Difference between revisions of "Bloom’s Taxonomy"

Latest revision as of 16:12, 26 July 2013

BLOOM’S TAXONOMY

Classification of the different objectives and skills that educators set for learners. It is a hierarchical classification, which means that learning at higher levels is dependent on having attained prerequisite knowledge and skills at lower levels. It divides educational objectives into three domains, namely Cognitive, Affective and Psychomotor. Each domain is further divided into sub-categories.

In Bloom’s Taxonomy^[1], the Cognitive domain relates to knowledge and intellect while the Affective domain deals with values and perception, and the Psychomotor domain focuses on developing or acquiring skills. One of the goals of the taxonomy is to motivate educators to focus on all three domains, creating a more holistic form of education. ^[2]

Domain

Sub-categories

What Learners Do

Cognitive

(intellectual skills)

Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation

Remember
Understand
Apply
Analyze
Evaluate
Create

Recall information
Recall and interpret information
Use abstract information in concrete situations
Divide information into constituent parts
Build a structure or pattern from many disorganized elements
Assess the value of information

Retrieve from memory
Make sense of information
Use information that is learned
Use mental processes to differentiate between parts of information and determine connections
Interpret and reason to determine implications and make recommendations
Combine parts to form a whole/new configuration

Affective

(emotional areas)

Receiving
Responding
Valuing
Organization
Characterization or internalization

Be willing to hear and be open to experience
React
Attach values to a particular object or behaviour
Prioritize values and adapt behaviour to value system
Integrate values into a philosophy of life

Psychomotor

(manual or physical skills)

Reflex
Fundamental movements
Perceptual abilities
Physical abilities
Skilled movements
Non-discursive communication

Involuntary movements
Movements typical of young children
Distinguish
Change speed or direction of movements
For example: swim
For example: mime

During the learning process, it is possible to attain knowledge in four forms as indicated in the table below. Note that, on this continuum, Factual knowledge is classified as the more concrete form of knowledge while Meta-cognitive knowledge is classified as the more abstract form of knowledge.

Knowledge type	Description
Factual	Basic information to understand subjects or solve problems. Examples: terminology, facts.
Conceptual	Knowledge of interconnections between elements that form a coherent whole. Examples: principles, theories.
Procedural	Specialised skills and techniques needed to perform tasks. Examples: methods, procedures.
Meta-cognitive	Tactical know-how for understanding and problem-solving, and self-awareness of the ideal conditions or processes for one’s own cognition. Example: self-knowledge about strategies to grasp knowledge, tools to comprehend complicated tasks.

Web Resources

Below you have a list of resources that provide additional information on different aspects of Bloom’s Taxonomy.

Link	Content
Benjamin Bloom's taxonomy of educational objectives/Erudium website	Keywords and activities related to categories in the cognitive domain. The activities mentioned may be taken into consideration when designing a course. The website is available also in French.
Benjamin Bloom's Taxonomy of Learning Domains: Design and Evaluation Toolkit for Training and Learning	Activities to be trained for each domain, as well as demonstration and evidence to be measured.
Bloom’s digital taxonomy, Wheel and Knowledge Dimension	This is an interactive tool that gives concrete examples of activities for the Cognitive domain of Bloom’s Taxonomy including explanations of the associated types of knowledge.
Assessment & Instructional Alignment	A 45-minute tutorial that shows how Bloom’s Taxonomy can be used to align course objectives, activities and assessments for enhancing learner experience.
Pinterest Board on Bloom's Taxonomy (Infographics)	Check out Click4it's Pinterest Board on Bloom's Taxonomy and discover more on Bloom's Taxonomy!
4 different visual guides to Bloom’s Taxonomy	An article explaining the meaning of Bloom’s Taxonomy through some pictures.

References

↑ Anderson and Krathwohl (2000) provide a slightly different interpretation of the kind of thinking involved at each stage, as learning progresses from lower to higher levels. Since ‘thinking’ is an action, the progression in learning is shown by using verbs instead of nouns.
↑ www.nwlink.com (22 April 2010), www.learningandteaching.info (22 April 2010), http://artsliteracyarts.wikispaces.com, http://www.celt.mmu.ac.uk, http://www.niu.edu/, http://www.utar.edu.my, https://sites.google.com/a/caldwellschools.com, http://www.celt.iastate.edu, http://www97.intel.com (16 July 2012), http://serc.carleton.edu (31 July 2012); Wasowski, Richard P., The Notebook Teacher's Guide, Wiley Publishing, Inc., 2009.

[1] Anderson and Krathwohl (2000) provide a slightly different interpretation of the kind of thinking involved at each stage, as learning progresses from lower to higher levels. Since ‘thinking’ is an action, the progression in learning is shown by using verbs instead of nouns.

[2] www.nwlink.com (22 April 2010), www.learningandteaching.info (22 April 2010), http://artsliteracyarts.wikispaces.com, http://www.celt.mmu.ac.uk, http://www.niu.edu/, http://www.utar.edu.my, https://sites.google.com/a/caldwellschools.com, http://www.celt.iastate.edu, http://www97.intel.com (16 July 2012), http://serc.carleton.edu (31 July 2012); Wasowski, Richard P., The Notebook Teacher's Guide, Wiley Publishing, Inc., 2009.

[1]

[2]

@@ Line 1: / Line 1: @@
-{{Term|BLOOM’S TAXONOMY|Classification of the different objectives and skills that educators set for learners. It is a hierarchical classification, which means that learning at the higher levels is dependent on having attained prerequisite [[Knowledge|knowledge]] and skills at lower levels. It divides educational objectives into three domains and each domain is divided into different categories, according to the table below. Both the three domains and their related categories are listed from the simplest to the most complex. One of the goals of Bloom's Taxonomy is to motivate educators to focus on all three domains, creating a more holistic form of education.}}
+{{Term|BLOOM’S TAXONOMY|Classification of the different objectives and skills that educators set for learners. It is a hierarchical classification, which means that learning at higher levels is dependent on having attained prerequisite [[knowledge]] and skills at lower levels. It divides educational objectives into three domains, namely Cognitive, Affective and Psychomotor. Each domain is further divided into sub-categories.
-{| style="border:1px solid #8c96d4;background:#8c96d4;color:white;"
+In Bloom’s Taxonomy<ref> Anderson and Krathwohl (2000) provide a slightly different interpretation of the kind of thinking involved at each stage, as learning progresses from lower to higher levels. Since ‘thinking’ is an action, the progression in learning is shown by using verbs instead of nouns.</ref>, the Cognitive domain relates to knowledge and intellect while the Affective domain deals with values and perception, and the Psychomotor domain focuses on developing or acquiring skills. One of the goals of the taxonomy is to motivate educators to focus on all three domains, creating a more holistic form of education. <ref> [http://www.nwlink.com/~donclark/hrd/bloom.html www.nwlink.com] (22 April 2010), [http://www.learningandteaching.info/learning/bloomtax.htm www.learningandteaching.info] (22 April 2010), [http://artsliteracyarts.wikispaces.com/file/view/Bloom%27s+taxonomy+updated.Anderson+and+Krathwohl.pdf http://artsliteracyarts.wikispaces.com],  [http://www.celt.mmu.ac.uk/eqal/learning_outcomes/writing_assessable_outcomes.php http://www.celt.mmu.ac.uk], [http://www.niu.edu/facdev/programs/handouts/blooms_origrevised.doc http://www.niu.edu/], [http://www.utar.edu.my/fegt/file/Revised_Blooms_Info.pdf http://www.utar.edu.my], [https://sites.google.com/a/caldwellschools.com/think-now/home/taxonomies-of-the-cognitive-domain https://sites.google.com/a/caldwellschools.com], [http://www.celt.iastate.edu/teaching/RevisedBlooms1.html http://www.celt.iastate.edu], [http://www97.intel.com/my/ProjectDesign/ThinkingSkills/ThinkingFrameworks/Bloom_Taxonomy4.htm http://www97.intel.com] (16 July 2012), [http://serc.carleton.edu/resources/22681.html http://serc.carleton.edu] (31 July 2012); Wasowski, Richard P., The Notebook Teacher's Guide, Wiley Publishing, Inc., 2009. </ref>
+See also: [[A.D.D.I.E Model]]; [[Learning Objectives]]}}
+{| style="border:1px solid #7F4F1F;background:#FFFAF0;color:white;"
 |-
-! width= "300pt" | <font color= white> Level  </font>
+! width= "100pt" | <font color= #7F4F1F> Domain  </font>
-! width= "800pt" | <font color= white> Related categories  </font>
+! width= "300pt" | <font color= #7F4F1F> Sub-categories </font>
+! width= "600pt" | <font color= #7F4F1F> What Learners Do  </font>
 |- style="border:1px solid #D87A35;background:white;color:black;"
 |                  '''Cognitive'''
 (intellectual skills)
 |
-*Knowledge (recall information)
+*Knowledge
-*Comprehension (recall and interpretation of information)
+*Comprehension
-*Application (use abstract information in concrete situations)
+*Application
-*Analysis (divide information into constituent parts)
+*Analysis
-*Synthesis (build a structure or pattern from many disorganized elements)
+*Synthesis
-*Evaluation (assess the value of information)
+*Evaluation
+*Remember
+*Understand
+*Apply
+*Analyze
+*Evaluate
+*Create
+|
+*Recall information
+*Recall and interpret information
+*Use abstract information in concrete situations
+*Divide information into constituent parts
+*Build a structure or pattern from many disorganized elements
+*Assess the value of information
+*Retrieve from memory
+*Make sense of information
+*Use information that is learned
+*Use mental processes to differentiate between parts of information and determine connections
+*Interpret and reason to determine implications and make recommendations
+*Combine parts to form a whole/new configuration
 |- style="border:1px solid #D87A35;background:white;color:black;"
 |                  '''Affective'''
 (emotional areas)
 |
-*Receiving (be willing to hear and open to experience)
+*Receiving
-*Responding (react)
+*Responding
-*Valuing (attach values to a particular object or behavior)
+*Valuing
-*Organization (prioritize values and adapt behavior to value system)
+*Organization
-*Characterization or internalization (integrate values into a philosophy of life).
+*Characterization or internalization
+|
+*Be willing to hear and be open to experience
+*React
+*Attach values to a particular object or behaviour
+*Prioritize values and adapt behaviour to value system
+*Integrate values into a philosophy of life
 |- style="border:1px solid #D87A35;background:white;color:black;"
 |                 '''Psychomotor'''
 (manual or physical skills)
 |
-*Reflex (involuntary movements)
+*Reflex
-*Fundamental movements (movements typical of young children)
+*Fundamental movements
-*Perceptual abilities (e.g. distinguish)
+*Perceptual abilities
-*Physical abilities (e.g. change speed or direction of movements)
+*Physical abilities
-*Skilled movements (e.g. swim)
+*Skilled movements
-*Non-discursive communication (e.g. mime). <ref> [http://www.ec.europa.eu/education www.ec.europa.eu] (7 March 2008), [http://www.nwlink.com/~donclark/hrd/bloom.html www.nwlink.com] (22 April 2010), [http://www.learningandteaching.info/learning/bloomtax.htm www.learningandteaching.info] (22 April 2010)</ref>
+*Non-discursive communication
+|
+*Involuntary movements
+*Movements typical of young children
+*Distinguish
+*Change speed or direction of movements
+*For example: swim
+*For example: mime
+|}
+During the [[Learning Process|learning process]], it is possible to attain knowledge in four forms as indicated in the table below. Note that, on this continuum, Factual knowledge is classified as the more concrete form of knowledge while Meta-cognitive knowledge is classified as the more abstract form of knowledge.
+{| style="border:1px solid #7F4F1F;background:#FFFAF0;color:white;"
+|-
+! width= "200pt" | <font color= #7F4F1F> Knowledge type </font>
+! width= "800pt" | <font color= #7F4F1F> Description </font>
+|- style="border:2px solid #D87A35;background:white;color:black;"
+| '''Factual'''
+|
+Basic information to understand subjects or solve problems. Examples: terminology, facts.
+|- style="border:2px solid #D87A35;background:white;color:black;"
+| '''Conceptual'''
+|
+Knowledge of interconnections between elements that form a coherent whole. Examples: principles, theories.
+|- style="border:2px solid #D87A35;background:white;color:black;"
+| '''Procedural'''
+|
+Specialised skills and techniques needed to perform tasks. Examples: methods, procedures.
+|- style="border:2px solid #D87A35;background:white;color:black;"
+|'''Meta-cognitive'''
+|
+Tactical know-how for understanding and problem-solving, and self-awareness of the ideal conditions or processes for one’s own cognition. Example: self-knowledge about strategies to grasp knowledge, tools to comprehend complicated tasks.
 |}
@@ Line 43: / Line 116: @@
 !Link
 !Content
-|-
-|[http://www.krummefamily.org/guides/bloom.html Major Categories in the Taxonomy of Educational Objectives/krummefamily.org]
-|Categories in the cognitive domain each defined with outcome-illustrative verbs: Knowledge - Comprehension - Application - Analysis - Synthesis - Evaluation.
 |-
 |[http://www.erudium.polymtl.ca/html-eng/education/education4d.php Benjamin Bloom's taxonomy of educational objectives/Erudium website]
 |Keywords and activities related to categories in the cognitive domain. The activities mentioned may be taken into consideration when designing a course. The website is available also in French.
-|-
-|[http://www.tedi.uq.edu.au/downloads/bloom.pdf Bloom’s taxonomy of educational objectives/University of Queensland]
-|Article from The University of Queensland which provides lists of verbs to be used while writing learning objectives related to each domain of Bloom’s Taxonomy.
 |-
 |[http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm Benjamin Bloom's Taxonomy of Learning Domains: Design and Evaluation Toolkit for Training and Learning]
 |Activities to be trained for each domain, as well as demonstration and evidence to be measured.
 |-
+|[http://eductechalogy.org/swfapp/blooms/wheel/engage.swf Bloom’s digital taxonomy, Wheel and Knowledge Dimension]
+|This is an interactive tool that gives concrete examples of activities for the Cognitive domain of Bloom’s Taxonomy including explanations of the associated types of knowledge.
+|-
+|[http://www.ucdenver.edu/faculty_staff/faculty/center-for-faculty-development/Documents/Tutorials/Assessment/index.htm Assessment & Instructional Alignment]
+|A 45-minute tutorial that shows how Bloom’s Taxonomy can be used to align course objectives, activities and assessments for enhancing learner experience.
+|-
+|[http://pinterest.com/click4it/blooms-taxonomy/ Pinterest Board on Bloom's Taxonomy]
+(Infographics)
+|Check out Click4it's Pinterest Board on Bloom's Taxonomy and discover more on Bloom's Taxonomy!
+|-
+|[http://www.edudemic.com/2013/05/blooms-taxonomy/ 4 different visual guides to Bloom’s Taxonomy]
+|An article explaining the meaning of Bloom’s Taxonomy through some pictures.
 |}
 == References ==
 <references/>

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Difference between revisions of "Bloom’s Taxonomy"

From Learning and training wiki

Latest revision as of 16:12, 26 July 2013

References