Bloom's taxonomy

Bloom's taxonomy

• 1.
  Bloom's taxonomy Bloom's taxonomyis a set of three hierarchical models used to classify educational learning objectives into levels of complexity and specificity. The three lists cover the learning objectives in cognitive, affective and sensory domains. The CognitiveDomain The cognitive domain involves knowledge and the development of intellectual skills (Bloom, et al, 1956). This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills. There are six major categories of cognitive processes, which are listed in order below, starting from the simplest to the most complex. The categories can be thought of as degrees of difficulties. That is, the first ones must normally be mastered beforethe next one can take place. Table of The Cognitive Domain Category Example, Key Words (verbs), and Technologies for Learning (activities) Knowledge: Recall data or information. Examples: Recite a policy. Quote prices from memory to a customer. Know the safety rules. Define a term. Key Words: arranges, defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states Technologies: bookmarking, flash cards, Internet search, reading
• 2.
  Comprehension: Understand the meaning,translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words. Examples: Rewrites the principles of test writing. Explain in one's own words the steps for performing a complex task. Translates an equation into a computer spreadsheet. Key Words: comprehends, converts, diagrams, defends, distinguishes, estimates, explains, extends, generalizes, gives an example, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates Technologies: createan analogy, participating in cooperative learning, taking notes, story telling Application: Usea concept in a new situation or unprompted useof an abstraction. Applies whatwas learned in the classroominto novel situations in the work place. Examples: Use a manual to calculate an employee's vacation time. Apply laws of statistics to evaluate the reliability of a written test. Key Words: applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses Technologies: collaborativelearning, create a process, materialgood, etc.), blog, practice Analysis: Separates material or concepts into component parts so that its organizationalstructuremay be understood. Distinguishes between facts and inferences. Examples: Troubleshoota piece of equipment by using logical deduction. Recognize logical fallacies in reasoning. Gathers information from a department and selects the required tasks for training. Key Words: analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates Technologies:fishbowls,debating, questioning whathappened, run a test
• 3.
  Synthesis: Builds astructureor pattern fromdiverseelements. Put parts together to forma whole, with emphasis on creating a new meaning or structure. Examples: Write a company operations or process manual. Design a machine to perform a specific task. Integrates training from severalsources to solvea problem. Revises and process to improve the outcome. Key Words: categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes Technologies: essay, networking Evaluation: Make judgments about the value of ideas or materials. Examples: Select the most effective solution. Hire the mostqualified candidate. Explain and justify a new budget. Key Words: appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports Technologies: survey, blogging The Affective Domain The affective domain (Krathwohl, Bloom, Masia, 1973) includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes. The five major categories are listed from the simplest behavior to the most complex: Category Example, Key Words (verbs), and Technologies for Learning (activities) Receiving Phenomena: Awareness, willingness to hear, selected attention. Examples: Listen to others with respect. Listen for and remember the name of newly introduced people. Key Words: acknowledge, asks, attentive, courteous, dutiful, follows, gives, listens, understands
• 4.
  Responds to Phenomena:Active participation on the part of the learners. Attend and react to a particular phenomenon. Learning outcomes may emphasize compliance in responding, willingness to respond, or satisfaction in responding (motivation). Examples: Participates in class discussions. Gives a presentation. Questions new ideals, concepts, models, etc. in order to fully understand them. Know the safety rules and practice them. Key Words: answers, assists, aids, complies, conforms, discusses,greets, helps, labels, performs, presents, tells Valuing: The worth or value a person attaches to a particular object, phenomenon, or behavior. This ranges fromsimple acceptance to the more complex state of commitment. 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 areoften identifiable. Examples: Demonstrates belief in the democratic process. Is sensitivetowards individual and cultural differences (value diversity). Shows theability to solve problems. Proposes a plan to social improvement and follows through with commitment. Informs managementon matters that one feels strongly about. Key Words: appreciates, cherish, treasure, demonstrates, initiates, invites, joins, justifies, proposes, respect, shares 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. Examples: Recognizes the need for balance between freedom and responsiblebehavior. Explains the role of systematic planning in solving problems. Accepts professionalethical standards. Creates a life plan in harmony with abilities, interests, and beliefs. Prioritizes time effectively to meet the needs of the organization, family, and self. Key Words: compares, relates, synthesizes InternalizesValues(characterization): Has a value systemthat controls their behavior. The behavior is pervasive, consistent, predictable, and most important characteristic of the learner. Instructionalobjectives areconcerned with the student's general patterns of adjustment(personal, social, emotional). Examples: Shows self-reliancewhen working independently. Cooperates in group activities (displays teamwork). Uses an objective approach in problem solving. Displays a professional commitment to ethical practice on a daily basis. Revises judgments and changes behavior in light of new evidence. Values people for what they are, not how they look. Key Words: acts, discriminates, displays, influences, modifies, performs, qualifies, questions, revises, serves, solves, verifies
• 5.
  The Psychomotor Domain Thepsychomotor domain (Simpson, 1972) 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, distance, procedures, or techniques in execution. Thus, psychomotor skills rage from manual tasks, such as digging a ditch or washing a car, to more complex tasks, such as operating a complex piece of machinery or dancing. The seven major categories are listed from the simplest behavior to the most complex: Category Example, Key Words (verbs Perception(awareness): Theability to use sensory cues to guide motor activity. This ranges fromsensory stimulation, through cue selection, to translation Examples: Detects non-verbal communication cues. Estimate wherea ball will land after it is thrown and then moving to the correctlocation to catch the ball. Adjusts heat of stove to correcttemperature by smell and taste of food. Adjusts the height of the forks on a forkliftby comparing wherethe forks arein relation to the pallet. Key Words: chooses, describes, detects, differentiates, distinguishes, identifies, isolates, relates, selects. Set:Readiness to act. Itincludes mental, physical, and emotional sets. These three sets are dispositions that predetermine a person's responseto different situations (sometimes called mindsets) Examples: Knows and acts upon a sequence of steps in a manufacturing process. Recognize one's abilities and limitations. Shows desireto learn a new process (motivation). NOTE: This subdivision of Psychomotor is closely related with the “Responding to phenomena” subdivision of the Affectivedomain. Key Words: begins, displays, explains, moves, proceeds, reacts, shows, states, volunteers GuidedResponse: Theearly stages in learning a complex skill that includes imitation and trial and error. Adequacy of performanceis achieved by practicing. Examples: Performs a mathematical equation as demonstrated. Follows instructions to build a model. Responds hand-signals of instructor while learning to operate a forklift. Key Words: copies, traces, follows, react, reproduce, responds
• 6.
  Resource: http://www.nwlink.com/~donclark/hrd/bloom.html#intro Mechanism(basic proficiency): Thisis the intermediate stage in learning a complex skill. Learned responses have become habitual and the movements can be performed with some confidence and proficiency. Examples: Use a personalcomputer. Repair a leaking faucet. Drivea car. Key Words: assembles, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches. Complex Overt Response (Expert): The skillful performanceof motor acts that involve complex movement patterns. Proficiency is indicated by a quick, accurate, and highly coordinated performance, requiring a minimum of energy. This category includes performing without hesitation, and automatic performance. For example, players are often utter sounds of satisfaction or expletives as soon as they hit a tennis ball or throw a football, because they can tell by the feel of the act what the result will produce. Examples: Maneuvers a car into a tight parallel parking spot. Operates a computer quickly and accurately. Displays competence while playing the piano. Key Words: assembles, builds, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches. NOTE: The Key Words arethe sameas Mechanism, but will haveadverbs or adjectives that indicate that the performanceis quicker, better, more accurate, etc. Adaptation: Skills are well developed and the individual can modify movement patterns to fit special requirements. Examples: Responds effectively to unexpected experiences. Modifies instruction to meet the needs of the learners. Perform a task with a machine that it was not originally intended to do (machine is not damaged and there is no danger in performing the new task). Key Words: adapts, alters, changes, rearranges, reorganizes, revises, varies. Origination: Creating new movement patterns to fit a particular situation or specific problem. Learning outcomes emphasizecreativity based upon highly developed skills. Examples: Constructs a new theory. Develops a new and comprehensive training programming. Creates a new gymnastic routine. Key Words: arranges, builds, combines, composes, constructs, creates, designs, initiate, makes, originates.