Bloom’s Taxonomy PowerPoint Presentation 2017

Bloom's Taxonomy
PowerPoint Presentation
Prepared by: Aamir Shahani
Email: [email protected]

1. Bloom’s Taxonomy Aamir Hussain Shahani M.A EPM National university of modern languages Islamabad 14 December 2017 Email: [email protected]

2. Who is Benjamin Bloom ? - A Jewish-American educational psychologist Contributions: 1. Classification of educational objectives 2. Theory of Mastery-Learning

3. What is TAXONOMY ? Comes from two Greek words: Taxis: arrangement Nomos : science Science of arrangements A set of classification principles, or structure and Domain simply means category .

4. BACKGROUND In 1956, Benjamin Bloom with collaborators Max Englehart , Edward Furst , Walter Hill, and David Krathwohl published a framework for categorizing educational goals : Taxonomy of Educational Objectives this framework has been applied by generations of teachers and college instructors in their teaching.

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.

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.

7. BLOOM’S TAXONOMY ORGINAL TAXONOMY (1956) By BLOOM REVISED TAXONOMY (2001) By LORIN ANDERSON A farmer student of Bloom

8. 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 ) Instructional designers, trainers, and educators often refer to these three categories as KSA

9. COGNITIVE DOMAIN The cognitive domain involves knowledge and the development of intellectual skills. This includes the recall or recognition of specific facts, procedural patterns, and concepts that 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

10. COGNITIVE DOMAIN

11. KNOWLEDGE “involves the recall of specifics and universals, the recall of methods and processes, or the recall of a pattern , structure, or setting .” Student can: Write, List, Define with his knowledge if he have.

12. COPREHENSION R efers 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

13. APPLICATION R efers to the “use of abstractions in particular and concrete situations.” Student selects, transfers and uses data and principles to complete a problem with a minimum of direction. How student can use, compute,solve and apply his knowledge. Example: 100-15=85

14. 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 of Pakistan? New capital? Why? (Analysis)

15. SYNTHESIS I nvolves the “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: he can combine this to make a sentence: Mother – invention –is- necessary - the

16. EVALUATION J udgments 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.

17. The 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 : Receiving Responding Valuing Organizing characterizing

18. 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: Student saw a person helping poor...

19. RESPONDING The student actively participates in the learning process, not only attends to a stimulus; the student also reacts in some way . EXAMPLE: He saw that people appreciating the person who helped poor…

20. VALUING The student attaches a value to an object, phenomenon, or piece of information. The student associates a value or some values to the knowledge they acquired. Example: He gives value that helping poor is an appreciable work…

21. 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. Example: Than he organizes his learning that how he can help poor…

22. CHARACTARIZING The student at this level tries to build abstract knowledge . Example: At this stage the habit becomes the part of his character.

23. The Psychomotor Domain (action-based) Skills in the psychomotor domain describe the ability to physically manipulate a tool or instrument like a hand or a hammer. 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.

24. 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: changing the names in the six categories from noun to verb forms. creating a  processes and levels of knowledge matrix . rearranging them.

25. 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.

26. Bloom’s Revised Taxonomy

27. 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.