Difference between revisions of "Bloom’s Taxonomy"
From Learning and training wiki
| 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 | + | {{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 again divided into different categories, according to the table below. Both the three main domains and their 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.}} | |
| − | + | ||
| − | + | {| style="border:1px solid #8c96d4;background:#8c96d4;color:white;" | |
| − | 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.<ref> [http://www.ec.europa.eu/education www.ec.europa.eu] (7 March 2008)</ref>} | + | |- |
| + | ! width= "550pt" | <font color= white> Level </font> | ||
| + | ! width= "550pt" | <font color= white> Related categories </font> | ||
| + | |- style="border:1px solid #D87A35;background:white;color:black;" | ||
| + | | Cognitive, related to intellectual skills | ||
| + | | knowledge (recall information), comprehension (recall and interpretation of information; e.g. paraphrase), application (use abstract information in concrete situations), analysis (divide information into constituent parts), synthesis (build a structure or pattern from many disorganised elements), evaluation (assess the value of information) | ||
| + | | Affective, related to feelings or emotional areas | ||
| + | | receiving ( be willing to hear and open to experience); responding (react);valuing (attach values to a praticular object or behavior); organization (priotize values and adapt behaviour to value system); characterisation or internalization (build a value system, integrate values into a philosophy of life). | ||
| + | | Psychomotor, related to manual or physical skills | ||
| + | | Reflex (unvoluntary movements); fundamental movements (movements typical of young children, such as run and crawl); perceptual abilities (e.g. distinguish); physical abilities (change speed or direction of movements); skilled movements (e.g. swim); | ||
| + | non-discursive communication (e.g. mime). <ref> [http://www.ec.europa.eu/education www.ec.europa.eu] (7 March 2008)</ref> | ||
| + | |} | ||
| + | |||
Revision as of 10:14, 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 again divided into different categories, according to the table below. Both the three main domains and their 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. |
| Level | Related categories | ||||
|---|---|---|---|---|---|
| Cognitive, related to intellectual skills | knowledge (recall information), comprehension (recall and interpretation of information; e.g. paraphrase), application (use abstract information in concrete situations), analysis (divide information into constituent parts), synthesis (build a structure or pattern from many disorganised elements), evaluation (assess the value of information) | Affective, related to feelings or emotional areas | receiving ( be willing to hear and open to experience); responding (react);valuing (attach values to a praticular object or behavior); organization (priotize values and adapt behaviour to value system); characterisation or internalization (build a value system, integrate values into a philosophy of life). | Psychomotor, related to manual or physical skills | Reflex (unvoluntary movements); fundamental movements (movements typical of young children, such as run and crawl); perceptual abilities (e.g. distinguish); physical abilities (change speed or direction of movements); skilled movements (e.g. swim);
non-discursive communication (e.g. mime). [1] |
 Web Resources |
| Link | Content |
|---|---|
| Major Categories in the Taxonomy of Educational Objectives | Categories in the cognitive domain each defined with outcome-illustrative verbs: Knowledge - Comprehension - Application - Analysis - Synthesis - Evaluation. |
References
- ↑ www.ec.europa.eu (7 March 2008)