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 from the simplest to the most complex (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.}} | + | {{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 from the simplest to the most complex ones (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 15:30, 22 April 2010
 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 from the simplest to the most complex ones (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) |
|
| Affective
(emotional areas) |
|
| Psychomotor
(manual or physical skills) |
|
 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
- ↑ www.ec.europa.eu (7 March 2008), www.nwlink.com (22 April 2010), www.learningandteaching.info (22 April 2010)