Bloom's taxonomy

It discuss about Blooms Taxonomy in details. It explains on Benjamin SAMUEL Bloom's contribution, introduction about bloom, what is bloom's taxonomy, definition, purpose, classification - cognitive domain, affective domain, psychomotor domain's components with examples. Then Bloom’s Revised Taxonomy (2001) , educational implications, benefits and conclusion.

1. BLOOM’S TAXONOMY
DR. C. BEULAH JAYARANI
M.Sc., M.A, M.Ed, M.Phil(Edn), M.Phil(ZOO), NET, Ph.D(Edn)
ASST. PROFESSOR,
LOYOLA COLLEGE OF EDUCATION, CHENNAI -34

2. BENJAMIN SAMUEL BLOOM
A Jewish-American educational
psychologist
(Feb.1913 –Sep.1999)
CONTRIBUTIONS:
1.Classification of educational objectives
2. Theory of Mastery-Learning
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3. INTRODUCTION
Bloom's taxonomy is based on thebelief that learners must begin by learning
basic, foundational knowledge about a given subject before they can progress to
more complex types of thinkingsuch as analysis and evaluation.
These three types of learning include:
Creating new knowledge (Cognitive)
Developing feelings and emotions (Affective)
Enhancing physical and manual skills (Psychomotor)
Learning objectives can also be scaffolded so that they continue to push
student learning to new levels in any of these three categories.
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4. WHAT IS TAXONOMY?
Taxonomy comes from two Greekwords:
‘Taxis’: arrangement
‘Nomos’: science
i.e.,
‘Science of arrangements’
A set of classification
principlesor structure
Domain means ‘category’
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5. DEFINITION
Bloom’s taxonomy is a
classification system
used to define and
distinguish different
levels of human
cognition—i.e.,thinking,
learning, and
understanding.
Thinking
Learning
Understanding
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6. PURPOSE
The purpose of Bloom’s Taxonomy is
to help educators to inform or guide
the development of assessments
(tests and other evaluations of
student learning), curriculum (units,
lessons, projects, and other learning
activities), and instructional methods
such as questioning strategies.
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7. The Original Taxonomy (1956)
The Three Domains Of Learning:
Cognitive: mental skills
(knowledge)
Affective: growth in feelings or
emotional areas (attitude or self)
Psychomotor: manual or physical
skills (skills)
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8. 25-07-2021 DR. C. BEULAH JAYARANI8

9. COGNITIVE DOMAIN (HEAD)
AFFECTIVE DOMAIN (HEART)
PSYCHOMOTOR DOMAIN
(HAND)
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10. BLOOMS
TAXONOMY
1. COGNITIVE
DOMAIN
2. AFFECTIVE
DOMAIN
3.
PSYCHOMOTOR
DOMAIN
CLASSIFICATION OF BLOOMS TAXONOMY
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11. COGNITIVE DOMAIN
The cognitive domain involves knowledge and the
development of intellectual skills.
This includes therecall or recognition of specific
facts, procedural patterns, and conceptsthat serve in
the development of intellectual abilities and skills.
There are six major categories of cognitive
processes, starting from the simplest to the most
complex
SIMPLE TO
COMPLEX
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12. COGNITIVE DOMAIN -KNOWLEDGE
Lowest level of objective
Primarily aim for the acquisition of knowledge,
concerning facts and terminology
“involves the recall of specifics and universals,
the recall of methods, processes, principles, theories
the recall of a pattern, structure, or setting.”
Student can:Write, List, Define with his knowledge if
he have.
Recall
Write
List
Define
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13. Based upon the knowledge
If there is no knowledge, there will be no comprehension
Refers to a type of understanding or apprehension such that the individual knows
what is being communicated.
Student translates, comprehends or interprets information based on prior
learning like:Explain, summarize, paraphrase, describe
It meansbasic understanding of facts, ideas, methods, Process & principles
COGNITIVE DOMAIN -COMPREHENSION
Basic understanding of facts, ideas, methods, Process & principles
Explain, summarize, paraphrase, describe
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14. Refers to the “use of abstractions in particular and
concrete situations.”
Students can selects, transfers and uses data and
principles to complete a problem with a minimum of
direction.
Students can use, compute, solve and apply their
knowledge.
Example: 1000 –711 = 289
COGNITIVE DOMAIN -APPLICATION
Apply their
knowledge
Practice
Compute
Solve
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15. ANALYSIS
Breakdown of a communication into its constituent elements or parts.
Student distinguishes, classifies and relates the evidence or
structure of a statement or question.
Student can analyze, categorize, compare and separate.
Example: old capital name of India? New capital? Why?
Why two capital for Jammu Kashmir
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16. SYNTHESIS
Involvesthe “putting together of elements and parts
so as to form a whole.”
Student originates, integrates, and combines ideas
into a product, plan or proposal that is new to him.
He can create, design, invent and develop
He can combine different types of information to
find alternative solutions.
Example: we can combine this to make a sentence:
Biotechnology–microbes–find-medicines
Create/
Originate
Design/
integrates
Invent/
proposal
Develop/
combines
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17. EVALUATION
Judgments about the value of material and
methods for given purposes.
Student can judge what he learned whether it is
right or wrong.
If wrong than he can start the process again.
Student can judge, recommend, critique and
justify.
Justify
Critique
Recommend
Judge
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18. AFFECTIVE DOMAIN
Skills in the affective domain describe the way
people react emotionally and their ability to feel
other living things' pain or joy.
Affective objectives typically target the
awareness and growth in attitudes, emotion,
and feelings.
There are five levels in the affective domain
moving through the lowest-order processes to
the highest:
Characterizing
Organizing
Valuing
Responding
Receiving
LOWEST TO
HIGHEST
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19. RECEIVING
The lowest level; the student passively
pays attention.
Without this level, no learning can
occur.
Receiving is about the student's memory
and recognition as well.
EXAMPLE: showing different flowers &
leaves and explaining the arrangements
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20. RESPONDING
The student actively participates in
the learning process, not only attends to
a stimulus; the student also reacts in
some way.
EXAMPLE: why the petals are bright
colour? What is corolla?
How the leaves are arranged –
alternate or opposite?
How many petals & sepals are seen
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21. VALUING
oThe student attaches a value to an object,
phenomenon, or piece of information.
oThe student associates a value or some
values to the knowledge they acquired.
oExample: How can you classify complete
or incomplete flower / Bisexual or
Unisexual / Regular or irregular flowers
oHow can you classify the leaves –
alternate or spiral, opposite or whorled
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22. ORGANIZING
The student can put together different
values, information, and ideas, and can
accommodate them within his/her own
schema; the student is comparing, relating
and elaborating on what has been learned.
oExample: Arrange the flowers in ordera)
complete, incomplete, Bisexual, Unisexual,
Regular & irregular flowers
oArrange the leaves –alternate, spiral,
opposite, whorled
DR.C. BEULAH JAYARANI

23. CHARACTARIZING

The student at this level tries to build
abstract knowledge.
Example
:
If a flower has sepals, petals,
pistils, and stamens, it is a complete flower.
If a flower is missing one of those, it is an
incomplete flower. Imperfect flowers are
always incomplete.
Plants that have only one leaf per node
have leaves that are said to be either
alternate or spiral. Alternate leaves
alternateon each side of the stem in a flat
plane, and spiral leaves are arranged in a
spiral along the stem.

24. THE PSYCHOMOTOR DOMAIN

Skills in the psychomotor domain describe the ability to
physically manipulate a tool or instrument like a hand
(action-based)
Psychomotor objectives usually focus on change and/or
development in behavior and/or skills.
Bloom and his colleagues never created
subcategories for skills in the psychomotor domain.
R.H Dave has given the classification of educational
objectives under this domain 1969.
NATURALIZATION
PRECISION
PRECISION
MANIPULATION
IMITATION
PERCEPTION
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25. PERCEPTION
Lowest level. Primarily
determined with activities
relating to senses, acquired
through experiences & training.
Skill of keen observation, skill of
sensing a problem and skill of
developing self-motivation are the
specific objectives under this
category.
Eg.Observing dissection –flower
parts or cockroach mouth part
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26. IMITATION
Skill of repeating actions and
skill of reflective thinking are
the specific objectives under
this category.
Directly copy action seen &
replicate the observed one
Eg., select any one dissection
and follow the instructions -
Parts of flower / Cockroach
mouth part
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27. MANIPULATION
Skill to operate upon with intelligence and
mange cleverly are the specific activities
that fall in this category.
Eg., Reproduce activity by instruction and
memory.

28. PRECISION
Skill of experimentation, skill of precise
movement and neat execution of skills
are the activities which fall under this
objective.
Eg., Execute skill independent of help
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29. ARTICULATION
Skill of logical thinking, reflective
thinking, skill of mind and body and
development of mathematical skill are
specific objectives to attain this step.
Adopt expertise to complete a non-
standard objective.
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30. NATURALIZATION
As we practice a skill, in due course it
becomes our natural habit. Skill of
attaining success and skill of multiple
actions are the specific activities under
this objective.
Automatic and unconsciously mastery
of skills
Eg., without teachers help the students
can do the practical's successfully.
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31. BLOOM’S REVISED TAXONOMY (2001)

Lorin Anderson, a former student of Bloom, and David Krathwohl revisited the
cognitive domain and made some changes.
They mad these changes:
1.Changing the names in the six categories from noun to verb forms.
2.Creating a processes and levels of knowledge matrix.
3.Rearranging them.
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32. ANALYSIS
APPLICATION
COMPREHENSION
KNOWLEDGE
SYNTHESIS
EVALUATION
ANALYZE
APPLY
UNDERSTAND
REMEMBER
CREATE
EVALUTE
NOUN TO VERB FORM
Benjamin Bloom with collaborators Max Englehart,
Edward Furst, Walter Hill, and David Krathwohl
Lorin Anderson, a former student of Bloom, and
David Krathwohl
1956 2001

33. BLOOM’S TAXONOMY-IMPLICATIONS
Bloom's taxonomy serves as the backbone of many teaching philosophies, in
particular, those that lean more towards skills rather than content.
Bloom's taxonomy can be used as a teaching tool to help balance assessment and
evaluative questions in class, assignments and texts to ensure all orders of
thinking are exercised in students' learning, including aspects of information
searching.
The main focus of Bloom’s Taxonomy is to improve student learning and thinking.
Creating is the highest among the thinking Skills.
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34. BENEFITS OF BLOOM'S TAXONOMY
Bloom's Taxonomyhelps educators identify the intellectual level at which
individual students are capable of working.
It also helps them ask questions and create instruction aimed at critical
thinking by striving to reach the top three levels of analysis, synthesis and
evaluation with students ready for those levels.
It’shelpfulforteachertomakingteachinglearningprocessmoreeffective.
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35. CONCLUSION
Bloom’s Taxonomy is a classification system for educational goals.
We canapply in our classroom by using the action verbs to inform
our learning intentions.
There are lots of different graphics that combine all the domains
and action verbs into one visual prompt.
Can useBloom-style questions to prompt deeper thinking.
Can use Bloom's Taxonomy to differentiate our lessons too.
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36. REFERENCE
TNTEU –Study Material
Ram Publications
Sri Krishna Publications
Kaviyamala Publications
Google Images
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