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 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 | + | {{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 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.}} |
| − | 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;" | {| style="border:1px solid #8c96d4;background:#8c96d4;color:white;" | ||
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*Knowledge (recall information) | *Knowledge (recall information) | ||
| − | *Comprehension (recall and interpretation of information | + | *Comprehension (recall and interpretation of information) |
*Application (use abstract information in concrete situations) | *Application (use abstract information in concrete situations) | ||
*Analysis (divide information into constituent parts) | *Analysis (divide information into constituent parts) | ||
| − | *Synthesis (build a structure or pattern from many | + | *Synthesis (build a structure or pattern from many disorganized elements) |
| + | *Evaluation (assess the value of information) | ||
|- style="border:1px solid #D87A35;background:white;color:black;" | |- style="border:1px solid #D87A35;background:white;color:black;" | ||
| '''Affective''' | | '''Affective''' | ||
| − | ( | + | (emotional areas) |
| | | | ||
| − | *Receiving (be willing to hear and open to experience) | + | *Receiving (be willing to hear and open to experience) |
| − | *Responding (react) | + | *Responding (react) |
| − | *Valuing (attach values to a | + | *Valuing (attach values to a particular object or behavior) |
| − | *Organization ( | + | *Organization (prioritize values and adapt behavior to value system) |
| − | * | + | *Characterization or internalization (integrate values into a philosophy of life). |
|- style="border:1px solid #D87A35;background:white;color:black;" | |- style="border:1px solid #D87A35;background:white;color:black;" | ||
| '''Psychomotor''' | | '''Psychomotor''' | ||
(manual or physical skills) | (manual or physical skills) | ||
| | | | ||
| − | *Reflex ( | + | *Reflex (involuntary movements) |
| − | *Fundamental movements (movements typical of young children | + | *Fundamental movements (movements typical of young children) |
| − | *Perceptual abilities (e.g. distinguish) | + | *Perceptual abilities (e.g. distinguish) |
| − | *Physical abilities (change speed or direction of movements) | + | *Physical abilities (e.g. change speed or direction of movements) |
| − | *Skilled movements (e.g. swim) | + | *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), [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)</ref> | *Non-discursive communication (e.g. mime). <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)</ref> | ||
|} | |} | ||
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!Content | !Content | ||
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| − | |[http://www.krummefamily.org/guides/bloom.html Major Categories in the Taxonomy of Educational Objectives ] | + | |[http://www.krummefamily.org/guides/bloom.html 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. | |Categories in the cognitive domain each defined with outcome-illustrative verbs: Knowledge - Comprehension - Application - Analysis - Synthesis - Evaluation. | ||
|- | |- | ||
| − | |[http://www. | + | |[http://www.erudium.polymtl.ca/html-eng/education/education4d.php Benjamin Bloom's taxonomy of educational objectives/Erudium website] |
| − | | | + | |Keywords and activities related to each of the six categories under the cognitive level. The activities mentioned may be taken into consideration when designing a course. The website is available also in French. |
|- | |- | ||
|[http://www.tedi.uq.edu.au/downloads/bloom.pdf Bloom’s taxonomy of educational objectives/University of Queensland] | |[http://www.tedi.uq.edu.au/downloads/bloom.pdf 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. | |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. | ||
|- | |- | ||
| − | |[http://www. | + | |[http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm 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. |
| − | | | + | |- |
|} | |} | ||
Revision as of 16:16, 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, according to the table below. Both the three 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
(intellectual skills) |
|
| Affective
(emotional areas) |
|
| Psychomotor
(manual or physical skills) |
|
 Web Resources |
| 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 each of the six categories under the cognitive level. 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)