Bloom's Taxonomy & Learning Objectives
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This document discusses Bloom's Taxonomy and learning objectives. It provides information on Bloom's original cognitive domain taxonomy from 1956 and Krathwohl's affective domain taxonomy from 1964. It also mentions three versions of the psychomotor domain. The document outlines the six levels of Bloom's revised cognitive taxonomy from 2001, as well as examples of digital learning activities aligned with each level based on Andrew Churches' Digital Taxonomy from 2008. Overall, the document provides background on Bloom's Taxonomy and examples of how it can be applied to classify educational objectives and digital learning activities.
![Taxonomy of Learning Objectives
Taxonomy – Just a word for a form of classification
M. K. Gandhi [Harijan: July 31, 1937] - By Education
I mean an all-round drawing out of the best in child
and man - body, mind and spirit.
Hand Head Heart – 3 ‘H’
Psychomotor Cognitive Affective – 3 Domains
- Benjamin Samuel Bloom [1956]](https://image.slidesharecdn.com/mjprubloom1092-181217140004/85/Bloom-s-Taxonomy-Learning-Objectives-4-320.jpg)
Bloom's Taxonomy & Learning Objectives
- 1. Blooms Taxonomy & Learning Objectives Presented By Dr. Anamika Asst. Prof. M.Ed. N.K.B.M.G. (P.G.) College Chandausi, Sambhal (U.P.) angelanamika22@gmail.com
- 2. Aim and objectives Aim Where one aspire to be by the end Usually written by using an infinitive verb (to + verb) For example, My aim is to investigate, to understand, and to explore etc. Objectives Specific steps taken to achieve aim Achievable and measurable Usually written by using an action verb and expressed through active sentences. For example, I will… collect, construct, produce, test, measure, analyze etc.
- 3. Learning Objectives What the learners will do? Learner-centered Explicit and Understandable Facilitate getting learning evidences Observable by performance of learners Can be changed or modified depending upon the needs of the learners Deep understanding of the content is one of the most important requirements for writing learning objectives
- 4. Taxonomy of Learning Objectives Taxonomy – Just a word for a form of classification M. K. Gandhi [Harijan: July 31, 1937] - By Education I mean an all-round drawing out of the best in child and man - body, mind and spirit. Hand Head Heart – 3 ‘H’ Psychomotor Cognitive Affective – 3 Domains - Benjamin Samuel Bloom [1956]
- 5. Key Points Bloom’s taxonomy is a set of three hierarchical models used to classify educational learning objectives into levels of complexity and specificity. The models were named after Benjamin Bloom, who chaired the committee of educators that devised the taxonomy. The original cognitive domain was published in 1956. The affective domain was categorized by David R. Krathwohl (Co-author of Bloom’s Taxonomy) in 1964. There are 3 versions of psychomotor domain by 3 different authors — Harrow (1972); Simpson (1972); and Dave (1975). A revised version of the taxonomy for the cognitive domain was created in 2001 by Lorin W. Anderson (former student of Bloom) and David Reading Krathwohl.
- 6. Bloom’s Taxonomy & Its Extension Cognitive Domain (Bloom -1956) Cognitive Domain (Anderson & Krathwohl - 2001) Affective Domain (Krathwohl-1964) Psychomotor Domain (Dave-1975) 6. Evaluation 6. Creating 5. Synthesis 5. Evaluating 5. Characterization 5. Naturalization 4. Analysis 4. Analyzing 4. Organizing 4. Articulation 3. Application 3. Applying 3. Valuing 3. Precision 2. Comprehension 2. Understanding 2. Responding 2. Manipulation 1. Knowledge 1. Remembering 1. Receiving 1. Imitation
- 7. Bloom's Digital Taxonomy Developed by Andrew Churches in 2008 as an extension of the original Bloom’s Taxonomy and creates a hierarchy of learning activities (Anderson and Krathwohl’s categories of remembering, understanding, applying, analyzing, evaluating and creating) in a digital environment. Churches’ Taxonomy uses an active learning approach (allows for failure and encourages learning through doing), with students using digital tools to complete a learning activity at the various levels. The aim of the taxonomy is not to focus on specific digital tools but ensure that the student progresses through the hierarchy of levels, building on what they have learnt and using these skills as they move from LOTS to HOTS.
- 8. Remembering Digitally it is the act of retrieving knowledge to produce information (definitions and lists etc.) Lowest but vitally important taxonomic level for learning The use of basic searches is a relevant task for testing students’ abilities to find and access necessary resources and is a skill that is built on and used in all other levels. With access to a vast quantity of information in the digital age, it is not the remembering of information but the knowledge of how to retrieve it? that is important. identify a legitimate search engine Identify the correct keyword in order to (Google / Bing / Yahoo) and receive the information required & type understand how it works? in search box to access vast resources
- 9. Understanding The construction of meaning and the building of relationships Involved the categorizing and tagging of bookmarks through register an account with social bookmarking application Delicious (www.delicious.com) & then bookmark a number of relevant websites or specific web articles Once the links have been created, the student would spend some time adding tags to the bookmarks. Tagging create relationships among various bookmarks Create tag bundles to group similar tags together This task allows the student to organize the information they have retrieved, create links between resources and construct meaning from this categorization process.
- 10. Applying The student implements the skills they have learned to produce a presentation, document or simulation. The editing of a wiki page as Wikipedia (www.wikipedia.org), would be an appropriate learning activity. Register an editing account with Wikipedia and navigate to an appropriate page to edit with relevant information Follow editing guidelines of Wikipedia, edit & save the page Keeping a similar writing-style to the rest of the article Student can upload and add images to the page In this task they have used material they have generated, through independent research, and carried out an editorial procedure to add this to a wiki page.
- 11. Analyzing The student learns to process data, dividing it into parts and determining the relationships between these parts and the overall purpose of the project. At this level the use of an online survey tool as Survey Monkey (www.surveymonkey.com) could be an appropriate learning activity. Register an account with Survey Monkey and set a survey questionnaire with closing date by using the online tools Invite respondents to participate After closing date, use available tools in Survey Monkey to organize the results – comparing responses, dividing respondents into groups and deciding how these groups relate to each other and how they relate to the overall survey topic?
- 12. Evaluating Make criteria-based judgements through critiquing and checking In the digital environment there are a multitude of opportunities for discussion and an ease of participation through comments Through the task of moderating and critically responding to comments made on a blog post Using a free blogging platform such as WordPress (www.wordpress.com), write a blog post, encourage comment and interact with the ideas presented. Activate email alert option on adding new comment Evaluate and decide about making the comment publicly visible or delete it using the tools supplied by WordPress Student learns to evaluate comments on a blog post using a set of criteria - does it contribute to the online discussion? and then respond accordingly
- 13. Creating Concerned with taking various elements and creating a new, coherent product The learning activity the student could participate in at this level could be the publishing and distribution of an e-book through the Amazon (www.amazon.com) platform. Using an application such as Microsoft Word, lay out the text, formatting chapter and section headings and deciding on fonts to use & add any images decided to use. Save the file. Create an account at the Amazon Direct Publishing website, input the e-book's metadata (author name, description, etc.) and upload the Microsoft Word version book. Using the tools Amazon provides, create a cover with price for e- book. The Amazon software would then convert these elements into an e-book format to be read on the Kindle. Once reviewed by staff members, the e-book would be available for sale.
- 14. THANK YOU & HAVE A NICE DAY