Scribd Logo
Upload

Welcome to Scribd!

  • 33 views

    Bloom's Taxonomy: Cognitive Domain (Knowledge-Based), Original Version

    Uploaded by

    Rein Magaro
    Bloom's taxonomy is a classification system used to define and distinguish different levels of human cognition, such as thinking, learning and understanding. It contains three domains: cognitive, affective and psychomotor. The cognitive domain involves knowledge and intellectual skills and contains six levels from basic recall or recognition of facts to more complex levels of analysis, evaluation and creation of new ideas. The affective domain describes the way people react emotionally and involves levels from basic awareness to internalizing values and character development. The psychomotor domain involves physical movement and manipulation skills ranging from basic perception to highly skilled and adaptive movements. Bloom's taxonomy provides a framework for teachers to structure learning objectives, assessments and lesson activities based on appropriate cognitive and skill levels.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Bloom's Taxonomy: Cognitive Domain (Knowledge-Based), Original Version

    Uploaded by

    Rein Magaro
    33 views6 pages
    Bloom's taxonomy is a classification system used to define and distinguish different levels of human cognition, such as thinking, learning and understanding. It contains three domains: cognitive, affective and psychomotor. The cognitive domain involves knowledge and intellectual skills and contains six levels from basic recall or recognition of facts to more complex levels of analysis, evaluation and creation of new ideas. The affective domain describes the way people react emotionally and involves levels from basic awareness to internalizing values and character development. The psychomotor domain involves physical movement and manipulation skills ranging from basic perception to highly skilled and adaptive movements. Bloom's taxonomy provides a framework for teachers to structure learning objectives, assessments and lesson activities based on appropriate cognitive and skill levels.

    Original Title

    B1

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    Bloom's taxonomy is a classification system used to define and distinguish different levels of human cognition, such as thinking, learning and understanding. It contains three domains: cognitive, affective and psychomotor. The cognitive domain involves knowledge and intellectual skills and contains six levels from basic recall or recognition of facts to more complex levels of analysis, evaluation and creation of new ideas. The affective domain describes the way people react emotionally and involves levels from basic awareness to internalizing values and character development. The psychomotor domain involves physical movement and manipulation skills ranging from basic perception to highly skilled and adaptive movements. Bloom's taxonomy provides a framework for teachers to structure learning objectives, assessments and lesson activities based on appropriate cognitive and skill levels.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    33 views6 pages

    Bloom's Taxonomy: Cognitive Domain (Knowledge-Based), Original Version

    Uploaded by

    Rein Magaro
    Bloom's taxonomy is a classification system used to define and distinguish different levels of human cognition, such as thinking, learning and understanding. It contains three domains: cognitive, affective and psychomotor. The cognitive domain involves knowledge and intellectual skills and contains six levels from basic recall or recognition of facts to more complex levels of analysis, evaluation and creation of new ideas. The affective domain describes the way people react emotionally and involves levels from basic awareness to internalizing values and character development. The psychomotor domain involves physical movement and manipulation skills ranging from basic perception to highly skilled and adaptive movements. Bloom's taxonomy provides a framework for teachers to structure learning objectives, assessments and lesson activities based on appropriate cognitive and skill levels.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 6

    Bloom's taxonomy

    Bloom's taxonomy is a set of three hierarchical models used for classification of


    educational learning objectives into levels of complexity and specificity. The three lists
    cover the learning objectives in cognitive, affective and psychomotor domains. The
    cognitive domain list has been the primary focus of most traditional education and is
    frequently used to structure curriculum learning objectives, assessments and activities.
    The models were named after Benjamin Bloom, who chaired the committee of
    educators that devised the taxonomy. He also edited the first volume of the standard
    text, Taxonomy of Educational Objectives: The Classification of Educational Goals.

    Cognitive domain (knowledge-based), original version


    In the 1956 original version of the taxonomy, the cognitive domain is broken into the six
    levels of objectives listed below In the 2001 revised edition of Bloom's taxonomy, the
    levels have slightly different names and their order was revised: Remember,
    Understand, Apply, Analyze, Evaluate, and Create (rather than Synthesize.
    Knowledge

    Bloom's Taxonomy

    Knowledge involves recognizing or remembering facts, terms, basic concepts, or


    answers without necessarily understanding what they mean. Some characteristics may
    include:

     Knowledge of specifics—terminology, specific facts


     Knowledge of ways and means of dealing with specifics—conventions, trends and
    sequences, classifications and categories
     Knowledge of the universals and abstractions in a field—principles and
    generalizations, theories and structures
    Example: Name three common varieties of apple.
    Comprehension
    Comprehension involves demonstrating an understanding of facts and ideas by
    organizing, summarizing, translating, generalizing, giving descriptions, and stating the
    main ideas.
    Example: Summarize the identifying characteristics of a Golden Delicious apple and a
    Granny Smith apple.
    Application
    Application involves using acquired knowledge to solve problems in new situations. This
    involves applying acquired knowledge, facts, techniques and rules. Learners should be
    able to use prior knowledge to solve problems, identify connections and relationships
    and how they apply in new situations.
    Example: Would apples prevent scurvy, a disease caused by a deficiency in vitamin C?
    Analysis
    Analysis involves examining and breaking information into component parts,
    determining how the parts relate to one another, identifying motives or causes, making
    inferences, and finding evidence to support generalizations. Its characteristics include:

     Analysis of elements
     Analysis of relationships
     Analysis of organization
    Example: Compare and contrast four ways of serving foods made with apples and
    examine which ones have the highest health benefits.
    Synthesis
    Synthesis involves building a structure or pattern from diverse elements; it also refers to
    the act of putting parts together to form a whole or bringing pieces of information
    together to form a new meaning. Its characteristics include:

     Production of a unique communication


     Production of a plan, or proposed set of operations
     Derivation of a set of abstract relations
    Example: Convert an "unhealthy" recipe for apple pie to a "healthy" recipe by replacing
    your choice of ingredients. Argue for the health benefits of using the ingredients you
    chose versus the original ones.
    Evaluation
    Evaluation involves presenting and defending opinions by making judgments about
    information, the validity of ideas, or quality of work based on a set of criteria. Its
    characteristics include:

     Judgments in terms of internal evidence


     Judgments in terms of external criteria
    Example: Which kinds of apples are suitable for baking a pie, and why?

    Affective domain (emotion-based)

    A scaffolding hierarchy of the affective domain related to learning

    Skills in the affective domain describe the way people react emotionally and their ability
    to feel other living things' pain or joy. Affective objectives typically target the awareness
    and growth in attitudes, emotion, and feelings.
    There are five levels in the affective domain moving through the lowest-order processes
    to the highest.
    Receiving
    The lowest level; the student passively pays attention. Without this level, no learning
    can occur. Receiving is about the student's memory and recognition as well.
    Responding
    The student actively participates in the learning process, not only attends to a stimulus;
    the student also reacts in some way.
    Valuing
    The student attaches a value to an object, phenomenon, or piece of information. The
    student associates a value or some values to the knowledge they acquired.
    Organizing
    The student can put together different values, information, and ideas, and can
    accommodate them within their own schema; the student is comparing, relating and
    elaborating on what has been learned.
    Characterizing
    The student at this level tries to build abstract knowledge.

    Psychomotor domain (action-based)


    A scaffolding hierarchy of the psychomotor domain related to learning

    Skills in the psychomotor domain describe the ability to physically manipulate a tool or
    instrument like a hand or a hammer. Psychomotor objectives usually focus on change
    and/or development in behavior and/or skills.
    Bloom and his colleagues never created subcategories for skills in the psychomotor
    domain, but since then other educators have created their own psychomotor
    taxonomies.[7] Simpson (1972)[12] proposed the following levels:
    Perception
    The ability to use sensory cues to guide motor activity: This ranges from sensory
    stimulation, through cue selection, to translation.
    Examples: Detects non-verbal communication cues. Estimate where a ball will land after
    it is thrown and then moving to the correct location to catch the ball. Adjusts heat of the
    stove to correct temperature by smell and taste of food. Adjusts the height of the forks
    on a forklift by comparing where the forks are in relation to the pallet.
    Key words: chooses, describes, detects, differentiates, distinguishes, identifies, isolates,
    relates, selects.
    Set
    Readiness to act: It includes mental, physical, and emotional sets. These three sets are
    dispositions that predetermine a person's response to different situations (sometimes
    called mindsets). This subdivision of psychomotor is closely related with the "responding
    to phenomena" subdivision of the affective domain.
    Examples: Knows and acts upon a sequence of steps in a manufacturing process.
    Recognizes his or her abilities and limitations. Shows desire to learn a new process
    (motivation).
    Keywords: begins, displays, explains, moves, proceeds, reacts, shows, states,
    volunteers.
    Guided response
    The early stages of learning a complex skill that includes imitation and trial and error:
    Adequacy of performance is achieved by practicing.
    Examples: Performs a mathematical equation as demonstrated. Follows instructions to
    build a model. Responds to hand-signals of the instructor while learning to operate a
    forklift.
    Keywords: copies, traces, follows, reacts, reproduces, responds.
    Mechanism
    The intermediate stage in learning a complex skill: Learned responses have become
    habitual and the movements can be performed with some confidence and proficiency.
    Examples: Use a personal computer. Repair a leaking tap. Drive a car.
    Key words: assembles, calibrates, constructs, dismantles, displays, fastens, fixes,
    grinds, heats, manipulates, measures, mends, mixes, organizes, sketches.
    Complex overt response
    The skillful performance of motor acts that involve complex movement patterns:
    Proficiency is indicated by a quick, accurate, and highly coordinated performance,
    requiring a minimum amount of energy. This category includes performing without
    hesitation and automatic performance. For example, players will often utter sounds of
    satisfaction or expletives as soon as they hit a tennis ball or throw a football because
    they can tell by the feel of the act what the result will produce.
    Examples: Maneuvers a car into a tight parallel parking spot. Operates a computer
    quickly and accurately. Displays competence while playing the piano.
    Key words: assembles, builds, calibrates, constructs, dismantles, displays, fastens,
    fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches. (Note:
    The key words are the same as in mechanism, but will have adverbs or adjectives that
    indicate that the performance is quicker, better, more accurate, etc.)
    Adaptation
    Skills are well developed and the individual can modify movement patterns to fit special
    requirements.
    Examples: Responds effectively to unexpected experiences. Modifies instruction to
    meet the needs of the learners. Performs a task with a machine that was not originally
    intended for that purpose (the machine is not damaged and there is no danger in
    performing the new task).
    Key words: adapts, alters, changes, rearranges, reorganizes, revises, varies.
    Origination
    Creating new movement patterns to fit a particular situation or specific problem:
    Learning outcomes emphasize creativity based upon highly developed skills.
    Examples: Constructs a new set or pattern of movements organized around a novel
    concept or theory. Develops a new and comprehensive training program. Creates a new
    gymnastic routine.
    Key words: arranges, builds, combines, composes, constructs, creates, designs,
    initiates, makes, originates.

    You might also like