Adult Learning Strategies for Success Bloom's Taxonomy - CAAHE.org
Adult Learning Strategies for Success Bloom's Taxonomy - CAAHE.org
Adult Learning Strategies for Success Bloom's Taxonomy - CAAHE.org
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What are the six levels ofcognitive objectives?EvaluationSynthesisAnalysisApplicationComprehensionKnowledge
First Level: Knowledge‣ Rememberingof previouslylearnedmaterial; recall(facts or wholetheories)bringing tomind.
Level 1: Knowledgecontinues….‣ ClassifyingDistinguishingopinion from fact.‣ Giving Definitionsand examples.‣ Outlining andsummarizing.
Defines Describes IdentifiesLists Matches Names
Level 2: Comprehension‣The basic level ofunderstanding. Itinvolves theability to knowwhat is beingcommunicated inorder to make useof the in<strong>for</strong>mation.
Level 2: Comprehensioncontinues….‣ Grasping themeaning ofmaterial;interpreting(explaining orsummarizing);predictingoutcomes andeffects (estimatingfuture trends.)
Convert Defend DistinguishEstimate Explain Generalize
Level 3: Application‣ The ability touse a learnedskill in a newsituation.
Level 3: Applicationcontinues…‣ Focuses uponapplyingin<strong>for</strong>mationaccording torule or principlein a specificsituation.
ComputesDemonstrates OperatesConstructs Apply Changes
Level 4: Analysis‣Criticalthinking, whichfocuses uponparts and theirfunctionality inthe whole.
Level 4: Analysis‣ Students awareof thoughtprocess to usecan examine,classify,hypothesize,collect data anddraw conclusionto the nature ofthe question.continues….
Identify Compare ContrastAnalyze Categorize Differentiate
Level 5: Synthesis‣ Critical thinking,which focusesupon puttingparts together to<strong>for</strong>m a new andoriginal whole.
Level 5: Synthesis‣ Studentsoriginates,integrates, andcombines ideasinto a product,plan or proposalthat is new to himor her.continues….
Combines Compose CreatePlan Forecast Formulate
Level 6: Evaluation‣ Criticalthinking, whichfocuses uponvaluing andmakingjudgment basedon in<strong>for</strong>mation.
Level 6: EvaluationContinues….‣ Ability to judgevalue <strong>for</strong>purpose; basedon criteria;supportjudgment withreason.
Summarize CriticizeComparesSupportConcludes Contrast
Revised <strong>Taxonomy</strong>CreateEvaluateAnalyzeApplyUnderstandRemember
Collaboration OpportunitiesFacultyStudentsStaff
Faculty
Faculty Considerations‣Understand‣Explain‣Expect
Students
Student Outcomes‣Comprehend‣Use/Apply‣Analyze
FacultyStudents
Shared Expectations‣Application & Analysis‣Discuss WHY & HOW
Staff
Staff Inclusion‣Understand‣Explain‣Expect‣Coach‣Support
FacultyStudentsStaff
Collaborative Ef<strong>for</strong>ts‣Shared Comprehension‣Rein<strong>for</strong>ced Expectations‣Enhanced <strong>Learning</strong>
The <strong>Taxonomy</strong> TableThe Cognitive Process Dimension1. Remember 2. Understand 3. Apply 4. Analyze 5. Evaluate 6. CreateThe Knowledge DimensionFactualKnowledgeConceptualKnowledgeProceduralKnowledgeMetacognitiveKnowledgeKrathwohl, D. R. (2002). A revision of<strong>Bloom's</strong> <strong>Taxonomy</strong>: An overview.Theory into Practice, 41, 212-218.
Bloom’s <strong>Taxonomy</strong>: New to OldComparisonRevised <strong>Taxonomy</strong>Original <strong>Taxonomy</strong>CreateEvaluationEvaluateSynthesisAnalyzeAnalysisApplyApplicationUnderstandComprehensionRememberKnowledge
In Conclusion, Bloom’s<strong>Taxonomy</strong> Applied
In Conclusion,
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