Writing Effective Learning Objectives Using Bloom's Taxonomy_Ppt
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Bloom's Taxonomy was created in 1956 to promote higher-order thinking in education beyond memorization. It outlines three learning domains - cognitive, affective, and psychomotor. The cognitive domain involves intellectual skills and knowledge. It has six categories of cognitive processes ranging from simple to complex: knowledge, comprehension, application, analysis, synthesis, and evaluation. In 2001, Anderson and Krathwohl revised Bloom's Taxonomy, changing the names of the categories to verb forms and rearranging their order. The revision also included a matrix to classify learning objectives based on knowledge and cognitive process.
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Instructional designers, trainers, and educators
refer to these three categories as KSA
Knowledge [cognitive],
Skills [psychomotor], and
Attitudes [affective])
Domains may be thought of
as categories](https://image.slidesharecdn.com/writingeffectivelearningobjectivesbloomstaxonomy-170120022532/85/Writing-Effective-Learning-Objectives-Using-Bloom-s-Taxonomy_Ppt-4-320.jpg)
Writing Effective Learning Objectives Using Bloom's Taxonomy_Ppt
- 1. Marc Imhotep Cray, M.D. Marc Imhotep Cray, M.D.1
- 2. Marc Imhotep Cray, M.D. Bloom's Taxonomy was created in 1956 under leadership of educational psychologist Dr. Benjamin Bloom in order to promote higher forms of thinking in education such as analyzing and evaluating concepts, processes, procedures, and principles rather than just remembering facts (rote learning) It is most often used when designing educational, training, and learning processes 2
- 3. 3 The Three Domains of Learning The committee identified three domains of educational activities or learning (Bloom, et al. 1956): Cognitive: mental skills (knowledge) Affective: growth in feelings or emotional areas (attitude or self) Psychomotor: manual or physical skills (skills)
- 4. 4 Instructional designers, trainers, and educators refer to these three categories as KSA Knowledge [cognitive], Skills [psychomotor], and Attitudes [affective]) Domains may be thought of as categories
- 5. 5 The Cognitive Domain Involves knowledge and development of intellectual skills (Bloom, 1956) includes recall or recognition of specific facts, procedural patterns, and concepts that serve in development of intellectual abilities and skills There are six major categories of cognitive processes starting from simplest to most complex Knowledge Comprehension Application Analysis Synthesis Evaluation NB: Categories can be thought of as degrees of difficulties. That is, first ones must normally be mastered before next one can take place. LowertoHigher
- 6. 6 Lorin Anderson, former student of Bloom, and David Krathwohl revisited the cognitive domain in nineties and made some changes Anderson LW, Krathwohl DR, et.al. A Taxonomy for Learning, Teaching, and Assessing: A revision of Bloom's Taxonomy of Educational Objectives. New York: Pearson: Allyn & Bacon, 2001. Bloom's Revised Taxonomy Major revisions included: changing names in six categories from noun to verb forms rearranging six categories as shown in chart on next slide creating a processes and levels of knowledge matrix
- 8. 8 Processes & Levels of Knowledge Matrix The Knowledge Dimension Remember Understand Apply Analyze Evaluate Create Facts Concepts Processes Procedures Principles Metacognitive
- 9. 9 An example matrix that has been filled in might look something like this: The Knowledge Dimension Remember Understand Apply Analyze Evaluate Create Facts list para-phrase classify outline rank categorize Concepts recall explains show contrast criticize modify Processes outline estimate produce diagram defend design Procedures reproduce give an example relate identify critique plan Principles state converts solve different- iates conclude revise Meta- cognitive proper use interpret discover infer predict actualize
- 10. Marc Imhotep Cray, M.D. 10 Further study: Writing Learning Objectives Using Bloom's Taxonomy, A Tutorial by Dr. Cray