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BLOOMS TAXONOMY Benjamin Bloom (February 21, 1913 September 13, 1999) was an American educational psychologist who

o made significant contributions to the classification of educational objectives and the theory of mastery learning. His research, which showed that educational settings and home environments can foster human potential, transformed education. Bloom developed a "taxonomy of educational objectives" which classified the different learning objectives and skills that educators set for students. He divided the educational objectives into three "domains:" Affective, Psychomotor, and Cognitive. It is hierarchical, like other taxonomies, meaning that learning at the higher levels is dependent on having attained prerequisite knowledge and skills at lower. Development of Blooms Taxonomy Benjamin S. Bloom attained degrees at Pennsylvania State Universiy and a PhD at the University of Chicago in Education, specializing in examining. He met his mentor Ralph Tyler with whom he first began to develop his ideas for developing a system (or 'taxonomy') of specifications to enable educational training and learning objectives to be planned and measured properly - improving the effectiveness of developing 'mastery' instead of simply transferring facts for mindless recall. Bloom's (and his colleagues') initial attention was focused on the 'Cognitive Domain', which was the first published part of Bloom's Taxonomy

Taxonomy Of Educational Objectives: Handbook 1, The Cognitive Domain' (Bloom, Engelhart, Furst, Hill, Krathwohl, 1956). Handbook II, The Affective Domain' (Bloom, Masia, Krathwohl) Various people suggested detail for the third 'Psychomotor Domain. The three most popularly referenced versions of the Psychomotor Domain - RH Dave (1967/70), EJ Simpson (1966/72), and AJ Harrow (1972). Explanation of Blooms Taxonomy Taxonomy means 'a set of classification principles', or 'structure', and Domain simply means 'category Bloom and his colleagues were academics, looking at learning as a behavioural science, and writing for other academics. It underpins the classical 'Knowledge, Attitude, Skills' structure of learning method and evaluation and is a simple, clear and effective model, both for explanation and application of learning objectives, teaching and training methods, and measurement of learning outcomes. Bloom's Taxonomy provides an excellent structure for planning, designing, assessing and evaluating training and learning effectiveness. The model also serves as a sort of checklist, by which you can ensure that training is planned to deliver all the necessary development, May it be for students, trainees or learners.

BLOOMS TAXONOMY: COGNITIVE DOMAIN Beginning in 1948, a group of educators undertook the task of classifying education goals and objectives. The intent was to develop a classification system for three domains: the cognitive, the affective, and the psychomotor. Work on the cognitive domain was completed in the 1950s and is commonly referred to as Bloom's Taxonomy of the Cognitive Domain (Bloom, Englehart, Furst, Hill, & Krathwohl, 1956). BLOOMS TAXONOMY (1956) Bloom's Taxonomy is a model of classifying thinking according to six cognitive levels of complexity (Forehand, 2005). Fundamentally, the levels have been described as a stairway, leading many teachers to encourage their students to

attempt to achieve a higher level of thought. The lowest levels are: knowledge, comprehension, and application. The highest levels are: analysis, synthesis, and evaluation. The taxonomy is hierarchical; each level is included in the higher levels. Bloom et al. (1956) identified six levels within the cognitive domain (from the lowest level, knowledge to the highest order, evaluation) and were ordered as follows: CATEGORY BEHAVIOR DESCRIPTIONS EXAMPLES OF ACTIVITY KEY WORDS (Verbs which describe the activity Defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states. Comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives an example, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates. Applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses.

Knowledge

Recall or recognize information

Recite a policy. Quote prices from memory to a customer. Knows the safety rules.

Comprehension

Understand the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words.

Rewrites the principles of test writing. Explain in one's own words the steps for performing a complex task. Translates an equation into a computer spreadsheet.

Application

Use or apply knowledge, put theory into practice, use knowledge in response to real circumstances

Use a manual to calculate an employee's vacation time. Apply laws of statistics to evaluate the reliability of a written test.

Analysis

Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences.

Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in reasoning. Gathers information from a department and selects the required tasks for training.

Analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates. Categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises,

Synthesis

Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure.

Write a company operations or process manual. Design a machine to perform a specific task. Integrates training from several sources to solve a problem. Revises and process to improve the

outcome.

rewrites, summarizes, tells, writes. Appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports.

Evaluation

Make judgments about the value of ideas or materials.

Select the most effective solution. Hire the most qualified candidate. Explain and justify a new budget.

Clearly, Bloom's Taxonomy has stood the test of time. Due to its long history and popularity, Blooms Taxonomy has not only withstood the test of time, it has also been condensed, expanded, and reinterpreted in a variety of ways. REVISED BLOOMS TAXONOMY (RBT) During the 1990's, a former student of Bloom's, Lorin Anderson, led a new assembly which met for the purpose of updating the taxonomy, hoping to add relevance for 21st century students and teachers (Forehand, 2005). Anderson and Krathwohl (2001) revised Bloom's taxonomy to fit the more outcome-focused modern education objectives, including switching the names of the levels from nouns to active verbs, and reversing the order of the highest two levels. In addition to revising the taxonomy, Anderson and Krathwohl added a conceptualization of knowledge dimensions within which these processing levels are used (factual, conceptual, procedural, and metacognition) Published in 2001, the RBT includes several seemingly minor yet actually quite significant changes. These changes occur in three broad categories: terminology, structure, and emphasis. TERMINOLOGY CHANGES Changes in terminology between the two versions are perhaps the most obvious differences and can also cause the most confusion. Basically, Bloom's six major categories were changed from noun to verb forms. STRUCTURAL CHANGES Structural changes seem dramatic at first, yet are quite logical when closely examined. Bloom's original cognitive taxonomy was a one-dimensional form. With the addition of products, the Revised Bloom's Taxonomy takes the form of a two-dimensional table. One of the dimensions identifies The Knowledge Dimension (or the kind of knowledge to be learned) while the second identifies The Cognitive Process Dimension (or the process used to learn). The Knowledge Dimension on the left side is composed of four levels that are defined as Factual, Conceptual, Procedural, and Meta-Cognitive. The Cognitive Process Dimension across the top of the grid consists of six levels that are defined as Remember, Understand, Apply, Analyze, Evaluate, and Create. Each level of both dimensions of the table is subdivided. Each of the four Knowledge Dimension levels is subdivided into either three or four categories (e.g. Factual is divided into Factual, Knowledge of Terminology, and Knowledge of Specific Details and Elements). The Cognitive Process Dimension levels are also subdivided with the number of sectors in each level ranging from a low of three to a high of eight categories. For example, Remember is subdivided into the three categories of Remember, Recognizing, and Recalling while the Understanding level is divided into eight separate categories. The resulting grid, containing 19 subcategories is most helpful to teachers in both writing objectives and aligning standards with curricular. CHANGES IN EMPHASIS Emphasis is the third and final category of changes. As noted earlier, Bloom himself recognized that the taxonomy was being "unexpectedly" used by countless groups never considered an audience for the original publication. The revised version of the taxonomy is intended for a much broader audience. Emphasis is placed upon its use as a "more authentic tool for curriculum planning, instructional delivery and assessment" (oz-TeacherNet, 2001). The Knowledge Dimension The Cognitive Process Dimension 1 REMEMBER A Factual Retrieving, recognizing, and recalling 2 UNDERSTAND Constructing meaning from oral, written, 3 APPLY Carrying out or using a procedure 4 ANALYZE Breaking material into constituent 5 EVALUATE Making judgments based on 6 CREATE Putting elements together to

Knowledge

The basic elements a student must know to be acquainted with a discipline or solve problems in it

relevant knowledge from long-term memory

and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.

through executing, or implementing.

parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing

criteria and standards through checking and critiquing

form a coherent or functional whole; reorganizin g elements into a new pattern or structure through generating, planning, or producing

B Conceptual Knowledge

The interrelationshi p among the basic elements within a larger structure that enable them to function together C Procedural Knowledge

How to do something, methods of inquiry and criteria for using skills, algorithms, techniques and methods D Metacognitiv e Knowledge

Knowledge of cognition in general as well as awareness and knowledge of ones own

cognition

AFFECTIVE DOMAIN OF THE BLOOMS TAXONOMY The affective domain of the Blooms Taxonomy was detailed by three Educational Psychologists - Benjamin Bloom, David Krathwhol, and Masia. Affective domain has received less attention and less intuitive compared to the Cognitive domain. It is concerned with values, or more precisely perhaps with the perception of value issues, developing attitude, belief, as it is now commonly expressed in the modern field of physical development. As with the other domains, Affective Domain detail provides a framework for teaching, training, assessing and evaluating the effectiveness of training and lesson design and delivery, and also the retention by and affect upon the learner or trainee. The affective domain is comprised of five affective processes. These processes are sequenced and identified as being open to experience (Receive), react and participate actively (Respond), attach values and express personal opinions (Value), reconcile internal conflicts; develop value system (Organize/Conceptualize values), and adopt belief system and philosophy (Internalize/Characterize value). *The terms in italicized forms are called Behavior Descriptions Category or Level Examples of experience, or demonstration & evidence to be measured Key words (verbs which describe the activity to be trained or measured at each level)

Receive

Listen to teacher or trainer, take interest in session or learning experience, take notes, turn up, make time for learning experience, participate passively

ask, listen, focus, attend, take part, discuss, acknowledge, hear, be open to, retain, follow, concentrate, read, do, feel

Respond

participate actively in group discussion, active participation in activity, interest in outcomes, enthusiasm for action, question and probe ideas, suggest interpretation

react, respond, seek clarification, interpret, clarify, provide other references and examples, contribute, question, present, cite, become animated or excited, help team, write, perform

Value

decide worth and relevance of ideas, experiences; accept or commit to particular stance or action

argue, challenge, debate, refute, confront, justify, persuade, criticize,

Organize or Conceptualize

qualify and quantify personal views, state personal position and reasons, state beliefs

build, develop, formulate, defend, modify, relate, prioritize, reconcile, contrast, arrange, compare

Internalize or Characterize values

self-reliant; behave consistently with personal value set

act, display, influence, solve, practice,

The Importance of Affect in Human Behavior Affect or emotion influences ones awareness of important sensory and situational changes, and motivates action. One indication of the increasing attention paid to affective skills is the work of Golemans (1997) popularization of the finding that emotional intelligence is often a better predictor of individual success than general intellectual ability as measured by most IQ tests. It is said that Individuals who learn to recognize and engage their emotions are ready to grow affectively so that they can respond to challenges appropriately and explore their values. The Role of Affect in Learning Educators may develop effective affect management skills in their classrooms and other learning contexts but this is often a process of trial and error. Affective skills are universally important in learning and growth and that these skills can be facilitated equally as well as those in the other domains. Learning in the cognitive, social, and psychomotor domains is often constrained if the learner is operating at a low level with key affective skills. Meaning, even of the Quality learning environment is focused on the cognitive domain, learners with more advanced social and affective skills are more likely to persist with the difficult learning involved. When learning is considered in a systems perspective, there are many places where the level of growth in specific affective skills will make the difference between calmly persisting in a cognitive task and bailing out due to frustration. The affective skills are essential if one is to care enough to put in the considerable time, effort, and discomfort that it takes to improve as a learner and to grow as a person. Affective Domain Competency Levels Level of Competency Description of Individual Responses Is highly skilled in the timely use of the skill to improve others engagement or commitment. Examples:

Level 5 Transformative Use

a. b.

Serving as a coach for others who have habits of procrastination Serving as a mentor for others

Level 4 Self-reflective Use

Uses the skill within planned strategies for improvement of control, e.g., reacting in a chosen, but genuine manner.

a.

b.

Being aware of the role of emotions in ones personal level of motivation for challenges Taking on new challenges beyond those required for immediate needs Managing emotions such as frustration to assure completion of all tasks Expanding the range of emotional reactions shared Using a planner to increase persistence in finishing tasks Becoming open to the need to understand personal emotional reactions in some areas such as building relationships

Level 3 Consistent Performance

Recognizes affective states quickly and employs learned methods of self-management that fit the situation.

a. b.

Level 2 Conscious Use

Uses the skill passively but with an awareness of the need to grow; is limited in confidence, smoothness, and timing.

a. b.

Level 1 Non-Conscious Use

Is responsive if prompted by others; is attentive but does not consciously identify affective domain processes and skills.

a. b.

Avoiding all but obviously easy learning tasks; procrastinating Avoiding analysis of personal reactions to important performances

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