Difference between revisions of "Bloom’s Taxonomy"

Difference between revisions of "Bloom’s Taxonomy"

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{{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.}}
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{{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. 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.}}
  
 
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Revision as of 15:24, 22 April 2010

Term2.png 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 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. 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.
Domain Related categories
Cognitive

(intellectual skills)

  • Knowledge (recall information)
  • Comprehension (recall and interpretation of information)
  • Application (use abstract information in concrete situations)
  • Analysis (divide information into constituent parts)
  • Synthesis (build a structure or pattern from many disorganized elements)
  • Evaluation (assess the value of information)
Affective

(emotional areas)

  • Receiving (be willing to hear and open to experience)
  • Responding (react)
  • Valuing (attach values to a particular object or behavior)
  • Organization (prioritize values and adapt behavior to value system)
  • Characterization or internalization (integrate values into a philosophy of life).
Psychomotor

(manual or physical skills)

  • Reflex (involuntary movements)
  • Fundamental movements (movements typical of young children)
  • Perceptual abilities (e.g. distinguish)
  • Physical abilities (e.g. change speed or direction of movements)
  • Skilled movements (e.g. swim)
  • Non-discursive communication (e.g. mime). [1]


Link icon.png Web Resources
Below you have a list of resources that provide additional information on different aspects of Bloom’s Taxonomy.
Link Content
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.
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.
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.
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.



References

  1. ↑ www.ec.europa.eu (7 March 2008), www.nwlink.com (22 April 2010), www.learningandteaching.info (22 April 2010)
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