Bloom's Taxonomy of Learning Domains
Blooms Taxonomy
Aunul Islam, PhD
Education Consultant
Taxonomy
▪
It’s a science and practice of classification
▪
The word finds its roots in the Greek Language
▪
Taxis
– meaning “order”, “arrangement” and
▪
Nomos – “law” or “science”
▪
Taxonomy may refer to:
Science, General, Business and Economics, Education
Which of these cognitive skills will be used by a learner when being taught or trained?
WHICH OF THESE *COGNITIVE SKILLS WILL BE USED BY A LEARNER WHEN BEING TAUGHT OR
TRAINED:
*Cognitive : conscious mental activities
Percentage Importance Skill level
Remember Recollect Recall Relive
Understand Know Comprehend Deduce
Apply Contest
Analyse Study Examine Review
Evaluate Consider Plan Contemplate
Create Form Invent
Topics covered
▪
Blooms Taxonomy of Learning Domains
▪
Three Domains of Learning
▪
Blooms Revised Taxonomy
Introduction
▪
Bloom's Taxonomy was created in 1956
▪
A research committee led by educational psychologist Dr Benjamin
Bloom
▪
to promote higher forms of thinking in education
▪
analysing and evaluating concepts, processes, procedures and
principles
▪
rather than just remembering facts (rote learning)
▪
most often used when designing educational, training, and learning
processes
Three domains (categories) of learning
▪
Cognitive: mental skills or knowledge - (K)
▪
Psychomotor: Manual or physical skills - (S)
▪
Affective: Growth in feelings or emotional areas
(attitude or self) - A
Above referred to as KSA by educators, trainers and researchers
KSA
▪
These categories of behaviours may be considered as goals of
learning
▪
That is, after a learning or training process/episodes a learner should
have acquired new knowledge, skills and/0r attitude
▪
Bloom and his committee made extensive compilation of work
related to Cognitive (Knowledge) and Affective (attitude) domains
▪
BUT omitted the Psychomotor (skills) due to limitation of teaching
manual skills
▪
HOWEVER other researchers were able to create 3 models with
respect to Psychomotor (manual skills )
Categories (Revised) within the
Cognitive domain
▪
Remember
▪
Understand
▪
Apply
▪
Analyse
▪
Evaluate
▪
Create
THE CATEGORIES CAN BE CONSIDERED AS DEGREES OF
DIFFICULTIES. THAT IS FIRST ONE MUST BE MUSTERED BEFORE THE
NEXT ONE CAN BE ACHIEVED.
Blooms Taxonomy (1956)
Revised Blooms’s Taxonomy
Revised
Bloom’s
Taxonomy (Krathwohl,
et al. 2000)
What do they mean?
▪
Remember – exhibit memory of learning material through recall
▪
Understand – demonstrate understanding of key facts and concepts
▪
Apply – solve problems when faced with new situations
▪
Analyse – examine and break down to generalise and make inferences
▪
Evaluate – judge information to present and defend opinions
▪
Create – “put parts together to form a new / alternative whole”
W
h
y is this important to understand?
▪
These are the levels at which learning takes place.
▪
Allows instructions to learners and teaching strategies to be categorised.
▪
It also represents an evolution of learning maturity.
Revised Blooms Taxonomy
▪
Lorin Anderson, a former student of Bloom, along with co-researcher David
Krathwohl revisited the cognitive domain in the midnineties.
▪
Some changes were made with perhaps the three most prominent ones
being (Anderson, et al 2000):
>> Changing the names from noun to verb in all the six categories
>> Rearranging them ( as illustrated in the previous slide )
>>Creating processes and levels of knowledge matrix
▪
This new taxonomy reflects a more active form of thinking and is perhaps
more accurate
Cognitive processes and levels of
knowledge matrix (rubric)
The below three levels added within each categories and
adding another level of knowledge – metacognition
(intuition)
•
Factual ‐ The basic elements students must know to be
acquainted with a discipline or solve problems.
•
Conceptual – The interrelationships among the basic elements
within a larger structure that enable them to function together.
•
Procedural ‐ How to do something, methods of inquiry, and
criteria for using skills, algorithms, techniques, and methods.
Matrix (Krathwohl and Anderson)
Further matrix (Clark et al 2004;Clark
et al 2007)
References
▪
Anderson, L.W., Krathwohl, D.R., Airasian, P.W.,Cruikshank, K.A.,
Mayer, R.E., Pintrich, P.R., Raths, J.,Wittrock, M.C. (2001).
A
Taxonomy for Learning, Teaching, and Assessing: A revision of
Bloom's Taxonomy of Educational Objectives
. New York: Pearson,
Allyn & Bacon.
▪
Bloom, B.S. (Ed.). Engelhart, M.D., Furst, E.J., Hill,
W.H.,Krathwohl, D.R. (1956).
Taxonomy of Educational Objectives,
Handbook I: The Cognitive Domain.
New York:David McKay Co Inc.
▪
Clark, R., Chopeta, L. (2004). Graphics for Learning :Proven
Guidelines for Planning, Designing, and Evaluating Visuals in
Training Materials . San Francisco: JosseyBass/Pfeiffer.
Thank you!
Pavitt’s Taxonomy!
▪
Why don’t you all have a read on this!
Bloom's Taxonomy, developed in 1956, focuses on promoting higher-order thinking in education. It categorizes learning into three domains: Cognitive (knowledge), Psychomotor (manual skills), and Affective (attitude). While Bloom's committee initially omitted the Psychomotor domain due to teaching limitations, other researchers have since created models for addressing manual skills. The taxonomy aims to enhance learning processes by emphasizing understanding, application, analysis, and evaluation of concepts rather than mere memorization of facts. By encompassing cognitive, psychomotor, and affective aspects, educators and trainers can effectively structure learning experiences to foster the acquisition of new knowledge, skills, and attitudes.
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Presentation Transcript
Blooms Taxonomy Aunul Islam, PhD Education Consultant
Taxonomy It s a science and practice of classification The word finds its roots in the Greek Language Taxis meaning order , arrangement and Nomos law or science Taxonomy may refer to: Science, General, Business and Economics, Education
WHICH OF THESE *COGNITIVE SKILLS WILL BE USED BY A LEARNER WHEN BEING TAUGHT OR TRAINED: *Cognitive : conscious mental activities Percentage Importance Skill level Remember Recollect Recall Relive Understand Know Comprehend Deduce Apply Contest Analyse Study Examine Review Evaluate Consider Plan Contemplate Create Form Invent
Topics covered Blooms Taxonomy of Learning Domains Three Domains of Learning Blooms Revised Taxonomy
Introduction Bloom's Taxonomy was created in 1956 A research committee led by educational psychologist Dr Benjamin Bloom to promote higher forms of thinking in education analysing and evaluating concepts, processes, procedures and principles rather than just remembering facts (rote learning) most often used when designing educational, training, and learning processes
Three domains (categories) of learning Cognitive: mental skills or knowledge - (K) Psychomotor: Manual or physical skills - (S) Affective: Growth in feelings or emotional areas (attitude or self) - A Above referred to as KSA by educators, trainers and researchers
KSA These categories of behaviours may be considered as goals of learning That is, after a learning or training process/episodes a learner should have acquired new knowledge, skills and/0r attitude Bloom and his committee made extensive compilation of work related to Cognitive (Knowledge) and Affective (attitude) domains BUT omitted the Psychomotor (skills) due to limitation of teaching manual skills HOWEVER other researchers were able to create 3 models with respect to Psychomotor (manual skills )
Categories (Revised) within the Cognitive domain Remember Understand Apply Analyse Evaluate Create THE CATEGORIES CAN BE CONSIDERED AS DEGREES OF DIFFICULTIES. THAT IS FIRST ONE MUST BE MUSTERED BEFORE THE NEXT ONE CAN BE ACHIEVED.
Revised Bloomss Taxonomy 2. 1. Understan d Remember 3. 4. Apply Analyse 5. 6. Evaluate Create RevisedBloom s Taxonomy (Krathwohl, et al. 2000)
What do they mean? Remember exhibit memory of learning material through recall Understand demonstrate understanding of key facts and concepts Apply solve problems when faced with new situations Analyse examine and break down to generalise and make inferences Evaluate judge information to present and defend opinions Create put parts together to form a new / alternative whole
Why is this important to understand? These are the levels at which learning takes place. Allows instructions to learners and teaching strategies to be categorised. It also represents an evolution of learning maturity.
Revised Blooms Taxonomy Lorin Anderson, a former student of Bloom, along with co-researcher David Krathwohl revisited the cognitive domain in the midnineties. Some changes were made with perhaps the three most prominent ones being (Anderson, et al 2000): >> Changing the names from noun to verb in all the six categories >> Rearranging them ( as illustrated in the previous slide ) >>Creating processes and levels of knowledge matrix This new taxonomy reflects a more active form of thinking and is perhaps more accurate
Cognitive processes and levels of knowledge matrix (rubric) The below three levels added within each categories and adding another level of knowledge metacognition (intuition) acquainted with a discipline or solve problems. Conceptual The interrelationships among the basic elements within a larger structure that enable them to function together. Procedural How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methods. Factual The basic elements students must know to be
Matrix (Krathwohl and Anderson) Knowledge Dimension Remember Understand Apply Analyse Evaluate Create Factual Conceptual Procedural *Meta- cognitive
Further matrix (Clark et al 2004;Clark et al 2007) Knowledge Dimension Remember Understand Apply Analyse Evaluate Create Facts List Para- phrase classify outline rank categorise Concepts recall explain show contrast criticise modify Processes outline estimate produce diagram defend design Procedures reproduce Give an example relate identify critique plan Principles state converts solve differentiate conclude revise Meta- Cognitive Proper use interpret discover infer predict actualise
References Anderson, L.W., Krathwohl, D.R., Airasian, P.W.,Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J.,Wittrock, M.C. (2001).A Taxonomy for Learning, Teaching, and Assessing: A revision of Bloom's Taxonomy of Educational Objectives. New York: Pearson, Allyn & Bacon. Bloom, B.S. (Ed.). Engelhart, M.D., Furst, E.J., Hill, W.H.,Krathwohl, D.R. (1956).Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York:David McKay Co Inc. Clark, R., Chopeta, L. (2004). Graphics for Learning :Proven Guidelines for Planning, Designing, and Evaluating Visuals in Training Materials . San Francisco: JosseyBass/Pfeiffer.
Pavitts Taxonomy! Why don t you all have a read on this!
