONCLUSION

Using the knowledge of the domains Using the knowledge of the domains discussed above teachers can plan discussed above teachers can plan their lessons effectively and ensure their lessons effectively and ensure maximum learning outcomes from maximum learning outcomes from their instructional procedure.their instructional procedure.