Higher Order Thinking Skills Blooms Taxonomy of Learning

Higher Order Thinking Skills: Bloom’s Taxonomy of Learning Objectives Michael Jhon M. Tamayao, MPhil

Objectives • At the end of the session, the participants must be able to: – Discuss Bloom’s original and revised taxonomy of learning objectives – Prepare their own learning objectives – Analyze a learning objective – Evaluate their old learning objectives – Design a new set of learning objectives according to Bloom’s taxonomy (workshops/exercises)

Topics • Definition of terms • Learning objectives • Domains of Learning and their corresponding taxonomy – Cognitive – Affective – Psychomotor

…compare …categorize …reward the fast learners

Benjamin Bloom • Against horse race education – Time is a constant – No opportunity for the underprivileged – Against geneticism • Believed in the molding power of the environment • Goal attainment system – Students are not to be compared; they should be helped – Time is a variable

Benjamin Bloom • Education must be: – Scientific – Measurable – Standardized • Education must promote social justice. – Giving more time to those who have less

Definition of Terms • Learning – Form of change: Behavior, Thinking, Feeling – Purposeful – Result of experience – Multifaceted – Active Process

Definition of Terms • Taxonomy – classification • Learning objectives – statements that identify what the learner will know and be able to do by the end of a course or program. • Taxonomy of learning objectives – classification of forms and levels of learning – It is an epistemological hierarchy; one level leads to the other • Domain of learning – expressions of the taxonomy; each is organized as a series of levels or pre-requisites; sequential

Domains of Learning • Cognitive domain – Mental skills (knowledge) • Affective domain – Growth in feelings or emotional areas (Attitude) • Psycho-motor domain – Manual of physical skills (Skills)

HOTs • Higher Order Thinking Skills • Cognitive process: synthesizing, analyzing, reasoning, comprehending, application, evaluation. • Activities: problem solving • For cognitive development

HOTs • Also Known As: Critical Thinking. Bloom's Taxonomy of Thinking Skills. • Examples: • Instead of asking “what is” or “what are” type questions, HOTs is asking questions like: what was the impact of. . . . explain why. . evaluate the significance of, why do you think. . . etc.

Learning Objectives • Format By the end of this seminar, the participants will be able to: Action Word -> Learning -> Criteria • Example: By the end of this seminar, the participants will be able to: Construct sound learning objectives for their own respective disciplines (Graded recitation/individual exercises)

Learning Objectives • Remember the acronym, SMART, when writing learning objectives: • S – Specific • M – Measurable • A – Achievable • R – Relevant • T - Timely

Learning Objectives • Verbs to avoid: – Understand – Enjoy – Know – Realize – Be aware of – Perceive

Learning Objectives • Instead try SMART verbs: – Demonstrate – Develop – Analyze – Express – Evaluate – Organize – Create – Write – Plan – Apply – Produce – Implement – Compile – Incorporate – Construct

Learning Objectives • Learning Objective SMARTification Learning Objective after Justification for the Learning Objective as Originally Stated “SMARTification” This course has the following objective: 1. To introduce you to some elementary concepts and questions in the philosophy of social science. By the end of this course, you will be able to: 1. Describe foundation concepts and questions in the philosophy of social science (final exam) - Learner-centred vs. topiccentred - Active versus passive - Explicitly linked to assessment

Learning Objectives • Learning Objective SMARTification Learning Objective after Justification for the Learning Objective as Originally Stated “SMARTification” This course has the following objective: 1. To develop your capacity to compute, analyze and interpret basic descriptive and inferential statistics By the end of this course, - Different knowledge you units and will be able to: levels, so better dealt 1. Compute basic descriptive with as and inferential statistics distinct (use one action(individual exercises/final verb per exam) objective, at the 2. Analyze basic descriptive minimum and inferential statistics acceptable level. ) computations (individual - Explicitly linked to exercises/final exam) 3. Interpret basic descriptive assessment and inferential statistics - Active versus passive analyses (individual exercises/final exam)

Learning Objectives • A statement of a learning objective contains a verb (an action) and an object (usually a noun). – The verb generally refers to [actions associated with] the intended cognitive process. – The object generally describes the knowledge students are expected to acquire or construct.

Taxonomy of Learning Objectives • The 3 Domains with their corresponding taxonomy:

Lea s t n int ding e d e era st u t we cti ude s solv g ll a on nt in d g s s wit s to ra k an ms u elf h m o in le lly c p n c h e b on er ore E o t ro dica fid s, a t p ho COGNITIVE en AFFECTIVE t s e c e m SKILLS Thinking, Emotional growth, problem-solving interpersonal development PSYCHOMOTOR SKILLS Physical activities Activities in classroom leading to experiential learning

Cognitive Domain • Bloom

Cognitive Domain CATEGORIES Knowledge Comprehension Application DEFINITION Remember previously learned information. Demonstration and understanding of the Facts Apply knowledge to actual situations. Analysis Break down objects or ideas into simpler parts and find evidence to support generalizations. Synthesis Compile component ideas into a new whole or propose alternative solutions. Evaluation Make and defend judgments based on internal evidence or external criteria.

Cognitive Domain Examples of objectives classified low level of difficulty 1. The student will identify/locate seven continents and four oceans. (knowledge) 2. The student will describe the method for making a color wheel. (knowledge) 3. In a given music example, the student should be able to identify all of the basic elements of music. (knowledge) 4. The student will identify independent and dependent variables within a given situation (knowledge) 5. After instruction, the student will state Newton's second law of motion as described in the physics textbook. (knowledge) 6. After review, the student will list three rock types. (knowledge)

Cognitive Domain Examples of objectives classified middle level of difficulty 1. Given a map, the student will find physical features using latitude and longitude. (application) 2. Students will be able to read a full musical score, describing how the elements of music are used. (application) 3. The student will solve two-variable linear equations. (application) 4. The students in the alto (tenor, soprano, etc) section of the choir will identify incorrect diction pronunciation of the recorded choral selection. (application) 5. After instruction, the student will prepare a graph showing temperature changes of rising and sinking air. (application)

Cognitive Domain Examples of objectives classified high level of difficulty 1. The student will evaluate the recorded band selection for correct interpretation of musical dynamics. (evaluation) 2. The student will evaluate ten volleyball serves. (evaluation) 3. The student will compare and contrast the way in which the elements of music are used in diverse genres. (analysis) 4. The student will generate real world problems that represent one-or two- linear equations. (synthesis) 5. Using materials provided, the student will design an experiment to solve an original scientific problem. (synthesis)

Cognitive Domain 1) Knowledge of specifics 1) 2) Knowledge of terminology Knowledge of specific facts 3) Extrapolation 3) Application 4) Analysis 1) Analysis of elements 2) Analysis of relationships 3) Analysis of organizational principles 2) Knowledge of ways and means of dealing with specifics 1) 2) 3) 4) 5) Knowledge of conventions Knowledge of trends and sequences Knowledge of classifications and categories Knowledge of criteria Knowledge of methodology 5) Synthesis 3) Knowledge of universals and abstractions in a field 1) 2) Knowledge of principles and 6) generalizations Knowledge of theories and structures 2) Comprehension 1) Translation 2) Interpretation 1) Production of a unique communication 2) Production of a plan, or proposed set of operations 3) Derivation of a set of abstract relations 6. 0 Evaluation 1) Evaluation in terms of internal evidence 2) Judgments in terms of external criteria

Cognitive Domain 1) Knowledge of specifics 1) 2) Knowledge of terminology Knowledge of specific facts 3) Extrapolation 3) Application 4) Analysis 1) Analysis of elements 2) Analysis of relationships 3) Analysis of organizational principles 2) Knowledge of ways and means of dealing with specifics 1) 2) 3) 4) 5) Knowledge of conventions Knowledge of trends and sequences Knowledge of classifications and categories Knowledge of criteria Knowledge of methodology 5) Synthesis 3) Knowledge of universals and abstractions in a field 1) 2) Knowledge of principles and 6) generalizations Knowledge of theories and structures 2) Comprehension 1) Translation 2) Interpretation 1) Production of a unique communication 2) Production of a plan, or proposed set of operations 3) Derivation of a set of abstract relations 6. 0 Evaluation 1) Evaluation in terms of internal evidence 2) Judgments in terms of external criteria

Revised Cognitive Domain Bloom’s Original Taxonomy, 1950 s Anderson and Krathwohl’s Taxonomy, 1990 s

Revised Cognitive Domain KNOWLEDGE Bloom’s Original Taxonomy, 1950 s Anderson and Krathwohl’s Taxonomy, 1990 s

Two Dimensional Taxonomy Cognitive Process K n o w l e d g e remember Factual Conceptual Procedural Metacognitive understand apply analyze evaluate create

Revised Cognitive Domain • by Anderson and Krathwohl

The cognitive processes dimension — categories, cognitive processes (and alternative names) lower order thinking skills higher order thinking skills remember recognizing (identifying) recalling (retrieving) understand interpreting (clarifying, paraphrasing, representing, translating) exemplifying (illustrating, instantiating) classifying (categorizing, subsuming) summarizing (abstracting, subsuming) inferring (concluding, extrapolating, interpolating, predicting) comparing (contrasting, mapping, matching) explaining (constructin g models) apply executing (carrying out) analyze differentiating evaluate checking create generating (discriminating, (coordinating, (hypothesizing) distinguishing, detecting, planning implementing focusing, monitoring, (using) (designing) selecting) testing) producing organizing critiquing (construct) (finding (judging) coherence, integrating, outlining, parsing, structuring) attributing (deconstructing)

Revised Cognitive Domain • Knowledge Metacognitive Procedural Conceptual Factual

Revised Cognitive Domain CATEGORY DEFINITION FACTUAL The basic elements that students must know to be acquainted with a discipline or solve problems in it CONCEPTUAL The interrelationships among the basic elements within a larger structure that enable them to function together PROCEDURAL How to do something; methods of inquiry, and criteria for using skills, algorithms, techniques, and methods. METACOGNITIVE Knowledge of cognition in general as well as awareness and knowledge of one's own cognition

The knowledge dimension — major types and subtypes concrete knowledge abstract knowledge factual knowledge of terminology knowledge of specific details and elements conceptual procedural knowledge of classifications and categories knowledge of subjectspecific skills and algorithms knowledge of principles and generalizations knowledge of subjectspecific techniques and methods metacognitive strategic knowledge about cognitive tasks, including appropriate contextual and conditional knowledge of theories, knowledge of criteria models, and structures for determining when self-knowledge to use appropriate procedures

Two Dimensional Taxonomy Cognitive Process K n o w l e d g e remember Factual Conceptual Procedural Metacognitive understand apply analyze evaluate create

Two Dimensional Taxonomy VERB remember N O U N Factual Conceptual Procedural Metacognitive understand apply analyze evaluate create

Two Dimensional Taxonomy VERB remember N O U N Factual List Conceptual Recognize Procedural Recall Metacognitive Identify understand apply analyze evaluate create

Two Dimensional Taxonomy VERB remember N O U N Factual Protein rich foods Conceptual Response of body to protein rich foods Procedural How to marinate a steak Metacognitive Aesthetic choice in the presentation of food understand apply analyze evaluate create

Two Dimensional Taxonomy VERB remember N O U N Factual List protein rich foods Conceptual Response of body to protein rich foods Procedural How to marinate a steak Metacognitive Aesthetic choice in the presentation of food understand apply analyze evaluate create

Two Dimensional Taxonomy VERB remember N O U N Factual List protein rich foods Conceptual Recognize the response of body to protein rich foods Procedural How to marinate a steak Metacognitive Aesthetic choice in the presentation of food understand apply analyze evaluate create

Two Dimensional Taxonomy VERB remember N O U N Factual List protein rich foods Conceptual Recognize the response of the body to protein rich foods Procedural Recall how to marinate a steak Metacognitive Aesthetic choice in the presentation of food understand apply analyze evaluate create

Two Dimensional Taxonomy VERB remember N O U N Factual List protein rich foods Conceptual Recognize the response of the body to protein rich foods Procedural Recall how to marinate a steak Metacognitive Identity one’s Aesthetic choice in the presentation of food understand apply analyze evaluate create

Verbs Remember Understand Apply Analyze Evaluate Create Arrange Count Define Describe Draw Duplicate Identify Label List Match Memorize Name Order Outline Point Quote Read Recall Recite Recognize Relate Recall Associate Classify Compute Convert Defend Discuss Distinguish Estimate Explain Express Extend Extrapolate Generalize Give examples Indicate Infer Locate Paraphrase Predict Rewrite Review Summarize Translate Add Apply Calculate Change Choose Classify Complete Compute Demonstrate Examine Facilitate Graph Illustrate Interpret Manipulate Modify Operate Prepare Produce Show Solve Subtract Translate Use Analyze Arrange Breakdown Calculate Categorize Combine Compare Contrast Criticize Design Detect Develop Diagram Differentiate Discriminate Distinguish Illustrate Infer Model Outline Point out Question Relate Select Appraise Argue Assess Compare Conclude Contrast Criticize Critique Defend Determine Discriminate Estimate Evaluate Explain Grade Interpret Judge Justify Measure Rank Rate Select Summarize Support Arrange Assemble Categorize Collect Combine Compile Compose Create Design Develop Devise Explain Formulate Generate Group Integrate Modify Order Organize Plan Propose Reconstruct Reorganize Revise

Two Dimensional Taxonomy Activity: Provide VERBS to complete the learning objectives N O U N remember understand apply analyze Factual Protein rich foods Features of a new product Parts of a poem Parts of an argument Conceptual Response of body to protein rich foods Adhesive’s toxicity Advice to novices High and low culture Procedural How to marinate a steak Assembly instructions PH Tests of water samples Compliance with new regulations Metacognitive Aesthetic choice in the presentation of food One’s response to culture shock Techniques that match one’s strengths One’s biases evaluate create

Two Dimensional Taxonomy Activity: Provide VERBS to complete the learning objectives N O U N remember understand apply analyze Factual Protein rich foods Discuss the features of a new product Show the parts of a poem Analyze parts of an argument Conceptual Response of body to protein rich foods Explain adhesive’s toxicity Provide advice to novices Differentiat e high and low culture Procedural How to marinate a steak Summarize the assembly instructions Graph PH Tests of water samples Integrate compliance with new regulations Metacognitive Aesthetic choice in the presentation of food Review one’s response to culture shock Use Deconstruct techniques one’s biases that match one’s strengths evaluate create

Exercises Taxonomy of Learning Objectives

Tell what’s wrong with the formulation of the following learning objectives: • This talk has the following objectives: 1. Know the meaning of economics. 2. Understand the relationship of economics and politics. 3. Perceive the benefits of economics in the lives of citizens. 4. Understand better components of management. 5. Realize the worth of the commercial industry.

SMARTified learning objectives: • By the end of the talk, the students must be able to: 1. 2. 3. 4. 5. Define the meaning of economics. Associate economics and politics. Apply the benefits of economics in one’s life. Analyze the major components of management. Assess how business licenses are issued by the local government.

Two Dimensional Taxonomy VERB remember Factual N O U N Conceptual understand apply 1. Define the meaning of economics. evaluate 4. Analyze the major components of management. 2. Associate economics and politics. Procedural Metacognitive analyze 5. Assess how business licenses are issued by the local government. 3. Apply the benefits of economics in one’s life. create

Two Dimensional Taxonomy VERB remember Factual N O U N Conceptual understand apply 1. Define the meaning of economics. evaluate 4. Analyze the major components of management. 2. Associate economics and politics. Procedural Metacognitive analyze 5. Assess how business licenses are issued by the local government. 3. Apply the benefits of economics in one’s life. create

Affective Domain • Kratwohl, Bloom and Masia

Affective Domain • It includes the manner in which we deal with things emotionally – feelings, values, appreciation, enthusiasms, motivations, and attitudes. • The five major categories are listed from the simplest behavior to the most complex.

Affective Domain CATEGORY DEFINITION Receiving Phenomena Awareness, willingness to hear, selected attention. Responding to Phenomena Active participation on the part of the learners. Attends and reacts to a particular phenomenon. Valuing The worth or value a person attaches to a particular object, phenomenon, or behavior. This ranges from simple acceptance to the more complex state of commitment. Organization Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating an unique value system. Internalizing values Has a value system that controls their behavior.

Affective Domain CATEGORY Examples and Key Words Receiving Phenomena 1. Listen to others with respect. 2. Listen for and remember the name of newly introduced people. Key Words: asks, chooses, describes, follows, gives, holds, identifies, locates, names, points to, selects, sits, erects, replies, uses Responding to Phenomena 1. Participates in class discussions. 2. Gives a presentation. 3. Questions new ideals, concepts, models, etc. in order to fully understand them. 4. Know the safety rules and practices them. Key Words: answers, assists, aids, complies, conforms, discusses, greets, helps, labels, performs, practices, presents, reads, recites, reports, selects, tells, writes.

Affective Domain CATEGORY Examples and Key words Valuing 1. Demonstrates belief in the democratic process. 2. Shows the ability to solve problems. 3. Proposes a plan to social improvement and follows through with commitment. 4. Informs management on matters that one feels strongly about. Key Words: completes, demonstrates, differentiates, explains, follows, forms, initiates, invites, joins, justifies, proposes, reads, reports, selects, shares, studies, works. Organization 1. Recognizes the need for balance between freedom and responsible behavior. 2. Accepts professional ethical standards. Creates a life plan in harmony with abilities, interests, and beliefs. 3. Prioritizes time effectively to meet the needs of the organization, family, and self. Key Words: adheres, alters, arranges, combines,

Affective Domain CATEGORY Examples and Key words Internalizing values 1. Shows self-reliance when working independently. 2. Cooperates in group activities (displays teamwork). 3. Uses an objective approach in problem solving. 4. Displays a professional commitment to ethical practice on a daily basis. 5. Values people for what they are, not how they look. Key Words: acts, discriminates, displays, influences, listens, modifies, performs, practices, proposes, qualifies, questions, revises, serves, solves, verifies.

Psycho-Motor Domain • Bloom, skill acquisition

Psycho-Motor Domain • It includes physical movement, coordination, and use of the motor-skill areas. • Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures, or techniques in execution. • The seven major categories are listed from the simplest behavior to the most complex.

Psychomotor Domain CATEGORY DEFINITION 1. Perception The ability to use sensory cues to guide motor activity. This ranges from sensory stimulation, through cue selection, to translation. 2. Set Readiness to act. It includes mental, physical, and emotional sets. 3. Guided Response The early stages in learning a complex skill that includes imitation and trial and error. Adequacy of performance is achieved by practicing. 4. Mechanism This is the intermediate stage in learning a complex skill. Learned responses have become habitual and the movements can be performed with some confidence and proficiency. 5. Complex Overt Response The skillful performance of motor acts that involve complex movement patterns. Proficiency is indicated by a quick, accurate, and highly coordinated performance, requiring a minimum of energy. This category includes performing without hesitation, and

Psychomotor Domain CATEGORY DEFINITION 6. Adaptation Skills are well developed and the individual can modify movement patterns to fit special requirements. 7. Origination Creating new movement patterns to fit a particular situation or specific problem. Learning outcomes emphasize creativity based upon highly developed skills.

Psychomotor Domain CATEGORY Examples and Key words 1. Perception Examples: Detects non-verbal communication cues. Estimate where a ball will land after it is thrown and then moving to the correct location to catch the ball. Adjusts heat of stove to correct temperature by smell and taste of food. Adjusts the height of the forks on a forklift by comparing where the forks are in relation to the pallet. Key Words: chooses, describes, detects, differentiates, distinguishes, identifies, isolates, relates, selects. 2. Set Examples: Knows and acts upon a sequence of steps in a manufacturing process. Recognize one's abilities and limitations. Shows desire to learn a new process (motivation). NOTE: This subdivision of Psychomotor is closely related with the “Responding to phenomena” subdivision of the Affective domain. Key Words: begins, displays, explains, moves, proceeds, reacts, shows, states, volunteers.

Psychomotor Domain CATEGORY Examples and Key words 3. Guided Response Examples: Performs a mathematical equation as demonstrated. Follows instructions to build a model. Responds hand-signals of instructor while learning to operate a forklift. Key Words: copies, traces, follows, react, reproduce, responds 4. Mechanism Examples: Use a personal computer. Repair a leaking faucet. Drive a car. Key Words: assembles, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches. 5. Complex Overt Response Examples: Maneuvers a car into a tight parallel parking spot. Operates a computer quickly and accurately. Displays competence while playing the piano. Key Words: assembles, builds, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches.

Psychomotor Domain CATEGORY Examples and Key words 6. Adaptation Examples: Responds effectively to unexpected experiences. Modifies instruction to meet the needs of the learners. Perform a task with a machine that it was not originally intended to do (machine is not damaged and there is no danger in performing the new task). Key Words: adapts, alters, changes, rearranges, reorganizes, revises, varies. 7. Origination Examples: Constructs a new theory. Develops a new and comprehensive training programming. Creates a new gymnastic routine. Key Words: arranges, builds, combines, composes, constructs, creates, designs, initiate, makes, originates.

There is meaning to what I perceive…

Exercises

In what domain of learning does the topic fall into? • • • Cooking Management Accounting Hotel Management Economics Aesthetics NTSP

In what domain of learning does the topic fall into? • • • Cooking (Skills Domain) Management Accounting (Cognitive Domain) Hotel Management (Skills/Cognitive) Economics (Cognitive) Aesthetics (Affective) NTSP (Cognitive/Affective)

How will the learning be measured? • • • Cooking – Psychomotor Taxonomy Management Acctng – Cognitive Taxonomy Hotel Management – Psycho-Cog Taxonomy Economics – Cognitive Taxonomy Aesthetics – Affective Taxonomy NTSP – Affective/Cognitive Taxonomy

How will the learning be measured? • • • Cooking – Naturalization (Complex) Management Acctng – Apply (HOTS) Hotel Mngt – Nat. /Apply (Complex/HOTS) Economics – Remember (LOTS) Aesthetics – Receiving (Simple) NTSP – Remember/Responding (LOTS/Simple)

Summary • Lower Level TS – Focus on Facts – Rote Learning – Short Term Memory • HOTS – Focus on Meaning – Aims at understanding – Long term Memory