Blooms Taxonomy of Cognitive Development Principles of Teaching

Bloom's Taxonomy of Cognitive Development Principles of Teaching Andrews University School of Education

COGNITIVE DOMAIN • KNOWLEDGE • ANALYSIS • COMPREHENSION • SYNTHESIS • APPLICATION • EVALUATION

AFFECTIVE DOMAIN • • • RECEIVING RESPONDING VALUING ORGANIZATION CHARACTERIZATION

PSYCHOMOTOR DOMAIN • • • REFLEX MOVEMENTS BASIC FUNDAMENTAL MOVEMENTS PERCEPTUAL ABILITIES PHYSICAL ABILITIES SKILLED MOVEMENTS NON-DISCURSIVE MOVEMENTS

COGNITIVE DOMAIN KNOWLEDGE • Recognize, define, or recall specific information. USE: Records, Films, Videos, • Remembering or recognizing Models, Events, Media, something previously Diagrams, Books. . . encountered without necessarily understanding, APPROPRIATE VERBS: using, or changing it. Define, Identify, List, Locate, Recall, Discover, Match, • Remembering important Observe, Listen, Ask. . . names, dates, capitals, etc.

COGNITIVE DOMAIN COMPREHENSION • Targets understanding of content USE: Trends, • Summarizing, translating, Consequences, Tables, and providing examples of Cartoons. . . a concept APPROPRIATE VERBS: • Understanding the Compare, Summarize, material being Explain, Convert, Chart, Associate, Interpret. . . communicated without necessarily relating it to anything else

COGNITIVE DOMAIN • Focuses on whether students can use information to solve USE: Collection, Diary, Photographs, Sculpture, problems Stichery, Illustration. . . • Using general concepts to APPROPRIATE VERBS: Apply, solve a particular problem Calculate, Practice, • Solving math and word Demonstrate, Construct, Teach, Paint, Manipulate, problems Report. . . • Using punctuation properly APPLICATION

COGNITIVE DOMAIN • Breaking something down to reveal its organization and structure USE: Graph, Survey, Diagram, Chart, Questionnaire, • Breaking something down Report. . . into parts APPROPRIATE VERBS: • Why a short story “works” Analyze, Contrast, Deduce, • identify the component Differentiate, Distinguish, Infer, Classify, Categorize, parts of a science Dissect, Advertise, Survey. . . experiment ANALYSIS

COGNITIVE DOMAIN SYNTHESIS USE: Article, Radio Show, Video, Puppet Show, Inventions, Poetry, Short Story. . . APPROPRIATE VERBS: Compose, Create, Design, Formulate, Produce, Rearrange, Combine, Invent, Hypothesize, Write. . . • Asks students to create a unique (for them) product by combining different ideas • Writing a poem, painting a picture, creating a computer program, etc.

COGNITIVE DOMAIN EVALUATION • Highest level of the taxonomy USE: Letters, Group with • Students judge the value Discussion Panel, Court Trial, Survey, Selfor worth of something by evaluation, Value, Allusions. . . comparing it to predetermined criteria APPROPRIATE VERBS: Appraise, Assess, Critique, • Solve a pollution problem Judge, Support, Debate, • Assess a writing sample Evaluate, Editorialize, Recommend. . .

BLOOM’S TAXONOMY OF COGNITIVE DEVELOPMENT in Action • Re-evaluate your group’s categories. What changes would you make? Why? • • • Write one objective for each level of Bloom’s Taxonomy of Cognitive Development • • • Independent Practice Write 4 Objectives for each domain (affective, cognitive, psychomotor) Write 3 objectives for the interpersonal domain Indicate Related Domain Identify Level within the Cognitive Domain Include parts A, B, C, & D. , but not necessarily in that order.

Mr. Sheppard is enjoying his evening as he reads students’ objectives for Principles Class.