Unit 4. Bloom Taxnomy.Unit 4. Bloom Taxnomy.pptx
- 2. Prepared By Rupinder Kaur Bajwa
- 3. What is it??? • Bloom’s Taxonomy is a chart of ideas Named after the creator, Benjamin Bloom A Taxonomy is an arrangement of ideas or a way to group things together
- 5. COGNITIVE DOMAIN • RATIONAL LEARNING: THINKING- Emphasis upon knowledge, using the mind, and intellectual abilities.
- 6. PSYCHOMOTOR DOMAIN • PHYSICAL LEARNING: DOING - Emphasizes speed, accuracy, dexterity, and physical skills.
- 7. COGNITIVE DOMAIN • Bloom’s Taxonomy is an order of learning with six levels. Knowledge Evaluation Synthesis Analysis Application Comprehension
- 8. Bloom’s Taxonomy You may see the levels organized differently in other charts
- 9. Who is Dr. Benjamin Bloom?? • He was a teacher, thinker, & inventor • He worked at a college • He created a list about how we think about thinking… you may want to read that again! 1913-1999
- 10. Taxonomy means 'a set of classification principles', or 'structure', and Domain simply means 'category‘. The most well known description of learning domains was developed by Benjamin Bloom. It is known as : “Bloom’s Taxonomy
- 12. A taxonomy classifies information into a hierarchy of levels. Domain taxonomies reveal that what educators want students to accomplish (expressed by educational objectives) can be arranged into levels of complexity, and that those levels are best fulfilled sequentially. Domain Taxonomies
- 14. The levels of thinking • • • • There are six levels of learning according to Dr. Bloom The levels build on one another. The six levels all have to do with thinking. Level one is the lowest level of thinking of thinking Level six is the highest level of thinking Knowledge Comprehension Application Analysis Synthesis Evaluation
- 15. New names?? • Some people have renamed these levels to make them easier to remember • Some people even switch the last two levels around Knowledge- Remembering Comprehension- Understanding Application- Applying Analysis- Analyzing Synthesis- Creating Evaluation- Evaluation
- 16. 1. KNOWLEDGE • Recalling, Remembering, and Recognizing. • Emphasizing facts, information, and specifics. Involves remembering material in form very close to how it was originally presented. • Depends upon memorizing or identifying facts without asking beyond.
- 17. Knowledge/Remembering- Do it… • Write a list of vegetables.
- 18. Comprehension or Understanding • • • • • • • understanding information grasp meaning translate knowledge into new context interpret facts, compare, contrast order, group, infer causes predict consequences Key words: summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend
- 19. 2. COMPREHENSION • Describing and Explaining • Grasping the meaning and intent of the material. • Deals with content and involves ability to understand what is being communicated.
- 20. COMPREHENSION
- 21. Comprehension/ Understanding- Do it… • Retell the story of the “Three Little Pigs” in your own words.
- 22. Application or Applying • • • • use information use methods, concepts, theories in new situations solve problems using required skills or knowledge Key words: apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover
- 23. 3. APPLICATION • Applying Information • Using what is remembered and comprehended. • Applies learning to real life, new, and/or concrete situations. • It is ability to use knowledge and learned material in meaningful ways.
- 24. Application/Applying- Do it… • Make a model of a swing set with paper and explain how it works.
- 25. APPLICATION • GENERALISATION OF FACTS,LAWS, PRINCIPLES & THEORIES • DIAGNOSIS OF PUPILS WEAKNESSES • APPLICATION OF CONTENTS OR TERMS & LAWS BY PUPILS
- 26. Analysis or Analyzing • • • • • seeing patterns organization of parts recognition of hidden meanings identification of components Key words: analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer
- 27. 4. ANALYSIS • Reasoning • Breaking material into parts and determining the relationships of these parts to each other and to the whole.
- 28. Analysis/ Analyzing • Make a family tree showing relationships. 1.ANALYSIS OF ELEMENTS • 2.ANALYSIS OF RELATIONSHIPS • 3.ANALYSIS OF ORGANISATIONAL PRINCIPLES
- 29. Synthesis or Creating • • • • • use old ideas to create new ones generalize from given facts relate knowledge from several areas predict, draw conclusions Key words: combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite
- 30. Synthesis/Creating- Do it… • Design a magazine cover that would appeal to kids in your class.
- 31. 5. SYNTHESIS • Creating • Putting together parts and elements into a new form. • Organizing ideas into new patterns and putting materials together in a structure which was not there before.
- 32. SYNTHESIS • PRODUCTION OF A UNIQUE COMMUNICATION • PRODUCTION OF APLAN OR PROPOSED SET OF OPERATIONS • DERIVATION OF A SET OF ABSTRACT RELATION
- 33. Evaluation or Evaluating • • • • • • compare and discriminate between ideas assess value of theories, presentations make choices based on reasoned argument verify value of evidence recognize subjectivity Key words assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize
- 34. Evaluation/Evaluating- Do it… • Make a booklet about 5 rules you see as important. Convince others. • 1.INTERNAL JUDGEMENT • 2. EXTERNAL JUDGEMENT
- 35. 6. EVALUATION • Evaluating • Judging the values of ideas, methods, materials, procedures, and solutions by developing and/or using appropriate criteria.
- 37. Bloom’s Taxonomy and Research • When doing research you should always start with the lower levels of thinking – – You must have basic knowledge before you can advance to deeper ideas One great way to improve your knowledge is to READ, READ, READ about your research topic • When doing research, always be sure to stretch your thinking to the higher levels of thinking – – After you’ve explored your basic knowledge base, challenge your self to new ideas Always keep a Bloom’s Taxonomy “cheat” sheet with you to help you hit the higher levels of thinking
- 38. 2. Affective domain • An individual’s emotions, attitudes, appreciations, interests, and/or values about “something” or someone
- 39. 2. Affective domain Affective: growth in feelings or emotional areas (Attitude) (feelings, emotions and behaviour, ie., attitude, or 'feel')
- 42. (1)Receiving : (2) 1.AWARNESS OF THE PHENONENON 2.WILLINGNESS TO RECEIVE PHENOMENON 3.CONTROLLED AND SELECTED ATTENTION (2) Responding : 1. OBEDIENCE FOR RESPONDING 2. WILLINGNESS TO RESPOND 3. SATISFACTION IN RESPONSE
- 43. VALUING • (3) Valuing : • 1.ACCEPTANCE OF A VALUE • 2.PREFERENCE FOR A VALUE • 3.COMMITMENT TO SA VALUE
- 44. (4) Organization : 1.CONCEPTUALISATION OF A VALUE 2. ORGANISATION OF A VALUE SYSTEM
- 45. Characterization : (5) Characterization : 1.GENERALISED SET 2.CHARACTERISATION
- 46. Psychomotor domain • Physical activities involving gross and/or fine motor skills, such as coordination, dexterity, strength, manipulation, and speed
- 47. Cognitive Domain Levels Level Description Verbs Knowledge To recall or recognize information in some pre-arranged form. Define List Comprehen- sion To understand meaning of information based on prior learning. Describe Explain Interpret Application To utilize information to complete a task with limited direction. Compute Solve Use Analysis To classify and relate assumptions or evidence. Contrast Examine Synthesis To integrate or combine ideas into a new product or plan. Design Develop Organize Evaluation Critique idea based on specific standards and criteria. Appraise Judge Justify
- 48. Affective Domain Levels Level Description Verbs Receiving Being aware of, or attending to something in the environment. Listen Notice Tolerate Responding Showing some new behavior as a result of experience. Comply Enjoy Follow Valuing Showing some definite involvement or commitment. Carry out, Express Organization Integrating a new value into one's general set of values relative to other priorities. Choose Consider Prefer Characterizatio n Acting consistently with the new value; person is known by the value. Act on Depict Exemplify
- 49. ffective Domain The affective domain may be the least understood, and in many ways, the most important of the learning domains. A similar system for specifying attitudinal objectives has been developed by D.R. Krathwohl. Like the Bloom taxonomy, Krathwohl's hierarchy attempts to arrange these objectives in an order of difficulty. Since the affective domain is concerned with a student's attitudes, personal beliefs, and values, measuring educational objectives in this domain is not easy. For example, how is a positive attitude toward safety evaluated? Observable safety-related behavior indicates a positive attitude, but this is not like a simple pass/fail test that can be used to evaluate cognitive educational objective levels. Although a number of techniques are available for evaluation of achievement in the affective domain, most rely on indirect inferences.
- 50. Psychomotor Domain Levels Level Description Verbs Perceiving Recognizing movement position or pattern. Listen Observe Patterning (SET) Reproducing movement position or pattern. Imitate Practice GUIDED RESPONSE Using or modifying movement position or pattern. Adjust Modify MECHANISM Demonstrating efficient control in performing pattern. Improve Master COMPLEX OVERT RESPONSE Performing movement pattern in different ways. Design Develop ADAPTATION Originating novel movement or movement combinations. Construct Invent ORIGINATION Creating unique movement pattern. Create Invent
- 51. Psychomotor Domain • There are several taxonomies which deal with the psychomotor domain (physical skills), but none are as popularly recognized as the Bloom and Krathwohl taxonomies. However, the taxonomy developed by E.J. Simpson also is generally acceptable. • Psychomotor or physical skills always have been important in aviation. Typical activities involving these skills include learning to fly a precision instrument approach procedure, programming a GPS receiver, or using sophisticated maintenance equipment. As physical tasks and equipment become more complex, the requirement for integration of cognitive and physical skills
- 52. Conclusion It canbesaid that an educational process without objectives would belike a rudderless ship with neithertheteachernor thelearnerhaving any control and final destination maybequite different fromthe intended.