Blooms' Taxonomy for B.Ed TNTEU Notes for I.B.Ed Students

This is included in TNTEU Syllabus. Useful for B.Ed I Semester

1. Learning Objectives A learning objective is a statement of what the learners will be expected to do once they have completed a specified course of instruction.

2. Differentiate  An  objective   is a measurable, observable behavior of less than a day's duration; A  goal   is the outcome of a series of successfully completed objectives, possibly measured over a series of days; An  aim  is an expression of a long-term purpose, usually over the course of one or more years.

3. Need and importance of objective based instruction: To limit the task and remove all ambiguity and difficulties of interpretation. To enable teachers to select the most effective instructional strategy, medial & Material in order to facilitate the achievement of the objective.

4. Instructional Objectives Definition : Instructional objectives, also known as educational objectives or learning objectives, are specific, measurable statements that describe what students should be able to do or demonstrate after completing a learning activity or course. Characteristics: They are focused on the desired learning outcomes. They are typically written from the perspective of what learners will be able to achieve. They are often broader and can encompass cognitive, affective, and psychomotor domains of learning. They guide instructional designers and educators in designing and assessing learning experiences.

5. Behavioral Objectives Definition : Behavioral objectives, sometimes referred to as behavioral learning outcomes, are a specific subset of instructional objectives. They emphasize observable and measurable behaviors that learners should exhibit as a result of their learning. Characteristics: They focus specifically on observable actions or behaviors. They are often associated with the cognitive and psychomotor domains of learning. They are useful for designing assessments and evaluating learner performance.

6. Behavioral Objectives S - Specific M - Measurable A - Attainable R - Realistic T - Time bound

7. Specific Behavioural Change: Cognitive theories of learning advocate that the learner can modify his behaviour by discriminating the right from the wrong response. Principles: Behaviour is formed as a result of an action. Only after a behaviour occurs, it could be reinforced effective and useful. Following a reinforcement new rein forcers get generated. Complex behaviours slowly grow out of simple behaviours.

8. Role of the Teacher In helping students become producers of knowledge, the teacher’s main instructional task is to create activities or environments that allow them to engage in higher-order thinking.

9. Bloom's Taxonomy By Benjamin S. Bloom

10. In 1948, a group of educators undertook the task of classifying education goals and objectives. A pioneer effort has been made in this direction by Benjamin S. Bloom and David R. Krathwohl at the Chicago University.

11. Taxonomy of objectives A Taxonomy is a hierarchical classification in a given field. It provides a classification of various instructional objectives at suitable levels.

12. To define learning objectives To learn the different levels of Bloom’s Taxonomy To understand the differences between the different levels of objectives. To learn the specific terms for writing objectives To find out the advantages of Bloom’s Taxonomy

13. Benjamin Bloom, identified THREE domains of educational activities: Cognitive Domain Affective Domain Psychomotor Domain

14. Cognitive is for mental skills (Knowledge) Affective is for growth in feelings or emotional areas (Attitude) Psychomotor is for manual or physical skills (Skills).

15. The committee also produced an elaborate division of the three domains into subdivisions, starting from the simplest behavior to the most complex.

16. 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.

17. The Cognitive Domain is further classified into six sub Classes .

18. Taxonomical Tree

19. COGNITIVE DOMAIN subclasses are listed in order, starting from the simplest behavior to the most complex. That is, the first one must be mastered before the next one can take place.

20. Now organise the following subclasses in order. Comprehension Evaluation Synthesis Knowledge Analysis Application

21. Knowledge: The remembering of previously learned material. Recall of specifics and universals and of methods and processes, remembering of a pattern structure or setting, memorization of facts, principles etc. Includes Recall, Recognize.

22. Knowledge is Recall of data or information.

23. Examples : The student , Recites a poem. Quotes prices of fruits. Says the safety rules. Defines respiration. Names the parts of the body. Lists the uses of skin.

24. Key Words : Knowledge defines, identifies, tells, labels, lists, matches , names, outlines, says, recognizes, reproduces, states.

25. Comprehension Understanding the meaning, translation, extrapolation and interpretation of instructions and problems.

26. Comprehension: Grasping communication accurately, able to put it in different form of presentation, reorganizing material in summary with the central meaning and points. Includes Translation, interpretation, extrapolation, see relationship, cite example, discriminate, classify, verify, generalize.

27. Translation Central Processing Unit ---- CPU Software ----- S/W Input ------- I/P

28. Interpretation 0 - off state 1 - on state - in Logic Gates 0101 - 4 bits

29. Graphical Interpretation

30. Examples : The student , Rewrites the method of grafting. Explains in his own words the steps for performing a dissection. Translates an equation into a computer spreadsheet. Gives examples for the living things.

31. Key Words: Comprehension comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives examples, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates.

32. Application: The ability to use learned material in new situation, it may be general ideas, principles or methods.

33. Application Uses a concept in a new situation. Applies what was learned in the classroom into novel situations in the workplace.

34. Examples : The student , Uses the characteristics of a input to identify the Generations of the Computer. Applies the knowledge of operating system to use the software properly. Demonstrates an experiment to get the output of Towers of Hannoi .

35. Key Words : Application applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses.

36. Analysis: The ability to breakdown material into its component parts so that its organizational structure is understood. Requires an understanding of both the content and the structural form of the material.

37. Analysis Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences.

38. Examples : The student , Troubleshoots an equipment(like printer, pen drive) by using logical deduction. Separates the parts of the printer. Identifies the various parts of the Mother Board.

39. Keywords : Analysis analyzes, breaks down, compares, contrasts,  diagrams, deconstructs, differentiates , discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates.

40. Synthesis Building a structure or pattern from diverse elements. Putting parts together to form a whole, with emphasis on creating a new meaning or structure.

41. Examples: The student , Creates a technique to do the complex calculation. Designs a machine to perform a new experiment. Integrates points from several books to write a report. Revises a process to improve the outcome.

42. Keywords : Synthesis combines, compiles, composes, creates, devises, designs, explains, generates, organizes, plans, rearranges, reconstructs, reorganizes, revises, rewrites, summarizes.

43. Evaluation The ability to judge the value of material for a given purpose. Making judgments about the value of ideas, methods, solutions or materials in terms of evidences.

44. Examples: The student , Selects the most effective solution for a problem. Criticizes that internet is a necessary evil in this era. Justifies a new procedure for collecting data.

45. Keywords : Evaluation appraises, compares, concludes, contrasts, criticizes, defends, describes , discriminates, evaluates, explains, Justifies, summarizes, supports.

46. Write objectives using any ONE of the following words. compares criticizes describes justifies summarizes

47. Cognitive Domain

48. The mind is not a vessel to be filled, but a fire to be ignited. (Plutarch)

49. Affective Domain This domain includes the manner in which we deal with things emotionally, such as feelings , values , appreciation , enthusiasms , motivations , and attitudes .

50. The FIVE major categories Receiving Responding Valuing Organising Characterising by a value set

51. Receiving phenomena Awareness, willingness to hear, selected attention.

52. Receiving

53. Source of Information

54. Awareness

55. Responding Active participation on the part of the learners.  Attends and reacts to a particular phenomenon.  willingness to respond, or satisfaction in responding (motivation). 

56. Willingness to respond

57. Responding

58. Responding

59. Group Activities

60. Class Discussion

61. Verification of facts

62. Valuing The worth or value a person attaches to a particular object, phenomenon, or behavior.  Valuing is based on the internalization of a set of specified values, while clues to these values are expressed in the learner’s overt behavior and are often identifiable. 

63. Organization Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating an unique value system.  The emphasis is on comparing, relating, and synthesizing values. 

64. Characterisation Internalizing values Has a value system that controls his behaviour The behaviour is consistent, predictable, and most importantly, characteristic of the learner

65. 3 Psychomotor The psychomotor domain includes physical movement, coordination, and use of the motor-skill areas. Development of these skills requires practice and is measured in terms of speed, precision and techniques in execution.

66. FIVE major categories Simpson (1972) Perception Imitation Manipulation Precision Articulation Naturalisation

67. Psychomotor skills Imitation: lowest level of psycho- mascular activity. The student exposed to an observable action makes an attempt to copy it step by step, guided by an impulse to imitate, needs a model. Manipulation: Ability to do an act according to instruction not by observation alone. E.g. following direction, selection, fixation.

68. Conative or psychomotor skills Precision: high level of performance with refinement. E.g. reproduction, control. Articulation: coordination of series of acts in sequence with internal consistency. E. g. sequence, harmony. Naturalization: Highest proficiency in performance with minimum expenditure of energy. E.g. automatism, interiorization .

69. Perception

70. Imitation - patterning behavior

71. Manipulation - following instructions and practicing

72. Articulation- achieving harmony and internal consistency

73. Naturalisation high level performance

74. Final thoughts The impact of Bloom's Taxonomy continues to inform educators and researchers alike today. (The most widely applied one.) Bloom’s Taxonomy is a convenient means of talking about higher-level thinking.

75. Revised Bloom's Taxonomy of Cognitive Levels Anderson and Krathwohl (2001)

76. Original Terms New Terms Evaluation Synthesis Analysis Application Comprehension Knowledge Creating Evaluating Analysing Applying Understanding Remembering

77. Advantages of taxonomy To help teachers formulate the educational objectives clearly. To enable educators to communicate among themselves. To Evaluate the result of system of education. Collective work is made possible. To solve problems regarding a practicability. To construct test items in examination. As research tool in education and evaluation.

78. Summary Taxonomy of Educational Objectives was developed by Benjamin Bloom in 1950s Means of expressing qualitatively different kinds of thinking under three domains Adapted for classroom use as a planning tool Continues to be one of the most universally applied models Provides a way to organise thinking skills into six levels, from the most basic to the higher order levels of thinking 1990s- Lorin Anderson (former student of Bloom) revisited the taxonomy As a result, a number of changes were made.

79. Final Words A good teacher makes you think even when you don’t want to. (Fisher, 1998, Teaching Thinking )

80. Thank you