Scribd
Upload
7 views17 pages

Bloom Taxonomy

Method of teaching for teachers

Uploaded by

tariqvirk356
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
7 views17 pages

Bloom Taxonomy

Method of teaching for teachers

Uploaded by

tariqvirk356
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 17

What is Bloom’s Taxonomy

Bloom’s Taxonomy is a classification of the different outcomes and skills that


educators set for their students (learning outcomes).

 bloom taxonomy was created in 1948 by psychologist Benjamin Bloom


and several colleagues.
 It was originally developed in 1956 as a method of classifying educational
goals for student performance evaluation.
 Bloom’s taxonomy has been revised in 1990 then in 2001 and it still
utilised in education today
Domains of bloom’s taxonomy
1. Cognitive
2. Affective
3. psychomotor
1 Cognitive Domain Bloom’s Taxonomy

LEVELs
 Remembering
 Understanding
 Applying
 Analysing
 Evaluating
 Creating
1 Remembering: Th ability to recall data and/or information.
2 Comprehension or Understanding: It is defined as the ability to grasp
the meaning of material.
3 Application or Applying: It is referred to the ability to use learned
material in new and concrete situations.
4 Analysis or Analysing: At this point, they begin understanding the
underlying structure to knowledge and also are able to distinguish between fact
and opinion.
5 Evaluation or Evaluating: The evaluation level is where students make
judgements about the value of ideas, items, materials and more.
6 Synthesis or Creating: Ability to combine different components or
elements to form a whole
2 Affective domain
The affective domain focuses on the attitudes, values, interests, and
appreciation of learners.

1. Receiving
2. Responding
3. Valuing
4. Organizing
5. Characterizing
1 Receiving
This is the basic level, where individuals show a willingness to pay attention and be open
to experiences. It involves awareness and selective attention to stimuli.
Example:
Listening attentively to a teacher's instructions

2 Responding
At this level, individuals actively participate or react to stimuli, showing some
engagement and a positive response.
Example: Asking questions, participating in discussions, or completing assignments
willingly
3 Valuing
It is concern with the worth or value a student to a particular object,
phenomenon or behaviour

4 Organizing
At this stage, individuals begin to integrate new values into their existing
value system, creating a cohesive belief structure

5 Characterizing
The individual has a value system that has controlled his or her
behaviour for a sufficiently long time for him or her to develop a
characteristic “life style”
3 psychomotor domain
1. Perception
2. Set
3. Guided Response
4. Mechanism
5. Complex Overt Response
6. Adaptation
7. Origination
1. Perception (Awareness)
This involves using sensory cues to guide physical activities. It's the
ability to identify and distinguish physical movements or actions based
on sensory stimuli (like sight or touch).
Example: Recognizing the difference between light and heavy weights

2. Set (Readiness)
The mental, physical, and emotional readiness to perform a task. This level
involves being prepared to act when necessary.
Example: Positioning your body before lifting an object or a student
preparing to start a sport
3 Guided Response
Learning a physical skill through trial and error under instruction or guidance. It
involves imitation and practice to develop the movement pattern.
Example: Following an instructor's movements during a dance routine or
mimicking a coach’s throw in sports.

4. Mechanism (Basic Proficiency)


At this level, movements become more habitual, and the learner can perform
simple tasks with some level of confidence and proficiency.
Example: Typing on a keyboard with consistent speed or performing basic
swimming strokes automatically.
5. Complex Overt Response (Skilled)
Performing complex movements with a higher degree of skill and coordination.
At this level, learners can handle more complex tasks that require multiple
actions performed smoothly.
Example: Playing a musical instrument fluently or performing advanced
gymnastics moves

6. Adaptation
The ability to modify or adapt movements to meet specific requirements or solve
problems in different situations. This requires a deeper understanding of the skill
and the ability to adjust it to new contexts.
Example: Adjusting the technique in a tennis serve based on the opponent's playing
style or adjusting driving skills based on road conditions.
7. Origination (Creative Movement)
Creating new patterns of movement or performing tasks in original ways. At this
level, the learner can develop new motor patterns or movements to suit novel
situations.
Example: inventing a new technique in a sport

You might also like