Bloom Taxonomy By Prof Dr Arshad Ali IER
Bloom Taxonomy By Prof. Dr. Arshad Ali IER University of Peshawar
Education • It is a process of shaping/ changing the behaviour of individual in a desirable direction
FOUR BASIC QUESTIONS ABOUT TEACHING • • Why to Teach ? What to Teach? How to Judge?
FOUR BASIC QUESTIONS ABOUT TEACHING • • Why to Teach ? → What to Teach? → How to Judge? → Objectives Curriculum Methodology Assessment
Teaching/Education Process Objectives Assessment Content Methodology
Objectives Assessment Learning Experiences
Taxonomy of Educational Objectives APA & AERA 36 members Committee - 1948 -56 Dr. Benjamin Bloom (Chairman) (Bloom Taxonomy)
Who is Dr. Benjamin Bloom? ? • He was a teacher, thinker, & inventor • He worked at a college & University • He created a list about how we think about thinking… you may want to read that again! 1913 -1999
The Three Domains
The Three Domains
Cognitive Domain: What people know and how they think about what they know.
Cognitive Domain • RATIONAL LEARNING: • THINKING- Emphasis • knowledge, • using the mind, and • intellectual abilities. upon
Affective Domain: What people feel and how intensely they hold these feelings.
AFFECTIVE DOMIAN • EMOTIONAL LEARNING: • FEELING –Concerned • • • attitudes, appreciations, interests, values and adjustments. with
Psychomotor Domain: What people can do and how skillful they are in doing them.
PSYCHOMOTOR DOMAIN • PHYSICAL LEARNING: • DOING –Emphasizes • speed, • accuracy, and • physical skills.
Bloom’s Taxonomy Cognitive (knowledge) Affective (attitudes) Psychomotor (skills)
In short 1. Cognitive Domain (Head) Related to mental development /Intellectual development 2. Affective domain (Heart) Related to moral / character / choices / interest/emotional development 3. Psychomotor domain (Hand) Related to physical skills development
A good teacher makes you think even when you don’t want to. (Fisher, 1998, Teaching Thinking)
He who learns but does not think is lost (Chinese Proverb)
Sub-Levels of Cognitive objectives 1. Evaluation 2. Synthesis 3. Analysis 4. Application 5. Comprehension 6. Knowledge
Higher-Level Thinking Skills Evaluation Synthesis Analysis Application Comprehension Knowledge
Cognitive Domain Evaluation Synthesis The Higher The Level On The Graphic The Less That Level Tends To Be Addressed In Education Higher Level Thinking On Top Analysis Application Comprehension Knowledge Lower Level Thinking On The Bottom
Original Terms New Terms • Evaluation • Creating • Synthesis • Evaluating • Analysis • Analysing • Application • Applying • Comprehension • Understanding • Knowledge • Remembering
1. Knowledge(Remembering) The learner is able to recall, restate and remember learned information.
Knowledge (Remembering) : Students recalls or recognizes information, ideas, and principles in the approximate form in which they were learned. define locate Describe list name identify show recognize recall match
1. Define Newton , s 1 st law of motion 2. Give any three examples of insects. 3. Differentiate opinion from the fact a) A time will come that animals will be able to prepare food in their own body. b) the sun rises in the east 4. Match column A with column B
Classroom Roles for knowledge • Teacher roles • • • Directs Tells Shows Examines Questions Evaluates Student roles • • • Responds Absorbs Remembers Recognises Memorises Defines Describes Retells Passive recipient
Knowledge (Remembering) stems How many. . . ? What is. . . ? Who was it that. . . ? Name. . . Find the definition of… Who spoke to. . . ? Which is true or false. . . ?
2. Comprehension(Understanding) The ability to understand, translate, paraphrase, or interpret material.
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.
Comprehension: summarize explain interpret convert estimate paraphrase differentiate visualize restate Rewrite
• Describe the summary of yesterday session • Explain the importance of science in our daily life. • Show that how force can produce acceleration in a body? (demonstrate) • Visualize this paragraph in the form of a chart. (Trees are the largest and oldest of plants. We get wood , paper, fruit and chemicals from them. Some lose their leaves in winter. they use sunlight and chlorophyll in their leaves to turn carbon dioxide into oxygen)
“Understanding” stems Explain why… Write in your own words… How would you explain…? Write a brief outline. . . What do you think could have happened next. . . ? Who do you think. . . ? What was the main idea. . . ? Clarify… Illustrate…
3. Application(Applying) The learner makes use of information in a context different from the one in which it was learned.
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.
Application The capacity to use information and transfer knowledge from one setting to another. (Use learned material in a new situation). solve illustrate calculate show apply modify put into practice demonstrate operate
1) Solve: The length of a room is 5 meter , its width and heights are 4 and 6 meter respectively. find its volume. 2) Calculate the area of the table 3) Draw the diagram of a leaf and label its different parts. 4) After teaching about microscope , can the students use it? 5) Can the students use hands lens
“Applying” stems Explain another instance where… Group by characteristics such as… Which factors would you change if…? What questions would you ask of…? From the information given, develop a set of instructions about… (Pohl, 2000)
4. Analysing The learner breaks learned information into its parts to best understand that information.
4. ANALYSIS • Reasoning • Breaking material into parts and determining the relationships of these parts to each other and to the whole.
ANALYSIS • • Taking apart Recognition of patterns Organization of parts Discovery of hidden meanings Identification of components
Analysis Identifying detail and having the ability to discover and differentiate the component parts of a situation or information. analyze organize deduce choose diagram discriminate contrast compare distinguish categorize outline relate
• • • Separating the parts of a microscope Distinguishing deciduous and evergreen trees. In the animals kingdom separating all the five classes of animals Making categories of the animals with respect to food they eat. Distinguishes between. . . accurate and inaccurate facts and opinions cause and effect facts and statements relevant and irrelevant facts and hypotheses dominant and subordinate essential and unessential supportive and contradictory
“Analyzing” stems Which events could not have happened? If. . . happened, what might the ending have been? How is. . . similar to. . . ? What do you see as other possible outcomes? Why did. . . changes occur? Explain what must have happened when. . . What are some or the problems of. . . ? Distinguish between. . . What were some of the motives behind. . ? What was the turning point? What was the problem with. . . ? (Pohl, 2000)
5. Creating The learner creates new ideas and information using what has been previously learned. – – – – Designing Constructing Planning Producing Inventing Devising Making Can you generate new products, ideas, or ways of viewing things?
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.
SYNTHESIS Putting together • • Use old ideas to create new ones Generalize from given facts Relate knowledge from several areas Predict, draw conclusions
Synthesis The ability to combine parts to create the big picture. – design hypothesize support write report combine develop discuss plan compare create construct rearrange compose organize
• Writing a summary report • Combining the parts of a microscope • Developing some thing new or giving order in anew way • Constructing a stethoscope, wind meter, verniercalliper etc • Giving a proper order
“Creating” stems Design a. . . to. . . Devise a possible solution to. . . If you had access to all resources, how would you deal with. . . ? Devise your own way to. . . What would happen if. . . ? How many ways can you. . . ? Create new and unusual uses for. . . Develop a proposal which would. . . (Pohl, 2000)
6. Evaluating The learner makes decisions based on in-depth reflection, criticism and assessment.
6. EVALUATION • Evaluating • Judging the values of ideas, methods, materials, procedures, and solutions by developing and/or using appropriate criteria.
EVALUATIONJudging • Compare and discriminate between ideas • Assess value of theories, presentations • Make choices based on reasoned argument • Verify value of evidence • Recognize subjectivity
EVALUATIONJudging • • Appraise Argue Assess Attach Choose Compare Defend Estimate • • Judge Predict Rate Select Support Value Evaluate Explain
Evaluation The ability to judge the value or use of information using appropriate criteria. (Support judgment with reason). evaluate choose estimate judge defend appraise criticize justify debate support your reason conclude assess rate
• Ability to make a judgment. • Ability to decide why a judgment is the correct one • Understanding the value of some thing • Debating in favor of some thing • Assessment • Giving reasons to justify some thing • Having the ability to support the reasons
“Evaluating” stems Judge the value of. . . What do you think about. . . ? Defend your position about. . . Do you think. . . is a good or bad thing? How would you have handled. . . ? What changes to… would you recommend? Do you believe. . . ? How would you feel if. . . ? How effective are. . . ? What are the consequences. . . ? What influence will. . have on our lives? What are the pros and cons of. . ? Why is. . of value? What are the alternatives? Who will gain & who will loose? (Pohl, 2000)
Knowledge Isolated bits of information Comprehension Rearranged bits of information still resembling original Application Original information used in a helpful way
Analysis Original information is categorized Synthesis Creating something new and different Evaluation Requires judgment; which is a better creation and why? or
BLOOM’S REVISED TAXONOMY Creating Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing. Evaluating Justifying a decision or course of action Checking, hypothesising, critiquing, experimenting, judging Analysing Breaking information into parts to explore understandings and relationships Comparing, organising, deconstructing, interrogating, finding Applying Using information in another familiar situation Implementing, carrying out, using, executing Understanding Explaining ideas or concepts Interpreting, summarising, paraphrasing, classifying, explaining Remembering Recalling information Recognising, listing, describing, retrieving, naming, finding
(New Version) Creating Evaluating Analyzing Applying Understanding Remembering I n c r e a s i n g d i f f i c ul t y Bloom’s Taxonomy of Learning
26 -10 - 2015
The Cognitive Domain How to remember the six levels: Killing Cats Knowledge Comprehension Almost Application Always Analysis Seems Evil Synthesis Evaluation
Bloom’s Taxonomy How will it impact in your classroom?
Bloom’s Taxonomy Provides 1. The basis for creating C-L-E-A-R student learning expectations: • • • Comprehensible to students Learner-Centered Evident, observable in fulfillment Attainable, but of a high standard Related to the course content and goals
Bloom’s Taxonomy Provides 2. Cues for asking questions that stimulate classroom discussion 3. A framework for ensuring that you encourage students’ higher-order thinking skills
Why use Bloom’s taxonomy? • Write and revise learning objectives • Plan curriculum • Identifies simple to most difficult skills • Effectively align objectives to assessment techniques and standards • Incorporate knowledge to be learned (knowledge dimension) and cognitive process to learn • Facilitate questioning (oral language = important role within framework)
TABLE OF SPECIFICATION • The table which specify the proportion /weightage to be given to different objectives and content areas
TABLE OF SPECIFICATION : 1 Content: Level of Bloom Taxonomy Total Knowledge Comprehension Application Grammar 10 5 1 16 Reading 10 5 1 16 Writing 12 5 1 18 Total 32 15 3 50
Table of Specification : 2 Content: Level of Bloom taxonomy Total Knowledge Comprehension Application Chap. 1 10 5 1 16 (32%) Chap. 2 10 5 1 16 (32%) Chap. 3 12 5 1 18 (36%) Total 32 (64%) 15 (30%) 3 (6%) 50 (100%)
Sub-Classes of Affective Domain • • • five classes: 1. Receiving 2. Responding 3. Valuing 4. Organizing 5. Characterizing
Affective Domain Characterization By Value Or Value Complex Organization The Higher The Level On The Graphic The Less That Level Tends To Be Addressed In Education Valuing Responding Receiving Higher Level Thinking On Top Lower Level Thinking On The Bottom
Level 1 Receiving • Learner is aware of and willing to receive a value, belief, or attitude.
Receiving • Willingness to receive or attend to particular phenomenon or stimuli – Classroom activities – Textbook – Assignment, etc • Three subcategories – Awareness – Willingness to receive – Controlled or selected attention • Getting, holding, and directing student’s attention • Illustrative Behavioral Terms – – – – Acknowledge Ask Attend Be aware Choose Describe Follow Identify Listen Locate Name Reply Show alertness View Watch
Level 2 Responding • learner actively responds to the information presented in either a positive or negative manner.
Responding • Illustrative Behavioral Terms – – – Agree (to) Answer Task Comply Consent Conform Contribute Follow-up Indicate Inquire Obey – – – – Participate Pursue Question React Read Reply Report Request Respond Seek Select Visit Volunteer Write
Level 3 Valuing Learner shows a commitment to beliefs in a consistent way. Voluntary acceptance
Valuing • Student sees worth or value in the subject, activity, assignment, etc. • Characterized by valuing that is motivated – Not by the desire to comply or obey – By the individual’s commitment to the underlying value guiding the behavior • Learning outcomes are concerned with behavior that is consistent enough to make the value clearly identifiable
Valuing • Illustrative Behavioral Terms – – – Accept Adopt Approve Complete Choose Commit Desire Differentiate Display Endorse Exhibit Explain – – – – Express Form Initiate Invite Join Justify Prefer Propose Read Report Sanctioned Select Share Study Work
Level 4 Organization • Learner selects the stronger beliefs held within a group
Organization • Bringing together a complex of set of values, resolving possible conflicts between them, and beginning to build an internally consistent value system • Individual sees how the value relates to those already held or to new ones that are coming to be held • Integration of values is less harmonious; a kind of dynamic equilibrium dependent upon salient events at a specific point in time
Organization • Illustrative Behavioral Terms – – – – – Adapt Adhere Alter Arrange Categorize Classify Combine Compare Complete – – – – Defend Explain Group Identify Integrate Modified Order Organize Prepare Rank Relate Synthesize Systemize
Level 5 Characterization • Learner is described by the belief that has been adopted
Characterization By Value Or Value Complex • Internalization of values have a place in the individuals value hierarchy • Values have controlled one’s behavior for a sufficient long period of time to have developed a characteristic “lifestyle” • The behavior is pervasive, consistent, and predictable
Characterization By Value Or Value Complex • Illustrative Behavioral Terms – – – – Act Advocate Behave Characterize Conform Continue Defend Devote Disclose Discriminate Display Encourage Endure Exemplify Function – – – – Incorporate Influence Justify Maintain Modify Pattern Practice Preservice Performed Question Revise Retain Support Uphold Use
Sub-Classes of Psychomotor Domain • • 7 classes: 1. Perception 2. Set 3. Guided response 4. Mechanism 5. Complex overt response 6. Adaptation 7. Origination
Psychomotor Domain Seven Levels: • 1. Perception - awareness of objects in the environment • 2. Set - becoming ready for a particular activity (taking a position) • 3. Guided response - learners perform individual activities that will become part of a more complex task
Psychomotor Domain • 4. Mechanism - behaviors learned in guided response become habitual. • 5. Complex overt response - learners involved in more complex tasks, with response coming automatically • 6. Adaptation - learners are able to adapt activities to meet unanticipated situations • 7. Origination - ability to create new actions based upon previously developed skills
THANKS FOR YOUR NICE PARTICIPATION
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