IMPLICATION OF BLOOM’S TAXONOMY OF LEARNING IN EDUCATION - Copy.pptx

implication of blooms taxonomy in the society

1. IMPLICATION OF BLOOM’S TAXONOMY OF LEARNING IN EDUCATION

2. MEANING OF BLOOM’S TAXONOMY Bloom’s Taxonomy is a set of three models, arranged in a hierarchy, used for the classification of educational learning objectives into levels of complexity. Bloom’s taxonomy encourages learners to engage with knowledge at a deeper and more interactive level, working with what they are learning in the real-world sense, rather than just passively taking information on board. STARWAYS COLLEGE STARWAYS COLLEGE

3. LEVELS OF LEARNING OUTCOMES

4. COGNITIVE DOMAIN These are learning outcomes that describe academic or mental work. These place emphasis on the intellectual aspect of learning. They emphasize knowledge, understanding and other academic tasks.

5. LEVELS OF THE COGNITIVE DOMAIN

6. REMEMBERING This level emphasizes ability to recall specific ideas or facts or concepts learnt in the form that they have been learnt. Here, it does not matter if the pupil understands what he or she is recalling. All that the learner is required to do is to remember. Examples of Remembering include: reciting the times’ table naming different parts of the human anatomy answering true or false questions recalling critical events on a historical timeline. The key question here is: can the learner remember the information?

7. IMPLICATION OF THE REMEMBERING LEVEL At the knowledge level, the learner is able to recall more information (that is rote learning ) or retain information for a long period of time or even for life. What happens if learning stops at the knowledge level? At the knowledge level , critical thinking (out of the box thinking) is not promoted and the learner may not be able to apply such knowledge to real life situations. There is also the risk of forgetting part of the information during delivery.

8. Behavioural Objectives of the Remembering Level Identify Recall Recite Reproduce mention Define Recognize Name For example, at the end of the lesson, the students should be able to recite the School Code of Conduct .

9. UNDERSTANDING This is defined as the construction of meanings and the building of relationships. It involves the demonstration of understanding of the concepts or principles or ideas. This could be by way of rephrasing, summarizing or interpreting. The key question here is: can the learner explain ideas or concepts?

10. IMPLICATIONS OF THE UNDERSTANDING LEVEL At the comprehension or understanding level, the learner is able to deduce facts from the lesson taught or passage read. The ability to summarize a concept is discovered from this level. It also helps learners to internalize what they have learnt and reflect on t. What happens if learning stops at this level? Inability of the learner to effectively apply what he/she has learnt. He or she will lack the understanding of how the concept works in the real world. T here is no guarantee that the behavior of the learner has changed . Hence application level needs to be considered .

11. Behavioural Objectives of the Understanding Level Explain classify Select Indicate summarize interpret illustrate translate report For example, at the end of the lesson, the students should be able to summarize the passage read.

12. APPLYING It involves remembering what has been learnt, having a good understanding of the knowledge, and then being able to apply it to real-world exercises, challenges or situations . Examples of Applying in action could include: role-playing mediation and conflict resolution between two warring countries demonstrating the steps that take place in HIV counselling and testing presenting a talk on solutions to climate change . The key question here is: Can the learner use information in a new way?

13. IMPLICATIONS OF THE APPLYING LEVEL T he learner is able to actualize the purpose of learning as the end result is basically how the knowledge is applied to solve human problems. The learner applies classroom learning in the real world. It makes the lesson more appealing and interesting, especially for kinesthetic learners. Innovation is encouraged.   What happens if learning stops at this level? learners can become monotonous and stereotyped. Here , every innovation is prone to criticisms due to different opinions. Independent views are still restricted at this stage.

14. Behavioural Objectives of the Applying Level Calculate Solve Construct compute Show Demonstrate Predict provide sketch Dramatize develop

15. ANALYSING At this level, a learner can take the knowledge he has remembered, understood and applied, then delve into that concept to make associations, discernments or comparisons. Analyzing would mean that a learner can take complex information, and simplify it or summarize it. It involves considering and weighing all facts and characteristics of a given situation or event in order to throw more light on the subject or concept. The key question here is : can the learner distinguish between different parts?

16. IMPLICATIONS OF THE ANALYSING LEVEL T he students will have different views of issues based on their perception of concepts. They are not limited to only a side of the argument. It gives room for research and objectivity. There is a focus on the learner’s ability to consider facts with reference to situations and conditions. What happens if learning stops at this level? The learners may let their personal bias and prejudice determine their judgment. Climate of opinions from the environment may affect personal conclusions of the learners A bsolute independence could be detrimental and guidance is needed before evaluation takes place.

17. Behavioural objectives of the Analysing Level Differentiate Contrast Compare Separate distinguish infer criticize Categorize correlate

18. EVALUATING Here , the pupils are required to make a decision, pass judgement, assess, criticize, attack, and defend a view or an idea. This involves divergent thinking and the ability to look at answers critically. EXAMPLES: reading a book and writing a review on its merits looking at the Universal Declaration of Human Rights and deciding which rights are more or less relevant to a given country suggesting ways to introduce digital technology into the classroom environment making an informed judgement in a role play of court case proceedings The key question here is : can a learner justify a stand or decision?

19. IMPLICATION OF THE EVALUATING LEVEL Learners have the freedom to make their judgement based on their personal convictions. However , we cannot rule out errors in judgement. What happens if learning stops at the evaluation level? At this level, conclusion is still debatable and might not fit all situations. Hence , there is need for re-assessment of facts.

20. Behavioural objectives of the Evaluating Level Appraise Argue assess attack choose compare conclude contrast interpret . Core criticize critique decide defend Estimate evaluate

21. CREATING Here, the learner is required to combine separate parts of components or elements so that new ideas may be developed. That is, taking various elements and creating a new, coherent product. The key question here is : can the learner create a new product or point of view?  

22. Behavioural Objectives of the Creating Level model arrange summarize initiate Design Develop invent originate organize modify prepare construct create

23. Choose a topic from any subject and demonstrate how you would apply the different levels of the cognitive domain to your teaching.

24. EXAMPLES OF BLOOM’S TAXONOMY English-language class Remembering  – Teaching learners the letters of the alphabet through rote learning.  Understanding  – Learners realize how words, for example, their names, are constructed by combining letters.  Applying  – Learners use the letters of the alphabet to write words they are shown.  Analysing  – Learners appraise a list of words and can point out correctly and incorrectly spelt words. Evaluating   – Learners determine that the alphabet can be used to form written communication.  Creating  – Learners construct simple pieces of communication from the words and phrases learnt. 

25. Biology class  Remembering  – Teaching learners the scientific parts of a flowering plant using a diagram.  Understanding   – Learners realise how different parts of the plant relate and work together.  Applying  – Learners are divided into groups and given plants to cultivate for a set period. Each group is instructed to give their plant different amounts of water and sunlight and to use different soils. Analysing  – The groups examine their own and each other’s plants under microscopes, to see the effects of variable cultivation on the plants’ different parts.  Evaluating   – Learners propose optimal cultivating guidelines and their likely outcome.   Creating  – Learners plant a vegetable garden at the school and create a cultivation roster.

26. Government class Remembering  – Teaching learners history’s most prominent political movements.  Understanding   – Students gain an understanding of their different values, priorities and manifestos. Applying  – Students divide into groups where each group represents a different political movement and conduct a class debate on a topical issue, taking the standpoint of the different movements. Analysing  – Students appraise how the different political parties addressed the same issue and identify which parties shared the most common ground with each other. Evaluating   – Students give reasons for the merits and relevance of the different political movements for today’s society. Creating  – In groups, the students create new fictional political parties with their own names, values, priorities and manifestos.

27. BENEFITS OF BLOOM’S TAXONOMY OF LEARNING It helps in the intentional preparation of lessons to accommodate different learning styles(Visual, auditory, audio-visual, kinesthetic) It is applied in the area of assessment. Questions have to reflect the levels of the cognitive domain. It is applied in the area of reporting. Report cards during midterm or end of the term must reflect the three domains of learning. The taxonomy aids in developing questions or projects that require the development of thinking skills and reflection from the remembering level to the creating level. It helps educators to identify and develop talents based on psychomotor learning outcomes .

28. E ducators should utilize the different levels of the cognitive domain. Classroom learning must not stop at the Remember level but must reflect all the levels of the cognitive domain. Learners should be able to apply what they have learnt to real-life situations and solve real-life problems. Assessment questions must also test the students on the different levels of the cognitive domain.