Bloom taxonomy, teaching and learning //
- 1. Bloom’s Taxonomy Zahid Ur Rehman BScN, Dip ICU, RN
- 2. Objectives By the end of class students will be able: Discuss the domains of bloom’s taxonomy Develop learning objectives ranging from lower thinking to higher order thinking for their teaching learning projects/or given in an activity form. Identify the strategies to respond to the level of cognition.
- 4. Types (domains) of learning objectives Cognitive objectives Describe the knowledge that learners are to acquire Affective objectives Describe the attitudes, feelings, and dispositions that learners are expected to develop Psychomotor objectives Relate to the manipulative and motor skills that learners are to master
- 5. Cognitive Domains The Cognitive Domain (Bloom, 1956) Intellectual skills Knowledge – Remembering the information Comprehension – Understanding the meaning Application – Using the information Analysis – Breaking down into parts Synthesis – Producing a new whole Evaluation – Judging the value
- 6. Affective Domains The Affective Domain (Bloom, 1964) Emotions, feelings & values Receiving - Willing to listen or see Responding - Active participation Valuing - Internalize the worthiness Organization - Ability to see the value Characterization by a value - Behavior consistent with a value system
- 7. Psychomotor Domains The Psychomotor Domain Muscular, motor skills, “hands-on” Readiness - Willingness for an activity Observation - Watches & is interested Perception - Senses & becomes able Response - Practices a skill Adaptation - Develops and masters a skill
- 8. APPLYING BLOOM’S TAXONOMY TO THE CLASS ROOM The creation of Bloom’s taxonomy after the Second World War reflects the increasing importance of formal education to industrialized society. In a world in which formal education began to play a greater role than ever before, Bloom’s taxonomy quickly became popular as a way to formalize teaching and learning practices, help write exams and develop curricula. a fundamental tenet of successful teaching. Among its many uses, Bloom’s taxonomy provides an excellent foundation for lessons, as it can be used as a framework in which to deliver appropriate activities, assessment, questioning, objectives and outcomes.
- 10. Level 1 Arrange Define Describe List Match Name Order Recall Reproduce Level 1, Remembering, is the most basic, requiring the least amount of cognitive rigour. This is about students recalling key information, for example, the meaning of a word. Remembering Example Questions Sample Activities What happened after…?How many…? Who was it that…? Can you name the…? Describe what happened at…? Who spoke to…? Can you tell why…? Find the meaning of…? What is…? Which is true or false…? Make a list of the main events. Make a timeline of events. Make a facts chart. Write a list of any pieces of information you can remember. List all the …. in the story/article/reading piece. Make a chart showing…
- 11. Level 2 Understanding, is to do with students demonstrating an understanding of the facts remembered. At this level, the student who recalls the definition of a word, for example, would also be able to show understanding of the word by using it in the context of different sentences. Classify Discuss Explain Identify Report Summarize Understanding Example Questions Sample Activities Can you write in your own words…? Can you write a brief outline…? What do you think could have happened next…? Who do you think…? What was the main idea…? Who was the key character…? Can you distinguish between…? What differences exist between…? Exemplify what you think the main idea was. Make a cartoon strip showing the sequence of events. Write and perform a play based on the story. Retell the story in your words. Paint a picture of some aspect you like. Write a summary report of an event.
- 12. Level 3 Applying, is concerned with how students can take their knowledge and understanding, applying it to different situations. This usually involves students answering questions or solving problems. Apply Calculate Demonstrate Interpret Show Solve Suggest Applying Example Questions Sample Activities Do you know another instance where…? Could this have happened in…? Can you group by characteristics such as…? What factors would you change if…? Can you apply the method used to some experience of your own…? Construct a model to demonstrate how it will work. Make a scrapbook about the areas of study. Take a collection of photographs to demonstrate a particular point. Make a clay model of an item in the material. Design a market strategy for your product using a known strategy.
- 13. Level 4 Analyzing, is about students being able to draw connections between ideas, thinking critically, to break down information into the sum of its parts. Analyze Assess Compare Contrast Distinguish Explore Infer Investigate Analyzing Example Questions Sample Activities Which events could have happened…? How was this similar to…? What was the underlying theme of…? What do you see as other possible outcomes? Why did … changes occur? Can you compare your … with that presented in…? Can you explain what must have happened when…? What are some of the problems of…? Design a questionnaire to gather information. Write a commercial to sell a new product. Conduct an investigation to produce information to support a view. Make a flow chart to show the critical stages. Construct a graph to illustrate selected information. Make a family tree showing relationships. Prepare a report about the area of study.
- 14. Level 5 Evaluating, is reached when students can make accurate assessments or judgements about different concepts. Students can make inferences, find effective solutions to problems and justify conclusions, while drawing on their knowledge and understanding. Argue Assess Critique Defend Evaluate Judge Justify Evaluating Example Questions Sample Activities Is there a better solution to…?Judge the value of… Can you defend your position about…? Do you think … is a good or a bad thing? How would you have handled…? What changes to … would you recommend? Do you believe…? Are you a … person? How would you feel if…? What do you think about…? Conduct a debate about an issue of special interest. Make a booklet about 5 rules you see as important. Convince others. Form a panel to discuss views, e.g. “Learning at School.”. Write a letter to … advising on changes needed at… Write a report. Prepare a case to present your view about…
- 15. Level 6 Creating, is the ultimate aim of students’ learning journey. At this final level of Bloom’s taxonomy, students demonstrate what they have learnt by creating something new, either tangible or conceptual. This might include, for example, writing a report, creating a computer program, or revising a process to improve its results. Compose Construct Create Devise Generate Organize Plan Produce Creating Example Questions Sample Activities Can you see a possible solution to…? If you had access to all resources how would you deal with…? What would happen if…? Can you create new and unusual uses for…? Can you write a new recipe for a tasty dish? Can you develop a proposal which would…? Invent a machine to do a specific task. Design a building to house your study. Create a new product. Give it a name and plan a marketing campaign. Write about your feelings in relation to… Write a TV show, play, puppet show, role play, song or pantomime about…? Design a record, book, or magazine cover for…?
- 16. As a final example, let’s take a look at a stepped questioning activity, in which a series of questions are asked (written down or verbally) that gradually move up the levels of Bloom’s taxonomy. Such an activity could be carried out during one single lesson: 1. What can you remember about the story? (Remembering) 2. Summarize the story in your own words. (Understanding) 3. Suggest how the main lessons in this story could help other young people. (Applying) 4. Why did the different characters in the story behave the way that they did? (Analyzing) 5. Evaluate the strength of the main character’s decision to leave. (Evaluating) 6. Rewrite the ending of this story, to show a different outcome. (Creating)
- 17. References Anderson, L. W & Krathwohl, D. R., eds. 2001. A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Allyn and Bacon. Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., Krathwohl, D. R. 1956. Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York: David McKay Company. Gershon, M. 2015. How to use Bloom’s Taxonomy in the Classroom – The Complete Guide.