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

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.

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.

 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.

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.

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.

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

 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.

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.

Bloom's Taxonomy
By Benjamin S. Bloom

 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.

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

 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

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

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

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

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.

The Cognitive Domain
is further classified into
six sub Classes.

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.

Now organise the following
subclasses in order.
1. Comprehension
2. Evaluation
3. Synthesis
4. Knowledge
5. Analysis
6. Application

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.

Knowledge is
 Recall of data or information.

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.

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

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

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.

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

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

 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.

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

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

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

 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.

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

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.

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

 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.

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

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.

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.

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

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.

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.

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

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

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

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

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

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

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

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.

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.

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

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.

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

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.

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.

Imitation - patterning behavior

Manipulation - following
instructions and practicing

Articulation-achieving harmony and
internal consistency

Naturalisation
high level performance

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.

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

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

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.

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.

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

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

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

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