Unit 4. Bloom Taxnomy.Unit 4. Bloom Taxnomy.pptx

Unit 4. Bloom Taxonomy.

1. Prepared By Rupinder Kaur Bajwa

2. W h a t i s i t??? Bloom’s Taxonomy is a chart of ideas Named after the creator, Benjamin Bloom A Taxonomy is an arrangement of ideas or a way to group things together

3. The Three DOMAINS

4. COGNITIVE DOMAIN RATIONAL LEARNING: THINKING- Emphasis upon knowledge, using the mind, and intellectual abilities.

5. AFFECTIVE DOMIAN EMOTIONAL LEARNING: FEELING – Concerned with attitudes, appreciations, interests, values and adjustments.

6. PSYCHOMOTOR DOMAIN PHYSICAL LEARNING: DOING - Emphasizes speed, accuracy, dexterity, and physical skills.

7. COGNITIVE DOMAIN Bloom’s Taxonomy is an order of learning with six levels. Knowledge Evaluation Synthesis Analysis Application Comprehension

8. Bloom’s Taxonomy You may see the levels organized differently in other charts

9. Who is Dr. Benjamin Bloom?? He was a teacher, thinker, & inventor He worked at a college He created a list about how we think about thinking… you may want to read that again! 1913-1999

10. Taxonomy means 'a set of classification principles', or ' structure ', and Domain simply means ' category ‘. The most well known description of learning domains was developed by Benjamin Bloom. It is known as : “Bloom’s Taxonomy

11. A taxonomy classifies information into a hierarchy of levels. Domain taxonomies reveal that what educators want students to accomplish ( expressed by educational objectives) can be arranged into levels of complexity, and that those levels are best fulfilled sequentially. Domain Taxonomies

12. The levels of thinking • • • • There are six levels of learning according to Dr. Bloom The levels build on one another. The six levels all have to do with thinking. Level one is the lowest level of thinking of thinking Level six is the highest level of thinking Knowledge Comprehension A p pl i cati o n A n al y sis Synthesis Evaluation

13. New names?? Some people have renamed these levels to make them easier to remember Some people even switch the last two levels around Knowledge- Remembering Comprehension- Understanding Application- Applying Analysis- Analyzing Synthesis- Creating Evaluation- Evaluation

14. 1. KNOWLEDGE Recalling, Remembering, and Recognizing. Emphasizing facts, information, and specifics. Involves remembering material in form very close to how it was originally presented. Depends upon memorizing or identifying facts without asking beyond.

15. K nowledge/ R e m e m b e r ing - D o it… Write a list of vegetables.

16. Comprehension or Understanding • • • • • • • understanding information grasp meaning translate knowledge into new context interpret facts, compare, contrast order, group, infer causes predict consequences Key words: summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend

17. 2. COMPREHENSION Describing and Explaining Grasping the meaning and intent of the material. Deals with content and involves ability to understand what is being communicated.

18. COMPREHENSION

19. Comprehension/ Understanding- Do it… Retell the story of the “Three Little Pigs” in your own words.

20. Application or Applying • • • • use information use methods, concepts, theories in new situations solve problems using required skills or knowledge Key words: apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover

21. 3. APPLICATION Applying Information Using what is remembered and comprehended. Applies learning to real life, new, and/or concrete situations. It is ability to use knowledge and learned material in meaningful ways.

22. Application/Applying- Do it… Make a model of a swing set with paper and explain how it works.

23. APPLICATION GENERALISATION OF FACTS,LAWS, PRINCIPLES & THEORIES DIAGNOSIS OF PUPILS WEAKNESSES APPLICATION OF CONTENTS OR TERMS & LAWS BY PUPILS

24. Analysis or Analyzing • • • • • seeing patterns organization of parts recognition of hidden meanings identification of components Key words: analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer

25. 4. ANALYSIS Reasoning Breaking material into parts and determining the relationships of these parts to each other and to the whole.

26. Analysis/ Analyzing Make a family tree showing relationships. ANALYSIS OF ELEMENTS 2.ANALYSIS OF R E L A T I O N S H I P S 3.ANALYSIS OF O R GA N I S A T I O N A L PRINCIPLES

27. S y nt h esi s o r C r ea t i n g • • • • • use old ideas to create new ones generalize from given facts relate knowledge from several areas predict, draw conclusions Key words: combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite

28. Synthesis/Creating- Do it… Design a magazine cover that would appeal to kids in your class.

29. 5. SYNTHESIS Creating Putting together parts and elements into a new form. Organizing ideas into new patterns and putting materials together in a structure which was not there before.

30. SYNTHESIS PRODUCTION OF A UNIQUE COMMUNICATION PRODUCTION OF APLAN OR PROPOSED SET OF OPERATIONS DERIVATION OF A SET OF ABSTRACT RELATION

31. Evaluation or Evaluating • • • • • • compare and discriminate between ideas assess value of theories, presentations make choices based on reasoned argument verify value of evidence recognize subjectivity Key words assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize

32. Evaluation/Evaluating- Do it… Make a booklet about 5 rules you see as important. Convince others. 1.INTERNAL J UD GE M E N T 2. EXTERNAL JUDGEMENT

33. 6. EVALUATION Evaluating Judging the values of ideas, methods, materials, procedures, and solutions by developing and/or using appropriate criteria.

34. Bloom’s Taxonomy and Research • When doing research you should always start with the lower levels of thinking – – You must have basic knowledge before you can advance to deeper ideas One great way to improve your knowledge is to READ, READ, READ about your research topic • When doing research, always be sure to stretch your thinking to the higher levels of thinking – – After you’ve explored your basic knowledge base, challenge your self to new ideas Always keep a Bloom’s Taxonomy “cheat” sheet with you to help you hit the higher levels of thinking

35. 2. Affective domain An individual’s emotions, attitudes, appreciations, interests, and/or values about “something” or someone

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

37. (1)Receiving : (2) 1.AWARNESS OF THE PHENONENON 2.WILLINGNESS TO RECEIVE PHENOMENON 3.CONTROLLED AND SELECTED ATTENTION (2) Responding : OBEDIENCE FOR RESPONDING WILLINGNESS TO RESPOND SATISFACTION IN RESPONSE

38. VA LU I N G (3) Valuing : 1.ACCEPTANCE OF A VALUE 2.PREFERENCE FOR A VALUE 3.COMMITMENT TO SA VALUE

39. (4) Organization : 1.CONCEPTUALISATION OF A VALUE 2. ORGANISATION OF A VALUE SYSTEM

40. Characterization : (5) Characterization : GENERALISED SET CHARACTERISATION

41. Psychomotor domain Physical activities involving gross and/or fine motor skills, such as coordination, dexterity, strength, manipulation, and speed

42. Cognitive Domain Levels L evel Descr i p t i o n V e r b s Knowledge To recall or recognize information in some pre-arranged form. D e f i n e List C o m p r e h e n - sion To understand meaning of information based on prior learning. D es c r i b e Explain Interpret Application To utilize information to complete a task with limited direction. C o m pu t e Solve Use Analysis To classify and relate assumptions or evidence. Contrast E x a mi n e S y n t h e s is To integrate or combine ideas into a new product or plan. Design Develop Or g a n i z e E v a l u ati on Critique idea based on specific standards and criteria. A p p r a ise Judge Justify

43. Affective Domain Levels L evel Descr i p t i o n V er b s R e c e i v i n g Being aware of, or attending to something in the environment. Listen Notice T o l e r a t e Responding Showing some new behavior as a result of experience. Comply Enjoy Follow V a l u i n g 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 C h a r a c t e ri z a t i o n Acting consistently with the new value; person is known by the value. Act on Depict Exemplify

44. ffective Domain The affective domain may be the least understood, and in many ways, the most important of the learning domains. A similar system for specifying attitudinal objectives has been developed by D.R. Krathwohl. Like the Bloom taxonomy, Krathwohl's hierarchy attempts to arrange these objectives in an order of difficulty. Since the affective domain is concerned with a student's attitudes, personal beliefs, and values, measuring educational objectives in this domain is not easy. For example, how is a positive attitude toward safety evaluated? Observable safety-related behavior indicates a positive attitude, but this is not like a simple pass/fail test that can be used to evaluate cognitive educational objective levels. Although a number of techniques are available for evaluation of achievement in the affective domain, most rely on indirect inferences.

45. Psychomotor Domain Levels Level Description Verbs Perceiving Recognizing movement position or pattern. Listen Observe Patterning (SET) Reproducing movement position or pattern. Imitate P r a c t i c e GUIDED RE S P O N S E Using or modifying movement position or pattern. Adjust Modify MECHANISM Demonstrating efficient control in performing pattern. I m prove Master COMPLEX OVERT RE S P O N S E Performing movement pattern in different ways. Design D e ve l o p A D APTAT I O N Originating novel movement or movement combinations. Con s t ruct Invent ORIGINATION Creating unique movement pattern. Create Invent

46. Psychomotor Domain There are several taxonomies which deal with the psychomotor domain (physical skills), but none are as popularly recognized as the Bloom and Krathwohl taxonomies. However, the taxonomy developed by E.J. Simpson also is generally acceptable. Psychomotor or physical skills always have been important in aviation. Typical activities involving these skills include learning to fly a precision instrument approach procedure, programming a GPS receiver, or using sophisticated maintenance equipment. As physical tasks and equipment become more complex, the requirement for integration of cognitive and physical skills increases.

47. Conclusion I t ca n b e s a i d tha t a n e d u catio n a l proce s s wi t ho u t ob jective s would b e lik e a r u d derl e s s s h i p with n eit h e r t h e tea c h e r n or t h e le a r n e r h avin g a n y c o n t ro l an d final destination may be quite different from the intended.