bloom taxonomy ebook

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CONTENTS
1: What is Blooms Taxonomy?
1.1 Benjamin Bloom's profile
1.2 The 3 Domains of Bloom's Taxonomy
1.3 The two versions of Bloom's Taxonomy
2: The Cognitive Domain
2.1 Knowledge -LOTS to HOTS
2.2 Key verbs and activities
2.3 Bloom and Gardner: The Cognitive Domain, Multiple Intelligence and our classrooms
3: The Psychomotor Domain
3.1 The levels of Psychomotor Domain -Dave RH, Simpson E and Harrow A
3.2 Skills -Basic to complex, verbs and activities
3.3 Psychomotor Domain and Activity based Science Learning
4: The Affective Domain
4.1 The levels of the Affective Domain
4.2 The Affective Domain and CBSE curriculum
4.3 The Affective Domain and raising emotionally stable, empathetic young people
5: Applications and Implications of Bloom's Taxonomy
5.1 Multi-Disciplinary learning and Blooms Taxonomy
5.2 Mastery Learning and Problem Based Learning
5.3 Assessment and Evaluation based on Bloom's Taxonomy
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1
What is Bloom’s Taxonomy?
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B
loom's Taxonomy was created in 1956 under the leadership
of educational psychologist, Dr Benjamin Bloom in order
to promote higher forms of thinking in education, such as
analyzing and evaluating concepts, processes, procedures,
and principles, rather than just remembering facts (rote learning). It is
most often used when designing educational, training, and learning
processes.
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Dr. Benjamin
bloom
We need to be much clearer
about what we do and do not
know so that we don't
continually confuse the two.
If I could have one wish for
education, it would be the
systematic ordering of our basic
knowledge in such a way that
what is known and true can be
acted on, while what is
superstition, fad, and myth
can be recognized as such and
used only when there is nothing
else to support us in our
frustration and despair.
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Benjamin Bloom's Profile 1.1
B
enjamin Samuel Bloom, one of the greatest
minds to influence the field of education, was
born on February 21, 1913. As a young man,
he was already an avid reader and curious
researcher. Bloom received both a bachelor's and master's
degree from Pennsylvania State University in 1935. He went
on to earn a doctorate's degree from the University of Chicago
in 1942. Dr Bloom was honoured with becoming a Charles H.
Swift Distinguished Professor at the University of Chicago.
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The 3 Domains of Bloom's Taxonomy 1.2
Bloom's taxonomy is a set of three hierarchical models used
to classify educational learning objectives into levels of
complexity and specificity. The three lists cover the learning
objectives in cognitive, affective and sensory domains.
Cognitive
Affective
: mental skills (knowledge)
: growth in feelings or
emotional areas (attitude or self)
Psychomotor : manual or physical skills (skills)
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ORIGINAL DOMAIN
NEW DOMAIN
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The two versions of
Bloom's Taxonomy
1.3
Bloom's Revised Taxonomy
Lorin Anderson, a for mer student of Bloom, a nd David Krathwohl
revisited the cognitive domain in the mid-nineties and made some changes,
with perhaps the three most prominent ones being :
changing the names in the six categories from noun to verb forms
rearranging them as shown in the chart
creating a processes and levels of knowledge matrix.
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2
The Cognitive Domain
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T he cognitive domain involves knowledge and the development of intellectual
skills . This includes the recall or recognition of specific facts, procedural patterns,
and concepts that serve in the development of intellectual abilities and skills. There
are six major categories of cognitive an processes, starting from the simplest to the
most complex
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
The categories can be thought of as degrees of difficulties. That is, the first ones
must normally be mastered before the next one can take place.
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Knowledge
LOTS to HOTS
2.1
B
loom’s taxonomy categorizes thinking skills and objectives into
lower order thinking skills and higher order thinking skills - or LOTS
and HOTS
Bloom describes each category as a gerund. They are arranged in increasing
order, from lower order to higher order. You can not understand a concept if
you do not first remember it, similarly you can not apply knowledge and
concepts if you do not understand them. It is a continuum from Lower Order
Thinking Skills (LOTS) to Higher Order Thinking Skills (HOTS).
As educators we are promoting LOTS as well as HOTS - within our students
through the use of a variety of teaching techniques.
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Key Verbs and Activities 2.2
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The Multiple Intelligences are:
Verbal/Linguistic Intelligence
- “word smart”
Logical-mathematical Intelligence
- “number/reasoning smart”
Visual/Spatial Intelligence
- “picture smart”
Bodily/Kinesthetic Intelligence
- “body smart”
Musical/Rhythmic Intelligence
- “music smart”
Interpersonal Intelligence
- “people smart”
Intrapersonal Intelligence
- “self smart”
Naturalist Intelligence
- “nature smart”
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Bloom and Gardner: The Cognitive
Domain, Multiple Intelligence and our
classrooms.
2.3
Howard Gardner of Harvard has
identified seven distinct intelligences.
This theory has emerged from recent
cognitive research and "documents
the extent to which students possess
different kinds of minds and therefore
learn, remember, perform, and
understand in different ways,"
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3
The Psychomotor Domain
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T
he Psychomotor Domain was ostensibly established to address skills development
relating to manual tasks and physical movement, however it also concerns and
covers modern day business and social skills such as communications and operation IT
equipment, for example telephone and keyboard skills, or public speaking. Thus, 'motor'
skills extend beyond the originally traditionally imagined manual and physical skills, so
always consider using this domain, even if you think your environment is covered adequately
by the Cognitive and Affective Domains. Whatever the training situation, it is likely that the
Psychomotor Domain is significant. The Dave version of the Psychomotor Domain is
featured most prominently here because it is the most relevant and helpful for work- and life
-related development, although the Psychomotor Domains suggested by Simpson and
Harrow are more relevant and helpful for certain types of adult training and development, as
well as the teaching and development of young people and children, so do explore them all.
Each has its uses and advantages
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3.1
The levels of Psychomotor Domain :
Dave RH, Simpson E and Harrow A
The 7 major categories of psychomotor skill are:
1. Perception
2. Set
3. Guided Response
4. Mechanism
5. Complex Overt Response
6. Adaption
7. Origination.
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3.2
Skills -Basic to complex,
verbs and activities
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3.3
Psychomotor Domain and
Activity based Science Learning
The psychomotor domain deals with the ability to manipulate physical objects in a science laboratory. This
aspect is the most recent and has undergone several major revisions in the past few decades. A brief way to
look at the psychomotor domain is the three steps below.
1) Teacher demonstrates a laboratory method to a student.
2) Student practices the method under supervision.
3) Student becomes proficient in the method and no longer needs direct, intensive supervision.
Presented here is the "Alternative View of Psychomotor Domain" from Trowbridge, page 97.
Simple: a level below that of objectives--indicates that the student is ready to learn
Imitation: student imitates the action demonstrated by the teacher
Manipulation: student displays skill in following directions as demonstrated
Precision: accuracy and exactness in performance are important
Articulation: coordination of various acts to form an appropriate sequence
Naturalization: student displays a high level of performance
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4
The Affective Domain
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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.
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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 accommodate
them within his/her own schema; comparing, relating and elaborating on what has been
learned.
Characterizing
The student at this level tries to build abstract knowledge.
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The levels of the Affective
Domain
4.1
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The Affective Domain and CBSE
curriculum
4.2
Affective Domain Parameters in CBSE curriculum:
Discipline, Responsibility, Values and Leadership
Emotional intelligence, i.e. ability to manage emotions, manage
ones motivation, empathy and managing relationships.
Stages of development, i.e. trust, autonomy, initiative, competence
and identity
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The Affective Domain and raising
emotionally stable, empathetic young
people
4.3
There are three primary areas of development in the
affective domain that need to be addressed:
1) Emotional understanding (including discernment of
emotions in both self and others),
2)Emotional behavior (including demonstrating
empathy), and
3)Emotional self-regulation and management (including
warming oneself up or cooling oneself down).
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5
Applications and Implications
of Bloom's Taxonomy
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T his type of study allows the student
to learn by making connections between
ideas and concepts across different disciplinary
boundaries. Students learning in this way are able
to apply the knowledge gained in one discipline to another
different discipline as a way to deepen the learning experience.
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Multi-Disciplinary learning and
Blooms Taxonomy
5.1
Categories were formulated for cognitive (thinking and
problem-solving skills), affective (attitudes, value
systems), and psychomotor domains.
1. Positive interdependence.
2. Individual accountability:
3. Face-to-face interaction:
4. Facilitation of interpersonal skill development:
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Comparing and Contrasting the three approaches to Integration:
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B
loom’s Digital Taxonomy
Blooms Taxonomy has also been closely linked with multiple intelligences,
problem solving skills, creative and critical thinking, and more
recently, technology integration.
Are your students texting, blogging, posting, podcasting, communicating
and collaborating in ways you don’t understand?
Are YOU googling,s kyping WhatsApping, booking a cab on OLA, UB-
ER, shopping on Jabong, Amazon, Flipkart ?????
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5.2
Mastery Learning and Problem Based
Learning
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MASTERY LEARNING
Mastery learning (or as it was initially called, “learning for mastery” is an
instructional strategy and educational philosophy, first formally proposed by
Bloom in 1968. Mastery learning maintains that students must achieve a level
of mastery (e.g., 90% on a knowledge test) in prerequisite knowledge before
moving forward to learn subsequent information. If a student does not achieve
mastery on the test, they are given additional support in learning and
reviewing the information, then tested again. This cycle will continue until the
learner accomplishes mastery, and may move on to the next stage.
Mastery learning methods suggest that the focus of instruction should be the
time required for different students to learn the same material and achieve the
same level of mastery. This is very much in contrast with classic models of
teaching, which focus more on differences in students' ability and where all
students are given approximately the same amount of time to learn and the
same set of instructions.
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PROBLEM BASED LEARNING
Problem-based learning (PBL) is a student centered pedagogy in which students
learn about a subject through the experience of solving an open-ended
problem. Students learn both thinking strategies and domain knowledge. The
PBL format originated from the medical school of thought, and is now used in
other schools of thought too. The goals of PBL are to help students develop
flexible knowledge, effective problem solving skills, self-directed learning, effective
collaboration skills and intrinsic motivation. Problem-based learning
is a style of active learning.
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Assessment and Evaluation
based on Bloom's Taxonomy
5.3
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