Difference between revisions of "Bloom’s Taxonomy"
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! width= "200pt" | <font color= #7F4F1F> Domain </font> | ! width= "200pt" | <font color= #7F4F1F> Domain </font> | ||
| − | ! width= " | + | ! width= "300pt" | <font color= #7F4F1F> Sub-categories </font> |
| − | ! width= " | + | ! width= "500pt" | <font color= #7F4F1F> What Learners Do </font> |
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| '''Cognitive''' | | '''Cognitive''' | ||
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*Interpret and reason to determine implications and make recommendations | *Interpret and reason to determine implications and make recommendations | ||
*Combine parts to form a whole/new configuration | *Combine parts to form a whole/new configuration | ||
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| '''Affective''' | | '''Affective''' | ||
(emotional areas) | (emotional areas) | ||
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*Valuing | *Valuing | ||
*Organization | *Organization | ||
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*Be willing to hear and be open to experience | *Be willing to hear and be open to experience | ||
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*Integrate values into a philosophy of life | *Integrate values into a philosophy of life | ||
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| '''Psychomotor''' | | '''Psychomotor''' | ||
(manual or physical skills) | (manual or physical skills) | ||
Revision as of 16:59, 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. |
| 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. |
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), Wasowski, Richard P., The Notebook Teacher's Guide, Wiley Publishing, Inc., 2009.