Benjamin's taxonomy.pdf.................

BENJAMIN'S TAXONOMY
Introduction of Benjaim
Types of Domains and their types

1. JSS MAHAVIDYAPEETA MYSORE
JSS INSTITUTE OF EDUCATION
SAKALESHPUR -573 134
SUB:-TECHNIQUES ,METHODS AND APPROACHES OF PEDAGOGY
SEMINAR IN:-BLOOM’S CLASSIFICATION OF EDUCATIONAL
OBJECTIVES
SUBMITTED BY:- SUBMITTED TO:-
POOJA T P Dr.PRABHUSWAMY M
IstYEAR BEd ASSISTANT PROFESSOR
TEACHER TRAINEE JSS INSTITUTE OF EDUCATION
UUCMS NO:-U29YH23E0085 SAKALESHPUR

2. INDEX
SL.NO CONTENTS PAGE NO
1 INTRODUCTION 01-02
2 COGNITIVE DOMAIN 03-05
3 AFFECTIVE DOMAIN 06-09
4 PSYCHOMOTOR DOMAIN 10-13
5 CONCLUSION 14
6 BIBLIOGRAPHY 15

3. ABOUT DR.BENJAMIN BLOOM TAXONOMY
•BLOOM’S TAXONOMY WAS CREATED IN 1956 UNDER THE LEADERSHIP OF
EDUCATIONAL PSYCHOLOGIST Dr. BENJAMIN BLOOM.
•BLOOM’S TAXONOMY IS A CLASSIFICATION SYSTEM USED TO DEFINE AND
DISTINGUSIH DIFFERENT LEVELS OF HUMAN NATURE.
•BLOOM’S CLASSIFICATION AND ORGANIZING OBJECTIVES HELPS TO THE
TEACHER TO CLARIFY OBJECTIVES FOR THEMSELVES AND FOR STUDENTS.
•BLOOM’S 3 MAJOR DOMAINS ARE: -
1.COGNITIVE DOMAIN (THINKING)
2.AFFECTIVE DOMAIN (EMOTION/FEELING)
3.PSYCHOMOTOR DOMAIN(PHYSICAL/KINESTHETIC)

4. COGNITIVE DOMAIN
•IT WAS THE FIRST DOMAIN CREATED BY THE ORIGINAL GROUP OF BLOOM’S REASEARCHES.
•COGNITIVR DOMAIN IS FOCUSED ON INTELLECTUAL SKILLS SUCH AS THINKING, PROBLEM SOLVING AND CREATING
A KNOWLEDGE BASE.
•IN THIS DOMAIN LEARNERS ARE EXPECTED TO PROGRESS LINERALY THROUGH THE BEGINNING AT “ REMEMBER”
AND ENDING AT “ CREATE”.
•THE COGNITIVE DOMAIN INVOLVES KNOWLEDGE AND THE DEVELOPMENT OF INTELLECTUAL SKILLS.
•THERE ARE 6 MAJOR CATEGORIES STARTING FROM SIMPLEST BEHAVIOUR TO THE MOST COMPLEX.
•THERE ARE 6 MAJOR CATEGORIES: -
1)KNOWLEGDE:-RECALL DATA OR INFORMATION.
2)COMPREHENSION :-IT CONCERNED WITH GRASPING THE MEANING OF THE INFORMATION RECEIVED AND
RELATING IT FOR OTHER PURPOSE.
3)APPLICATION:-IT CONCERNED WITH THE ABILITY TO USE THE LEARNED MATERIAL, THEORIES.
4)ANALYSIS:-IT CONCERNED WITH THE CONGNITIVE ABILITY TO IDENTIFY THE COMPONENTS PARTS.
5)SYNTHESIS:-PUTTING TOGETHER PARTS AND ELEMENTS SO AS TO FORM A WHOLE.
6)EVALUATION:-MAKE JUDGEMENTS ABOUT THE VALUE OF IDEAS OR MATERIALS.

5. AFFECTIVE DOMAIN
•BLOOM’S SECOND DOMAIN, THE AFFECTIVE DOMAIN WAS DETAILED BY BLOOM.
KRATHWHOL AND MASIA IN 1964.
•THE AFFECTIVE DOMAIN DETAIL PROVIDES A FRAMEWORK FOR TEACHING, TRAINING
AND EVALUATING THE LESSON DESIGN AND DELIVERY.
•AFFECTIVE DOMAIN INCLUDING CONSTRACTS LIKE ATTITUDES, VALUES, BELIEFS,
INTRESTS AND MOTIVATION.
•KRATHWOHL’S 5 LEVEL TAXONOMY OF OBJECTIVES WITHIN THE AFFECTIVE DOMAIN
ARE:-
1)RECEIVING
2)RESPONDING
3)VALUING
4)ORGANIZING
5)CHARACTERIZING

6. THE 5 LEVEL OF TAXONOMY OF AFFECTIVE DOMAIN ARE: -
1)RECEIVING:-THE STUDENT IS PASSIVELY AWARE THAT A THING EXISITS. IT
FOCUSED DURING INSTRUCTION OR PROJECT.
2)RESPONDING:-THE STUDENT ACTIVELY PARTIPATES.
3)ORGANIZING:-BRINGING TOGETHER DIFFERENT VALUES, RESOLVING CONFLICT
AMONG THEM AND STARTING TO BUILD AN INTERNALLY CONSISTENT VALUE
SYSTEM AND DEVELOPING A PHILOSOPHY OF LIFE.
4)ATTITUDE:-ATTITUDE IS COMMONLY DEFINED AS A PREDISPOSITION TO
RESPOND POSITIVELY OR NEGATIVELY TOWARD THINGS, PEOPLE, PLACES
EVENTS AND IDEAS.
5)VALUE:-STUDENTS SEES WORTH OR VALUE IN THE ACTIVITY.

7. PSYCHOMOTOR DOMAIN
•PSYCHOMTOR SKILLS ARE ESTABLISHED TO ADDRESS SKILLS DEVELOPMENT REALATING TO MANNUAL TASKS AND
PHYSICAL MOVEMENT.
•THE PSYCHOMOTOR DOMAIN IS SKILL BASED.
•IT IS STEEPED IN A DEMONSTRATION AND 3 PRATICAL INSTRUCTIONAL LEVELS.
A.LIMITATION
B.PRACTICE
C.HABBIT
•ACCORDING TO FRANCIS M.QUINN PSYCHOMOTOR DOMAIN CONSISTS OF 7 LEVELS. THEY ARE: -
1)LEVEL –1 PERCEPTION:-THIS BASIC LEVELS IS CONCERNS WITH THE PERCEPTION SENSORY ACTONS.
2)LEVEL –2 SET :-READINESS TO TAKE A PARTICUALR TYPE OF ACTION.
3)LEVEL -3 GUIDED RESPONSES:-THESE REFERS TO THE EARLY STAGES ON SKILLS ACQUISITION WHERE SKILLS ARE
PERFORMED FOLLOWING DEMONSTRATION BY THE TEACHER.
4)LEVEL -4 MECHANISMS :-AT THIS LEVEL THE PERFORMANCE HAS BECOME HABBITUAL, BUT THE MOVEMENTS
ARE NOT SO COMPLEX AS THE NEXT LEVEL.
5)LEVEL –5 COMPLEXOVERT RESPONES: -THIS LEVEL TYPIFIES THE SKILLED PERFORMANCES AND INVOLVED
ECONOMY OF EFFORT SMOOTHNESS OF ACTION, ACCURACY AND EFFICIENCY ETC,.

8. CONCLUSION :-
INCONCLUSION, BLOOM’STAXONOMY ISAVALUABLEFRAMEWORK FOR
UNDERSTANDING ANDORGANIZINGLEARNINGOBJECTIVES.USINGTHEFRAMEWORK
INTHECLASSROOM,WORKPLACE ORPERSONALLEARNINGENVIRONMENT,YOUCAN
ALSOENSURETHATYOUMAKETHEMOSTOFYOURLEARNINGEXPERIENCEAND
ACHIEVETHEBESTPOSSIBLEOUTCOMESANDRESULTS.
BLOOM’STAXONOMY ISAPOWERFUL TOOLTOHELPDEVELOPLEARNING
OUTCOMES BECAUSEITEXPLAINSTHEPROCESSOFLEARNING.ITSHOWSTHAT
LEARNINGSHOULDHAPPENFROMSIMPLESTFORMANDMOVETOWARDSCOMPLEXITY.
BEFORETHENEXTONECANTAKEPLACEONEMUSTBEMASTERDTHEFIRSTONE.
BLOOM’STAXONOMY ISEASILYUNDERSTANDANDMOSTWIDELYAPPLIEDONE.

9. THANK YOU