Blooms Taxonomy 1913 1999 Developed By Dr Neeraj

Bloom’s Taxonomy 1913 -1999 Developed By: Dr. Neeraj Kumar Assistant Professor in Teaching of Commerce Malwa Central College of Education For Women, LUDHIANA

Presented on 23 August, 2013

The mind is not a vessel to be filled, but a fire to be ignited. (Plutarch)

A turtle makes progress when it sticks its neck out. (Anon)

HISTORY • The Original Bloom’s Taxonomy • Taxonomy of Cognitive Objectives • 1950 s - developed by Benjamin Bloom, et al (40 people) • The name “Bloom’s Taxonomy” came from the first editor listed on the book – being Benjamin Bloom • Means of expressing qualitatively different kinds of intellectual skills and abilities • Been adapted for classroom use as a planning tool • Provides a way to organize thinking skills into six levels, from the most basic to the more complex levels of thinking

Benjamin Bloom (1913 -1999) chart maker of the cognitive domain. . . Bloom's contributions to education began during his years in the Office of the Board of Examiners at the University of Chicago (1940 -1959). There he headed a group of cognitive psychologists who published the Taxonomy of Educational Objectives, Handbook 1: Cognitive Domain (Bloom, B. , Englehart, M. Furst, E. , Hill, W. , & Krathwohl, D. (1956). In 1959 Bloom spent a year at the Center for Advanced Study in Behavioral Sciences at Stanford University. This year marked a shift in his research. He spent the next 40 years researching problems in learning, rather than problems in testing, measurement, and evaluation. Funny. His latter work never reached the “stature” that educators were to give the taxonomic work. . . work in which he himself had lost interest.

Bloom’s Cognitive Taxonomy the classic cognitive domain taxonomy. . . • The Bloom group’s six level classification for intellectual behaviors important in learning puts forward the idea that not all learning objectives and outcomes have equal merit. In the absence of a classification-system (a taxonomy), teachers may choose, for example, to emphasize memorization of facts rather than emphasizing other (and likely more important) learned capabilities. • State level curriculum design did not reflect the intent of such a taxonomy until the late 1990 s. • In actual practice, the 6 levels are often reduced to 3 levels. • During the 1990's a new group of cognitive psychologists, lead by Lorin Anderson (a student of Bloom's), updated the taxonomy reflecting relevance to 21 st century work (see next slide). • By the way, the Bloom group also worked on the Affective Domain Taxonomy.

Taxonomy = Classification of thinking Six cognitive levels of complexity

Levels of Thinking Benjamin Bloom, a psychologist, identified the kinds of thinking humans do. He created a TAXONOMY (a classification) of the different levels of thinking our brains can engage in.

FRONTLOADING! • Blooms Taxonomy was originally created Benjamin Bloom for categorizing and classifying the levels of intellectual learning that commonly occur in the classroom setting. • It is important that teachers do not just teach lower order thinking skills at the bottom of Blooms Taxonomy such as knowledge and comprehension, but also teach higher order thinking skills at the top of blooms taxonomy such as synthesis and evaluation. • When students are using the higher order thinking skills they are more likely to retain information, perform better on standardized tests, and most importantly, achieve the ultimate goal of becoming lifelong learners.

The 6 Levels of Bloom’s Evaluation Synthesis Analysis Application Comprehension Knowledge

Original Terms New Terms • Evaluation • Creating • Synthesis • Evaluating • Analysis • Analyzing • Application • Applying • Comprehension • Understanding • Knowledge • Remembering

Creating Evaluating Analyzing Applying Understanding Remembering • Changes were based on 50+ years of consistent history of using Taxonomy for Learning Teaching and Assessing (Bloom’s Taxonomy) • The names of six major categories were changed from noun to verb forms. • The word knowledge was inappropriate to describe a category of thinking and was replaced with the word remembering instead • . • Comprehension and synthesis were retitled to understanding and creating respectively, in order to better reflect the nature of the thinking defined in each category. • Create took the place of Synthesis and moved to signify a more cognitively complex position on the matrix

Bloom’s Taxonomy • Benjamin Bloom formulated a classification of "the goals of the educational process” (1948 Convention of the American Psychological Association) • 3 "domains" of educational activities identified: 1. Cognitive Domain (knowledge, comprehension, and critical thinking) 2. Affective Domain (the way people react emotionally) 3. Psychomotor Domain (ability to physically manipulate a tool or instrument )

Cognitive Domain Analyzing Applying Creating Affective Domain Characterizing by value or value concept Evaluating Organizing & conceptualizing Remembering Receiving Understanding Responding Valuing Psychomotor Domain Articulating Imitating Manipulating Performing Precisioning

The Cognitive Domain • Involves knowledge and the development of intellectual attitudes and skills • A hierarchy of educational objectives • Subdivisions ranging from the simplest behaviour to the most complex

Bloom’s Taxonomy Creating Evaluation Analysising Applying Understanding Knowledge/Remembering

KNOWLEDGE DIMENSION THE TAXONOMY TABLE COGNITIVE PROCESS DIMENSION 2005 South Carolina Science Standards Revision

THE TAXONOMY TABLE COGNITIVE PROCESS DIMENSION 1. REMEMBER Recognizing Recalling 2. UNDERSTAND Interpreting Exemplifying Classifying Summarizing Inferring Comparing Explaining 3. APPLY Executing Implementing 4. ANALYZE Differentiating Organizing Attributing 5. EVALUATE Checking Critiquing 6. CREATE Generating Planning Producing 2005 South Carolina Science Standards Revision

• Factual Knowledge • Conceptual Knowledge • Procedural Knowledge • Metacognitive Knowledge 2005 South Carolina Science Standards Revision

Factual Knowledge • The basic elements students must know to be acquainted with a discipline or solve problems in it. – Knowledge of terminology – Knowledge of specific details and elements 2005 South Carolina Science Standards Revision

Conceptual Knowledge • The interrelationships among the basic elements within a larger structure that enable them to function together. – Knowledge of classifications and categories – Knowledge of principles and generalizations – Knowledge of theories, models and structures 2005 South Carolina Science Standards Revision

Procedural Knowledge • How to do something, methods of inquiry and criteria for using skills, algorithms, techniques and methods. – Knowledge of subject-specific skills and algorithms – Knowledge of subject-specific techniques and methods – Knowledge of criteria for determining when to use appropriate procedures 2005 South Carolina Science Standards Revision

Metacognitive Knowledge • Knowledge of cognition in general as well as awareness and knowledge or one’s own cognition. – Strategic knowledge – Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge How did I – Self-knowledge get that answer? 2005 South Carolina Science Standards Revision

THE TAXONOMY TABLE KNOWLEDGE DIMENSION COGNITIVE PROCESS DIMENSION 1. REMEMBER Recognizing Recalling 2. UNDERSTAND Interpreting Exemplifying Classifying Summarizing Inferring Comparing Explaining 3. APPLY Executing Implementing 4. ANALYZE Differentiating Organizing Attributing 5. EVALUATE Checking Critiquing 6. CREATE Generating Planning Producing Factual Knowledge Conceptual Knowledge Procedural Knowledge Metacognitive Knowledge 2005 South Carolina Science Standards Revision

Putting All the Pieces Together… 2005 South Carolina Science Standards Revision

Knowledge / Remembering Bloom’s Taxonomy • Knowledge/Remembering is defined as the remembering of previously learned material. • This may involve the recall of a wide range of material, from specific facts to complete theories, but all that is required is the bringing to mind of the appropriate information. • Learning outcomes: Knowledge represents the lowest level of learning outcomes in the cognitive domain. • Examples of learning objectives at this level are: o o o know common terms know specific facts know methods and procedures know basic concepts know principles University of Cape Town http: //web. uct. ac. za/projects/cbe/mcqman/mcqappc. html

Remember • retrieve relevant knowledge from long term memory 1. 1 Recognizing • Identifying 1. 2 Recalling • Retrieving 2005 South Carolina Science Standards Revision

Knowledge / Remembering Bloom’s Taxonomy • Exam Question Cues: o o o o List Define Tell Describe Identify Show Label Collect Examine Tabulate Quote Name Who When Where University of Cape Town http: //web. uct. ac. za/projects/cbe/mcqman/mcqappc. html

Classroom Roles for Remembering Teacher roles Student roles • • • • Directs Tells Shows Examines Questions Evaluates Responds Absorbs Remembers Recognises Memorises Defines Describes Retells Passive recipient

Understanding Bloom’s Taxonomy • Understanding is defined as the ability to grasp the meaning of material. • This may be shown by translating material from one form to another (words to numbers), by interpreting material (explaining or summarizing), and by estimating future trends (predicting consequences or effects). • These learning outcomes go one step beyond the simple remembering of material, and represent the lowest level of understanding. • Examples of learning objectives at this level are: o o o understand facts and principles interpret verbal material interpret charts and graphs translate verbal material to mathematical formulae estimate the future consequences implied in data justify methods and procedures University of Cape Town http: //web. uct. ac. za/projects/cbe/mcqman/mcqappc. html

Understand • Construct meaning from instructional messages, including oral, written and graphic communication. 2. 1 • • Interpreting Clarifying Paraphrasing Representing Translating 2. 3 Classifying • Categorizing • Subsuming 2. 2 Exemplifying • Illustrating • Instantiating Standards Revision

Understand - continued 2. 4 Summarizing • Abstracting • Generalizing 2. 5 • • Inferring Concluding Extrapolating Interpolating Predicting 2. 6 • • • Comparing Contrasting Mapping Matching 2. 7 Explaining • Constructing Models Standards Revision

Understanding • Exam Question Cues: Bloom’s Taxonomy Summarize Describe Interpret Contrast Predict Associate Distinguish Estimate Differentiate Discuss o Extend o o o o o University of Cape Town http: //web. uct. ac. za/projects/cbe/mcqman/mcqappc. html

Understand Sample Indicators • Illustrate the phases of the Moon and the Moon’s effect on ocean tides. • Explain the motions of the Earth and the Moon and the effects of these motions as they orbit the Sun (including day, year, phases of the Moon, eclipses and tides). • Summarize the functions of proteins, carbohydrates and fats in the human body. 2005 South Carolina Science Standards Revision

Classroom Roles for Understanding Teacher roles Student roles • • • • Demonstrates Listens Questions Compares Contrasts Examines Explains Describes Outlines Restates Translates Demonstrates Interprets Active participant

Applying Bloom’s Taxonomy • Applying refers to the ability to use learned material in new and concrete situations. • This may include the application of such things as rules, methods, concepts, principles, laws, and theories. • Learning outcomes in this area require a higher level of understanding than those under comprehension. • Examples of learning objectives at this level are: o apply concepts and principles to new situations o apply laws and theories to practical situations o solve mathematical problems o construct graphs and charts o demonstrate the correct usage of a method or procedure University of Cape Town http: //web. uct. ac. za/projects/cbe/mcqman/mcqappc. html

Apply • Carry out or use a procedure in a given situation. 3. 1 Executing • Carrying out 3. 2 Implementing • Using Standards Revision

Applying • Exam Question Cues: o o o o Bloom’s Taxonomy Apply Demonstrate Calculate Complete Illustrate Show Solve Examine Modify Relate Change Classify Experiment Discover University of Cape Town http: //web. uct. ac. za/projects/cbe/mcqman/mcqappc. html

Apply Sample Indicators • Apply established rules for significant digits, both in reading scientific instruments and in calculating derived quantities from measurement. • Use appropriate tools and instruments (including a microscope) safely and accurately when conducting a controlled scientific investigation. Standards Revision

Classroom Roles for Applying Teacher roles Student roles • • Solves problems • Demonstrates use of knowledge • Calculates • Compiles • Completes • Illustrates • Constructs • Active recipient Shows Facilitates Observes Evaluates Organises Questions

Analysing Key scienfitic instuments that we (comp sci’s) use Bloom’s Taxonomy • Analysing refers to the ability to break down material into its component parts so that its organizational structure may be understood. It is one of the key scienfitic instuments that we use in computer science. • This may include the identification of parts, analysis of the relationship between parts, and recognition of the organizational principles involved. • Learning outcomes here represent a higher intellectual level than comprehension and application because they require an understanding of both the content and the structural form of the material. • Examples of learning objectives at this level are: recognize unstated assumptions recognises logical fallacies in reasoning distinguish between facts and inferences evaluate the relevancy of data analyse the organizational structure of a work (art, music, writing) o can the student distinguish between the different parts? o o o University of Cape Town http: //web. uct. ac. za/projects/cbe/mcqman/mcqappc. html

Analyze • Break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose. 4. 1 Differentiating • Discriminating • Distinguishing • Focusing • Selecting Standards Revision

Analyze - continued 4. 2 Organizing • Finding coherence • Integrating • Outlining • Parsing • Structuring 4. 3 Attributing • Deconstructing 2005 South Carolina Science Standards Revision

Analysis • Exam Question Cues: o o o Bloom’s Taxonomy Analyse Separate Order Explain Connect Classify Arrange Divide Compare Select Explain Infer University of Cape Town http: //web. uct. ac. za/projects/cbe/mcqman/mcqappc. html

Analyze Sample Indicators • Distinguish among observations, predictions and inferences. • Organize and interpret the data from a controlled scientific investigation in terms of whether they refute or verify the hypothesis. • Attribute global climate patterns to geographic influences (including latitude, topography, elevation, and proximity to water). 2005 South Carolina Science Standards Revision

Classroom Roles for Analysing Teacher roles Student roles • • • • • Probes Guides Observes Evaluates Acts as a resource Questions Organises Dissects Discusses Uncovers Argues Debates Thinks deeply Tests Examines Questions Calculates Investigates Inquires Active participant

Evaluating Bloom’s Taxonomy • Evaluating is concerned with the ability to judge the value of material (statement, novel, poem, research report) for a given purpose. • The judgments are to be based on definite criteria. These may be internal criteria (organization) or external criteria (relevance to the purpose) and the student may determine the criteria or be given them. • Learning outcomes in this area contain elements of all the other categories, plus conscious value judgments based on clearly defined criteria. • Examples of learning objectives at this level are: o judge the logical consistency of written material, o judge the adequacy with which conclusions are supported by data o judge the value of a work (art, music, writing) by the use of internal criteria o judge the value of a work (art, music, writing) by use of external standards of excellence University of Cape Town http: //web. uct. ac. za/projects/cbe/mcqman/mcqappc. html

Evaluate • make judgments based on criteria and standards 5. 1 Checking • Coordinating • Detecting • Monitoring • Testing 5. 2 Critiquing • Judging 2005 South Carolina Science Standards Revision

Evaluating • Evaluating o o o o Bloom’s Taxonomy Assess Decide Rank Grade Test Measure Recommend Convince Select Judge Explain Discriminate Support Conclude Compare Summarize University of Cape Town http: //web. uct. ac. za/projects/cbe/mcqman/mcqappc. html

Evaluate Sample Indicators • Critique a conclusion drawn from a scientific investigation. 2005 South Carolina Science Standards Revision

Classroom Roles for Evaluating Teacher roles Student roles • Clarifies • Accepts • Guides • • • Judges Disputes Compares Critiques Questions Argues Assesses Decides Selects Justifies Active participant

Creating Bloom’s Taxonomy • Creating refers to the ability to put parts together to form a new whole. • This may involve the production of a unique communication (theme or speech), a plan of operations (research proposal), or a set of abstract relations (scheme for classifying information). • Learning outcomes in this area are highest in the cognitive hierarchy because they stress creative behaviours, with major emphasis on the formulation of new patterns or structure. • Examples of learning objectives at this level are: o write a well organized theme o gives a well organized speech writes a creative short story (or poem or music) o propose a plan for an experiment o integrate learning from different areas into a plan for solving a problem o formulates a new scheme for classifying objects (or events, or ideas) o can the student justify a stand or decision? University of Cape Town http: //web. uct. ac. za/projects/cbe/mcqman/mcqappc. html

Create • Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure. 6. 1 Generating • Hypothesizing 6. 2 Planning • Designing 6. 3 Producing • Constructing 2005 South Carolina Science Standards Revision

Creating • Exam Question Cues: o o o o Bloom’s Taxonomy Combine Integrate Modify, Rearrange Substitute Plan Create Design Invent, What if? Compose Formulate Prepare Generalize Rewrite University of Cape Town http: //web. uct. ac. za/projects/cbe/mcqman/mcqappc. html

Create Sample Indicators • Design a controlled scientific investigation. • Construct a line graph from recorded data with correct placement of independent (manipulated) and dependent (responding) variables. 2005 South Carolina Science Standards Revision

Classroom Roles for Creating Teacher roles Student roles • • • • Facilitates Extends Reflects Analyses Evaluates Designs Formulates Plans Takes risks Modifies Creates Proposes Active participant

Social Studies Example • 6. 5. 5 – Know the life and moral teachings of Buddha and how Buddhism spread in India, Ceylon, and Central Asia. REMEMBER Recognizing Recalling UNDERSTAND Interpreting Exemplifying Classifying Summarizing Inferring Comparing Explaining Describe the life of Buddha Explain how the teaching of Buddha impacted others. APPLY Executing Implementing ANALYZE Differentiating Organizing Attributing EVALUATE Checking Critiquing CREATE Generating Planning Producing Determine how the teachings of Buddha spread throughout many countries Prioritize The Eightfold Path and The Four Noble Truths as they relate to your life. Rewrite The Four Noble Truths for the 21 st Century, and create a new version of The Eightfold Path Debate whether Hinduism or Buddhism had a greater impact on the culture of India.

Math Example • Simplify numerical expressions by applying properties of rational numbers. (Distributive process) REMEMBER Recognizing Recalling Match the expression with the process you would use to solve UNDERSTAND Interpreting Exemplifying Classifying Summarizing Inferring Comparing Explaining APPLY Executing Implementing ANALYZE Differentiating Organizing Attributing Compare and Contrast the distributive, associative, and commutative process. Illustrate the distributive process and label its parts. How could you distinguish between the distributive and commutative process. EVALUATE Checking Critiquing Rewrite the expression using the distributive process. CREATE Generating Planning Producing Justify your answer using the distributive method.

Affective Domains of Bloom’s Taxonomy

Affective Domain • The affective domain (Krathwohl, Bloom, Masia, 1973) includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes. The five major categories are listed from the simplest behavior to the most complex: • Krathwohl, D. R. , Bloom, B. S. , & Masia, B. B. (1973). Taxonomy of Educational Objectives, the Classification of Educational Goals. Handbook II: Affective Domain. New York: David Mc. Kay Co. , Inc.

Affective Domain • The affective domain the most important of the learning domains’ objective 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, 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.

Cont….

Affective Domain (Krathwohl, 1964) A taxonomy of 5 levels – students gradually evolve into higher levels. 1. Receiving - The lowest level; the student passively pays attention. Without this level no learning can occur. 2. Responding - The student actively participates in the learning process, not only attends to a stimulus, the student also reacts in some way. 3. Valuing - The student attaches a value to (or has a preference for) an object, phenomenon, or piece of information. 4. Organizing - The student can conceptualize a value and value differences by comparing, relating and elaborating on what has been learned. 5. Characterizing or Value Complex - The student has held a particular value or belief that now exerts influence on his/her behavior so that it becomes a characteristic and is part of her/his lifestyle.

The Affective Domain Receiving Responding Valuing Being aware of or attending to something in the environment Showing some new behaviors as a result of experience Showing some definite involvement or commitment Krathwohl, D. , Bloom, B. , & Masia, B. (1956). Taxonomy of educational objectives. Handbook II: Affective domain. New York: David Mc. Kay.

The Affective Domain Organization Characterization by Value Integrating a new value into one's general set of values, giving it some ranking among one's general priorities. Acting consistently with the new value; person is known by the value.

Affective Domain The affective domain addresses the acquisition of attitudes and values. The taxonomy contains five levels that can be remembered by the following mnemonic device: Receiving Responding Valuing Organization Characterization www. rhinocerospie. com/. . . / archive-072004. html Regular Rude Vices Offend Christ Krathwohl, D. , et al. (1956). Taxonomy of educational objectives, handbook II: Affective domain. New York: Mc. Kay.

Affective Domain Levels Level Description Verbs Objective Receiving Being aware of, or attending to something in the environment. Listen Notice Tolerate Listen attentively to badminton introduction. Responding Showing some new behavior as a result of experience. Comply Enjoy Follow Voluntarily help set up badminton nets. Valuing Showing some definite involvement or commitment. Carry out Express Attend optional badminton match. Organization Integrating a new value into one's Choose general set of values relative to Consider other priorities. Prefer Purchase own badminton racket. Characterization Acting consistently with the new value; person is known by the value. Join intramurals to play badminton twice per week. Act on Depict Exemplify

Social Studies Example Affective Domain • Receiving Responding Valuing Organization Characterization by Value

Math Example(Affect. Domain) • Simplify numerical expressions by applying properties of rational numbers. Responding Receiving. Valuing. Organization Characterizati on by Value J

Psychomotor Domains of Bloom’s Taxonomy

Psychomotor Domain (physical - skills -'do') • The 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. http: //www. businessballs. com/bloomstaxonomyoflearningdom ains. htm

Psychomotor Habit Practice Imitation

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 increases.

Process of becoming aware of objects, qualities, etc by The Psychomotor Domain way of senses. Basic in Perception situation-interpretation-action chain leading to motor activity. Set Readiness for a particular kind of action or experience; may be mental, physical or emotional. Simpson, J. S. (1966). The classification of educational objectives, psychomotor domain. Office of Education Project No. 5 -85 -104. Urbana, IL: University of Illinois.

The Psychomotor Domain Overt behavioral act under Guided Response Mechanism guidance of an instructor, or following model or set criteria. Learned response becomes habitual; learner has achieved certain confidence and proficiency or performance.

The Psychomotor Domain Complex Overt Response Adaptation Performance of motor act considered complex because of movement pattern required. Altering motor activities to meet demands of problematic situations.

The Psychomotor Domain Origination Creating new motor acts or ways of manipulating materials out of skills, abilities and understandings developed in the psychomotor area.

Social Studies Psy. Domain • Percepti on set Guided Mechani Comple Respon sm x Overt se Respon se Adaptati on Originati on

Math Psy, Domain • Simplify numerical expressions by applying properties of rational numbers. Percepti on set Guided Mechani Comple Adaptati Originati Respon sm x Overt on on se Respon se. . J

Levels of Psychomotor • Dave's (1975): • Imitation — Observing and patterning behavior after someone else. Performance may be of low quality. Example: Copying a work of art. • Manipulation — Being able to perform certain actions by following instructions and practicing. Example: Creating work on one's own, after taking lessons, or reading about it. • Precision — Refining, becoming more exact. Few errors are apparent. Example: Working and reworking something, so it will be “just right. ” • Articulation — Coordinating a series of actions, achieving harmony and internal consistency. Example: Respond effectively to unexpected experiences. Revise treatment plant to adapt to changes in patient’s condition. • Naturalization — Having high level performance become natural, without needing to think much about it. Examples: Construct a new theory. Create a new treatment approach.

Psychomotor Domain Level Description Verbs Example Imitation copy action of another; observe and replicate copy, follow, replicate, repeat, adhere watch teacher or trainer and repeat action, process or activity Manipulation reproduce activity from instruction or memory re-create, build, perform, execute, implement carry out task from written or verbal instruction Precision execute skill reliably, independent of help demonstrate, complete, show, perfect, calibrate, control, perform an activity with expertise and to high quality without assistance or instruction; able to demonstrate an activity to other learners Articulation adapt and integrate expertise to satisfy a nonstandard objective construct, solve, combine, coordinate, integrate, adapt, develop, formulate, modify, master relate and combine associated activities to develop methods to meet varying, novel requirements

Social Studies Psy. Domain • Imitation Manipulation Precision Articulation Naturalization

Math Psy. Domain • Simplify numerical expressions by applying properties of rational numbers. Imitation Manipulation Precision Articulation Naturalization

Psychomotor Domain Perceiving Patterning Accommodating Refining The psychomotor domain involves development of the body and skills it performs. The taxonomy contains seven levels that can be remembered by the following mnemonic device: www. campdiscovery. com/ Specialist-04/Tennis-01. jpg Varying Improvising Composing Bressan’s adaptations of Jewett et al. , “Educational change through a taxonomy for writing physical education objectives, ” Quest 15, 35 -36, 1971. Premiu m Pandas Acquire Rare Value In China

Psychomotor Domain Levels Level Description Verbs Objective Perceiving Recognizing movement position or pattern. Listen Observe Discover headstand movement principles. Patterning Reproducing movement position or pattern. Imitate Practice Perform headstand following modeling. Accommodating Using or modifying Adjust movement position or pattern. Modify Use headstand in routine. Refining Demonstrating efficient control in performing pattern. Perform headstand with pointed toes. Varying Performing movement pattern Design in different ways. Develop Perform headstand in three positions. Improvising Originating novel movement or movement combinations. Construct Invent Combine headstand with new skill. Composing Creating unique movement pattern. Create Invent Create floor exercise routine. Improve Master

Social Studies Psy. Domain • Perceivi Patterni Accommod ng ng ating Refining Varying Improvising Composing

Math Psy. Domain • Simplify numerical expressions by applying properties of rational numbers. Perceivi ng Patterning Accommo dating Refining Varying Improvisi Composing ng

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