Bloom’s Taxonomy: Texonomical Levels of Learning Objectives.pptx

Texonomical levels of cognitive domain

1. Bloom’s Taxonomy Dr Muhammad Azeem Director Research Punjab examination commission (pec) 03007612015

2. Activity Write a question on provided page to ask your students Hint: Write your subject related question

3. Learning Process Curriculum Instruction Assessment Students

4. An introduction to Bloom's Taxonomy Taxonomy of Educational Objectives Taxonomy of Educational learning Objectives Recognized as learning theory Bloom's Taxonomy comprises three learning domains: A hierarchy exist in these domains that corresponds to different levels of learning.  Domain Description 1 Cognitive Intellectual 2 Affective Feeling 3 Psychomotor Sensory

5. Activity

6. Revision ( Cognitive hierarchy) The hierarchy of the cognitive domain of Bloom's Taxonomy (1956). Anderson and Krathwol's (2001) revision to Bloom's cognitive hierarchy.

7. Action Verbs Understanding of demand of learning objectives/SLOs Subject-wise may differ in meanings Help in Item Development Help in development of rubrics Interpret students’ level of learning

8. Remembering Recalling items of information ACTION VERBS Recall, identify, recognize, acquire, distinguish, state, define, name, list, label, reproduce, order, indicate, record, relate, repeat, select, tell, describe, match, locate, report, choose, cite, outline, complete, draw, find, give, isolate, pick, put, show Sample learning outcome: Identify living things among given things Define speed Recall that sentences comprise of Subject + Predicate Recognize the function of wh forms used in questions. Sample assessment/activity: Generally MCQs

9. Example Aslam is a boy. Aslam gets up early in the morning. Aslam goes to school daily. Aslam plays many games with her sister Samina . Aslam runs very fast. Who runs very fast?

10. Understand Constructing meaning from information ACTION VERBS Translate, extrapolate, convert, interpret, abstract, transform, select, indicate, illustrate, represent, formulate, explain (who/what/when/where/that/how), classify, describe, discuss, express, identify, locate, paraphrase, recognize, report, restate, review, summarize, find, relate, define, clarify, diagram, outline, compare, contrast, derive, arrange, estimate, extend, generalize, give examples, ask, distinguish, Describe, Sketch Sample learning outcome:   Classify and change the gender (masculine, feminine, neuter) of more nouns from immediate and extended environment (masculine, feminine, neuter). Describe the sources of water on Earth. Recognize the role of NASA (National Aeronautic and Space Administration) in space exploration. Sample assessment/activity: Generally MCQ/RRQ

11. Example Aslam is a boy. He gets up early in the morning. He goes to school daily. He plays many games with her sister Samina . He runs very fast. Who runs very fast?

12. Applying Using information in new situations ACTION VERBS Apply, sequence, carry out, solve, prepare, operate, generalize, plan, repair, explain, predict, instruct, compute, use, perform, implement, employ, construct, demonstrate, give examples, illustrate, interpret, investigate, practice, measure, operate, adjust, show, report, paint, draw, collect, dramatize, classify, order, change, write, manipulate, modify, organize, produce, schedule, translate, complete, examine, advocate, persuade, resolve Sample learning outcome:   Apply while reading strategies to interact with text to: • skim common graphical features such as pictures, tables, illustrations, maps and graphs etc. in texts to increase understanding Illustrate the conditions necessary for seed germination. Investigate possibilities and suggest ways to reduce non-biodegradable materials. Sample assessment/activity: Generally MCQ/CRQ

13. Example Aslam is a boy. He gets up early in the morning. He goes to school daily. He plays many games with her sister Samina . He runs very fast. Write about yourself

14. Analyzing Distilling and/or organizing information into its components; solving problems ACTION VERBS Analyze, estimate, detect, discover, discriminate, explore, distinguish, catalogue, investigate, break down, order, determine, differentiate, dissect, examine, interpret, calculate, categorize, debate, diagram, experiment, question, solve, test, dissect, deconstruct, focus, find coherence, survey, compare, contrast, classify, investigate, outline, separate, structure, categorize, determine evidence/premises and conclusions, appraise, criticize, debate, illustrate, infer, inspect, inventory, select, deduce, induce, argue, balance, moderate, identify, explain (how/why), challenge, question, prove Sample learning outcome: Analyze a simple paragraph to recognize that a paragraph comprises a group of sentences that develop a single main idea Outline the functions of brain Sample assessment/activity: Generally CRQs/ERQs

15. Evaluating Using standards, criteria, theories or processes to judge value ACTION VERBS Evaluate, argue, verify, assess, test, judge, rank, measure, appraise, select, check, justify, determine, support, defend, criticize, critique, weigh, assess, choose, decide, estimate, grade, rate, revise, score, coordinate, select, choose, debate, deduce, induce, recommend, monitor, compare, contrast, conclude, discriminate, explain (why), interpret, relate, summarize, challenge, question, advocate, persuade Sample learning outcome: Compare and contrast the structure and function of a chickpea and Maize seed. Evaluate strong and weak concentrations of simple solutions. Sample assessment/activity: Generally ERQs

16. Video Bloom’s Taxonomy: Cognitive Domain

17. Creating Relating items of information to each other, integrating them, and generating something new ACTION VERBS plan, integrate, formulate, propose, specify, produce, organize, theorize, design, build, systematize, combine, summarize, restate, discuss, derive, relate, generalize, conclude, produce, arrange, assemble, collect, compose, construct, create, perform, prepare, propose, strategize, compare, contrast, hypothesize, invent, discover, present, write, deduce, induce, bring together, pretend, predict, strategize, modify, improve, set up, adapt, solve, categorize, devise, explain (why), generate, manage, rearrange, reconstruct, relate, reorganize, revise, argue, extend, project, advocate, persuade, resolve, Sketch Sample learning outcome: Explain the phenomenon of static electricity in everyday life. Revise written work for layout, legibility and vocabulary. Use summary skills to mark important points and develop a mind map to summarize a text. Sample assessment/activity: Generally ERQs

18. Selection of item format MCQs Classify Identify Recall Match Recognize

19. Starting point of Alignment of Items An action verb from taxonomy must be carefully aligned to students’ learning outcomes SLOs. SLO: Explain the phenomenon of static electricity in everyday life. Action Verb : Explain Demand of depth of SLO’s level: Evaluate/Creating Rationale: Students can explain with various unseen examples the phenomenon of static electricity in everyday life.

20. Affective Domain

21. Video Bloom’s Taxonomy: Affective Domain

22. Psychomotor Domain of Taxonomy

23. Psychomotor Domain (physical - skills ) The Psychomotor domain was established to address skills development relating to manual tasks and physical movement, however it also concerns and covers modern day business and social skills such as communications and public speaking.

24. Psychomotor

25. Psychomotor Domain

26. Category Explanation/Behaviour Example Imitation Student can copy a demonstration (Observing and patterning behavior after someone else) Copying a work of art. Manipulation Student can perform a skill following an explanation ( Being able to perform certain actions by following instructions and practicing.) Creating work on one’s own, after taking lessons, or reading about it. Precision Student can perform a skill to a good standard ( Refining, becoming more exact. Few errors are apparent.) Working and reworking something, so it will be “just right.” Articulation Student can perform a number of skills together ( Coordinating a series of actions, achieving harmony and internal consistency. ) Producing a video that involves music, drama, color, sound, etc. Naturalization Student can perform without conscious thought ( Having high level performance become natural, without needing to think much about it. ) Nancy Lopez hitting a golf ball

27. Video Bloom’s Taxonomy: Psychomotor Domain

28. Questions?

29. Thanks

30. Activity Write any two SLOs of your subject and identify Taxonomical level of cognitive domain