Revised_Blooms_Taxonomy.ppt
- 1. REVISED BLOOM’S TAXONOMY OF EDUCATIONAL OBJECTIVES Presentation by Prof. Dr. D. BRAHADEESWARAN Professor – Emeritus Academic Staff College VIT, Vellore unnamala1947@gmail.com September 2019
- 2. Overview of the Presentation 1. Introduction 2. Cognitive Process Dimension 3. Knowledge Dimension 4. Uses of Taxonomy Table 5. Sub Types in the Knowledge Dimension 6. Categories in the Cognitive Process Dimension Slide # 2
- 3. REVISED BLOOM’S TAXONOMY In contrast with the single dimension of the original Taxonomy proposed by Bloom, B.S (1956) the revised framework of Anderson, L.W. et al (2001) is two-dimensional. The two dimensions are cognitive process and knowledge. Contd. Slide # 3
- 4. A statement of an objective contains a verb and a noun. The verb describes the intended cognitive process. The noun describes the knowledge students are expected to acquire. REVISED BLOOM’S TAXONOMY Contd. Slide # 4
- 6. “The student will learn to differentiate (the cognitive process) between rational numbers and irrational numbers, (the knowledge)”. REVISED BLOOM’S TAXONOMY Slide # 6
- 7. The continuum underlying the cognitive process dimension is cognitive complexity; COGNITIVE PROCESS DIMENSION Slide # 7 1. Remember 6. Create 3. Apply 4. Analyze 5. Evaluate 2. Understand
- 8. The continuum underlying the knowledge dimension is Concreteness/ Abstractness. KNOWLEDGE DIMENSION Slide # 8 (B) Conceptual (C) Procedural (D) Metacognitive (A) Factual Abstract Concrete
- 9. THE TAXONOMY TABLE The Knowledge Dimension The Cognitive Process Dimension 1. Remember 2. Understand 3. Apply 4. Analyze 5. Evaluate 6. Create A. Factual Knowledge B. Conceptual Knowledge C. Procedural Knowledge D. Meta-Cognitive Knowledge Slide # 9
- 10. The student will learn to implement the reduce-reuse-recycle approach to conservation Educational Objective The student will learn to implement the reduce- reuse-recycle approach to conservation. Noun The reduce-reuse-recycle approach to conservation Verb implement Knowledge Dimension Factual knowledge Conceptual knowledge Procedural knowledge (the reduce-reuse-recycle approach to conservation) Metacognitive knowledge Cognitive Process Dimension Remember Understand Apply (implement) Analyze Evaluate Create THE KNOWLEDGE DIMENSION THE COGNITIVE PROCESS DIMENSION 1. REMEMBER 2. UNDERSTAND 3. APPLY 4. ANALYZE 5. EVALUATE 6. CREATE A. Factual B. Conceptual C. Procedural X D. Meta-Cognitive HOW AN OBJECTIVE IS CLASSIFIED IN THE TAXONOMY TABLE? Slide # 10
- 11. TYPES AND SUBTYPES OF THE KNOWLEDGE DIMENSION MAJOR TYPES AND SUBTYPES EXAMPLES A. FACTUAL KNOWLEDGE – The basic elements students must know to be acquainted with a discipline or solve problems in it AA. Knowledge of terminology Technical vocabulary, musical symbols AB. Knowledge of specific details and elements Major natural resources, reliable sources of information Slide # 11
- 12. MAJOR TYPES AND SUBTYPES EXAMPLES B. CONCEPTUAL KNOWLEDGE - The interrelationships among the basic elements within a larger structure that enable them to function together BA. Knowledge of classifications and categories Periods of geological time, forms of business ownership BB. Knowledge of principles and generalizations Pythagorean theorem, law of supply and demand BC. Knowledge of theories, models and structures Theory of evolution, structure of Congress Slide # 12 TYPES AND SUBTYPES OF THE KNOWLEDGE DIMENSION
- 13. MAJOR TYPES AND SUBTYPES EXAMPLES C. PROCEDURAL KNOWLEDGE - How to do something, methods of inquiry and criteria for using skills, algorithms, techniques and methods CA. Knowledge of subject-specific skills and algorithms Skills used in painting with watercolors, whole-number division algorithm CB. Knowledge of subject-specific techniques and methods Interviewing techniques, scientific method CC. Knowledge of criteria for determining when to use appropriate procedures Criteria used to determine when to apply a procedure involving Newton’s second law, criteria used to judge the feasibility of using a particular method to estimate business costs Slide # 13 TYPES AND SUBTYPES OF THE KNOWLEDGE DIMENSION
- 14. MAJOR TYPES AND SUBTYPES EXAMPLES D. METACOGNITIVE KNOWLEDGE - Knowledge of cognition in general as well as awareness and knowledge of one’s own cognition DA. Strategic knowledge Knowledge of outlining as a means of capturing the structure of a unit of subject matter in a textbook, knowledge of the use of heuristics DB. Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge Knowledge of the types of tests particular teachers administer, knowledge of the cognitive demands of different tasks DC. Self-knowledge Knowledge that critiquing essays is a personal strength, whereas writing essays is a personal weakness, awareness of one’s own knowledge level Slide # 14 TYPES AND SUBTYPES OF THE KNOWLEDGE DIMENSION
- 15. The six categories in the cognitive process dimension and related cognitive processes are presented in the next slide. Slide # 15 CATEGORIES IN THE COGNITIVE PROCESS DIMENSION
- 16. Slide # 16 BLOOM’S REVISED TAXONOMY Creating Creating Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing. Evaluating Evaluating Justifying a decision or course of action Checking, hypothesising, critiquing, experimenting, judging Analysing Analysing Breaking information into parts to explore understandings and relationships Comparing, organising, deconstructing, interrogating, finding Applying Applying Using information in another familiar situation Implementing, carrying out, using, executing Understanding Understanding Explaining ideas or concepts Interpreting, summarising, paraphrasing, classifying, explaining Remembering Remembering Recalling information Recognising, listing, describing, retrieving, naming, finding
- 17. Slide # 17 Original Terms New Terms • • • • • • • • • • • • Pohl, M. (2000). Learning To Think, Thinking To Learn-Models and Strategies to Develop a Classroom Culture of Thinking. Cheltenham,Vic.,Australia: Hawker Brownlow Education. Evaluation Synthesis Analysis Application Comprehension Knowledge Creating Evaluating Analysing Applying Understanding Remembering
- 18. CATEGORIES OF THE COGNITIVE PROCESS DIMENSION PROCESS CATEGORIES COGNITIVE PROCESSES AND EXAMPLES 1. REMEMBER - Retrieve relevant knowledge from long-term memory 1.1 RECOGNIZING (e.g., Recognize the dates of important events in Indian history) 1.2 RECALLING (e.g., Recall dates of important events in Indian history) Slide # 18 1. REMEMBER
- 19. PROCESS CATEGORIES COGNITIVE PROCESSES AND EXAMPLES 2. UNDERSTAND - Construct meaning from instructional messages, including oral, written and graphic communication 2.1 INTERPRETING (e.g., Paraphrase important speeches and documents) 2.2 EXEMPLIFYING (e.g., Give examples of various artistic painting styles) 2.3 CLASSIFYING (e.g., Classify observed or described cases of mental disorders) 2.4 SUMMARIZING (e.g., Write a short summary of the events portrayed on videotapes) 2.5 INFERRING (e.g., In learning a foreign language, infer grammatical principles from examples) 2.6 COMPARING (e.g., Compare historical events to contemporary situations) 2.7 EXPLAINING (e.g., Explain what happens to the rate of the current when a secondary battery is added to a circuit) Slide # 19 CATEGORIES OF THE COGNITIVE PROCESS DIMENSION 2. UNDERSTANDING
- 20. PROCESS CATEGORIES COGNITIVE PROCESSES AND EXAMPLES 3. APPLY - Carry out or use a procedure in a given situation 3.1 EXECUTING (e.g., Divide one whole number by another whole number, both with multiple digits) 3.2 IMPLEMENTING (e.g., Determine in which situations Newton’s second law is appropriate) Slide # 20 CATEGORIES OF THE COGNITIVE PROCESS DIMENSION 3. APPLY
- 21. PROCESS CATEGORIES COGNITIVE PROCESSES AND EXAMPLES 4. ANALYZE - Break material into constituent parts and determine how parts relate to one another and to an over-all structure or purpose 4.1 DIFFERENTIATING (e.g., Distinguish between relevant and irrelevant numbers in a mathematical word problem) 4.2 ORGANIZING (e.g., Structure evidence in a historical description into evidence for and against a particular historical explanation) 4.3 ATTRIBUTING (e.g., Determine the point of view of the author of an essay in terms of his or her political perspective) Slide # 21 CATEGORIES OF THE COGNITIVE PROCESS DIMENSION 4. ANALYZE
- 22. PROCESS CATEGORIES COGNITIVE PROCESSES AND EXAMPLES 5. EVALUATE - Make judgments based on criteria and standards 5.1 CHECKING (e.g., Determine whether a scientist’s conclusions follow from observed data) 5.2 CRITIQUING (e.g., judge which of two methods is the best way to solve a given problem) Slide # 22 CATEGORIES OF THE COGNITIVE PROCESS DIMENSION 5. EVALUATE
- 23. PROCESS CATEGORIES COGNITIVE PROCESSES AND EXAMPLES 6. CREATE - Put elements together to form a coherent or functional whole, reorganize elements into a new pattern or structure 6.1 GENERATING (e.g., Generate hypotheses to account for an observed phenomenon) 6.2 PLANNING (e.g., Plan a research paper on a given historical topic) 6.3 PRODUCING (e.g., Build habitats for certain species for specified purposes) Slide # 23 CATEGORIES OF THE COGNITIVE PROCESS DIMENSION 6. CREATE
- 24. SUMMARY 1. Cognitive Process Dimension 2. Knowledge Dimension 3. Uses of Taxonomy Table 4. Sub Types in the Knowledge Dimension 5. Categories in the Cognitive Process Dimension