Blooms Taxonomy of Educational Objectives.pptx

Bloom’s Taxonomy is a classification of learning objectives within education.

It is named after Benjamin Bloom.

He edited the standard text ‘Taxonomy of Educatonal Objectives: The Classification of Educational Goals’.
1948: Benjamin Bloom and a group of
psychologists namely Krath Wehl, Masia and
Simpson studied classroom activities and
goals teachers has while planning these
activities.
Through this study three domains were
concluded:
Cognitive Domain
Affective Domain
 Psychomotor Domain

1. Bloom’s Taxonomy of Educational Objectives Speaker: Dr. Satinder Dhillon Assistant Professor Khalsa College of Education, Amritsar Punjab (INDIA)

2. Revised Bloom’s Taxonomy Bloom’s Taxonomy of Educational Objectives Educational Goals and Objectives Topic is covered under three sub-headings :

3. Educational Goals and Objectives

4. WHAT IS A……………? GOAL

5. WHAT IS AN……………?

6. Strategies or implementation steps to attain the identified goals

7. Goals vs Objectives Course G oals Describe the overall purpose of the course within the larger curriculum Course O bjectives Break down goals into measurable behaviors that demonstrate competency and ensure successful accomplishment of course goals

8. Goals guide objectives Administrators place Goals Teachers write Objectives

9. Types of Objectives Educational Objectives Teaching or Learning Objectives (Instructional Objectives)

10. Educational Objectives Educational Objectives can be defined as the goals towards which the curriculum is shaped and instruction is guided. They provides the detailed specification of activities that are evaluated in terms of personality change of an individual.

11. Instructional Objectives Instructional objectives can be defined as a group of statement s formulated by the teacher for describing what the pupils are expected to do or will be able to do once the process of classroom instruction is over. They are achieved in terms of change of behaviour of learners.

12. Comparison of Educational and Instructional Objectives Educational objectives Instructional Objectives They are very broad. Social philosophy is the main source of objectives. They imply the teaching (instructional) objectives. They are very specific. Psychology is the source of the objectives. The educational objectives are achieved with the help of these objectives.

13. Educational Objectives Instructional Objectives They can be achieved within a long period of duration. All subjects of school are concerned with these objectives. The examples are personality development, feeling of National Integration. They can be achieved within the period of classroom teaching. The school subjects have their specific instructional objectives. The examples are acquisition of knowledge, skill and interest.

14. Write the Objective Teach Based on the Objective Test Over the Objective

15. Domains of Objectives Cognitive objectives Describe the knowledge that learners are to acquire Affective objectives Describe the feelings ,interests, values and attitudes that learners are expected to develop Psychomotor objectives Relate to the manipulative and motor skills that learners are to master

16. Hierarchical  Order  of Goals  And Objectives Educational Goals Educational Objectives Instructional Objectives

17. Bloom’s Taxonomy is a classification of learning objectives within education. It is named after Benjamin Bloom. He edited the standard text ‘Taxonomy of Educatonal Objectives: The Classification of Educational Goals’. Bloom’s Taxonomy of Educational Objectives

18. Bloom’s Timeline  1948: Benjamin Bloom and a group of psychologists namely Krath Wehl, Masia and Simpson studied classroom activities and goals teachers has while planning these activities. Through this study three domains were concluded:   Cognitive Domain Affective Domain   Psychomotor Domain .

19. 1956 : Bloom produced the Taxonomy of Cognitive educational objectives. 1964 : The Taxonomy of Affective educational objectives was produced by Krath Wehl, Bloom and Masia . 1969 : Simpson produced the taxonomy of Psychomotor educational objectives.

20.  1995 : Lorin Anderson, a former student of Benjamin Bloom, led another team of psychologists in revising the original Bloom’s Taxonomy to represent the 21 st century.   2001: The final revision of Bloom’s Taxonomy was published.

21. Bloom’s Taxonomy divides educational objectives into three domains: Cognitive described as “knowing OR thinking” Affective described as “feeling” Psychomotor described as “doing” Bloom and his colleagues categorized objectives from simple to complex and from factual to conceptual. A taxonomy is a system of classification.

22. Three Domains of Learning Cognitive Domain “HEAD” Affective Domain “HEART” Psychomotor Domain “HAND”

23. 1. KNOWLEDGE Recalling, Remembering and Recognizing This is the lowest level of objectives in Bloom’s hierarchy, knowledge refers to such objectives as memorizing math ideas, facts or formulas, information, concepts, scientific principles etc. Involves remembering material in form very close to how it was originally presented. Depends upon memorizing or identifying facts without asking beyond.

24. 2. COMPREHENSION Translating, Interpreting or Extrapolating Information Describing and Explaining Comprehension is showing that you have an understanding of the information, as well as the ability to use it. Examples are interpreting the meaning of a diagram, graph, inferring the principle underlying a science experience, and predicting what might happen next in a story. Grasping the meaning and intent of the material. Deals with content and involves ability to understand what is being communicated.

25. 3. APPLICATION Applying Information ( using principles or abstractions to solve novel or real-life problems ) It is ability to use knowledge and learned material in meaningful ways. Application objectives require students to use or apply the knowledge or principles to solve practical problems. Applies learning to real life, new, and/or concrete situations. Examples include using geometric principles and knowledge to figure out how many gallons of water to put into a swimming pool of given dimensions, and using knowledge of the relationship between temperature and pressure to explain why a balloon is larger on a hot day than on a cold day.

26. 4. ANALYSIS Breaking down complex information or ideas into simpler parts Breaking material into parts and determining the relationships of these parts to each other and to the whole and to understand how the parts relate or are organize To acquire the necessary skill in drawing inferences, conclusions or generalisations based on the available information

27. 5. SYNTHESIS creation of something that did not exist before Synthesis objectives involve using skills to create completely new products. This is the creation of a new idea or higher learning. Organizing ideas into new patterns and putting materials together in a structure which was not there before. Examples would include writing a composition, deriving a mathematical rule, designing a science experience to solve a problem, and making up a new sentence in a foreign language.

28. 6. EVALUATION Judging something against a given standard Determining pros and cons about a particular subject. Evaluation objectives require making a value judgments against some criterion or standard. For example, students might be asked to compare the strengths and weaknesses of two home computers in terms of flexibility, power and available software. Judging the values of ideas, methods, materials, procedures, and solutions by developing and/or using appropriate criteria.

29. 2. Affective domain Affective : growth in feelings or emotional areas ( Attitude ) (feelings, emotions and behaviour , ie .,  attitude , or  'feel' )

30. Receiving: The person is willing to notice a particular phenomenon. Action verbs – observe,be conscious,realize , attend,listen Responding: The responses are made first with compliance, later willingly and with satisfaction. Action verbs – comply, obey, look, respond, prefer Valuing: Acceptance of the worth of a thing is known as valuing. Action verbs – feel, participate, enable, initiate examine

31. Organisation : This involves organisation of values. It determines inter relationships and adapts behaviour to value system. Action verbs – form judgement , relate, weigh, ,regulate Characterization: It generalizes certain values into controlling tendencies, emphasis on internal consistency, later integrates these into a total philosophy of life or world view Action verbs – ready, change, view, approach, arrive

32. 3. Psychomotor domain Psychomotor : manual or physical skills ( Skills ) (manual and physical skills, ie .,  skills , or  'do' )

33. Psychomotor Domain The psychomotor domain concern things students might physically do. It includes those objectives that are concerned with the development of manual or motor skills. The levels of this domain are categorized as: Perception Imitation Manipulation Precision Articulation Naturalisation

34. Perception: The learner should be in a state of perceiving an act of others. Imitation : The learner shall observe the demonstrated behaviour . It is followed by overt repetition of demonstrated behaviour . Manipulation: The learner shall acquire the skills by differentiating among various movements. Precision : The learner shall perform skilled acts with a desired level of accuracy and exactness. Articulation : The learner shall perform in coordination and unity among the acts. Naturalisation : The learner shall attain the highest level of proficiency and it becomes natural and automatic. a

35. Review Cognitive Affective Psychomotor Knowing Feeling Doing Head Heart Hands

36. Cognitive Domain Levels Level Description Verbs Knowledge To recall or recognize information in some pre-arranged form. Define List Comprehension To understand meaning of information based on prior learning. Describe Explain Interpret Application To utilize information to complete a task with limited direction. Compute Solve Use Analysis To classify and relate assumptions or evidence. Contrast Examine Synthesis To integrate or combine ideas into a new product or plan. Design Develop Organize Evaluation Critique idea based on specific standards and criteria. Appraise Judge Justify

37. Affective Domain Levels Level Description Verbs Receiving Being aware of, or attending to something in the environment. Listen Notice Responding Showing some new behavior as a result of experience. Comply Enjoy Follow Valuing Showing some definite involvement or commitment. Carry out, Express Organization Integrating a new value into one's general set of values relative to other priorities. Choose Consider Prefer Characterization Acting consistently with the new value; person is known by the value. Act on Depict Exemplify

38. Psychomotor Domain Levels Level Description Verbs Perception Recognizing movement , position or pattern. Listen Observe Imitation Reproducing movement, position or pattern. Imitate Practice Manipulation Using or modifying movement , position or pattern. Adjust Modify Precision Demonstrating efficient control in performing pattern. Improve Master Articulation Performing movement pattern in different ways Coordination Internal Consistency Naturalization Performing with greater refinement as automatic and natural Habit Formation Skill Development

39. Activity Read the following passage and answer the questions that follow: He was a Hindu and an Indian, the greatest in many generations and he was proud of being a Hindu and an Indian. To him, India was dear because she had represented throughout the ages certain immutable truths. But though he was intensely religious and came to be called the Father of the Nation which he had liberated, yet no narrow religious or national bonds confined his spirit and so he became the great internationalist, believing in the essential unity of man, the underlying unity of all religions, and the needs of humanity, and more specially devoting himself to the service of the poor, the distressed and the oppressed millions everywhere.

40. 1) Who is the person mentioned in the passage? (knowledge Level)(cognitive) 2) Was India dear to him ? Explain in your own words. (comprehension level)(cognitive) 3) Examine the following sentence: “He became the great internationalist”. How far is this true? (valuing level) (affective) 4) Which of his values would you like to develop in your day to day life? (characterization level) (affective) 5) Organizing some awareness compaign or camp regarding……(manipulation level)(psychomotor)

41. Continue to THIRD part…