Difference between revisions of "Bloom’s Taxonomy"
From Learning and training wiki
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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 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. | {{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. | ||
| − | 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. | + | 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.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), [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://www.learningandteaching.info/learning/bloomtax.htm http://www.learningandteaching.info], [http://serc.carleton.edu/resources/22681.html http://serc.carleton.edu] (31 July 2012) </ref> |
See also: [[A.D.D.I.E Model]]; [[Learning Objectives]]}} | See also: [[A.D.D.I.E Model]]; [[Learning Objectives]]}} | ||
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*Skilled movements | *Skilled movements | ||
| − | *Non-discursive communication | + | *Non-discursive communication |
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*Involuntary movements | *Involuntary movements | ||
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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. | 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. | ||
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Revision as of 14:58, 30 August 2012
 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] See also: A.D.D.I.E Model; Learning Objectives |
| Domain | Sub-categories | What Learners Do |
|---|---|---|
| Cognitive
(intellectual skills) |
|
|
| Affective
(emotional areas) |
|
|
| Psychomotor
(manual or physical skills) |
|
|
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. |
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.ec.europa.eu (7 March 2008), 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://www.learningandteaching.info, http://serc.carleton.edu (31 July 2012)