Bloom'S Taxonomy: Danish Latif
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Shimmering MoonBloom'S Taxonomy: Danish Latif
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Shimmering MoonBLOOM’S TAXONOMY
DANISH LATIF
Taxonomy means:
a set of classification of principles or structure
Domain means:
category
The most well known description of learning domains
was developed by Benjamin Bloom.
It is known as Bloom’s taxonomy
Bloom’s Taxonomy
• Benjamin Bloom formulated a classification of "the goals
of the educational process”
(1948 Convention of the American Psychological Association)
• 3 "domains" of educational activities identified:
1. Cognitive Domain (knowledge, comprehension, and critical thinking)
2. Affective Domain (the way people react emotionally)
3. Psychomotor Domain (ability to physically manipulate a tool or instrument )
The Cognitive Domain
• Involves knowledge and the development of
intellectual attitudes and skills
• A hierarchy of educational objectives
• Subdivisions ranging from the simplest
behavior to the most complex
Bloom’s Taxonomy
Creating
Evaluation
Analysising
Applying
Understanding
Knowledge/Remembering
Knowledge / Remembering
• Knowledge/Remembering is defined as the remembering of
previously learned material.
• This may involve the recall of a wide range of material, from specific facts
to complete theories, but all that is required is the bringing to mind of the
appropriate information.
• Learning outcomes: Knowledge represents the lowest level of learning
outcomes in the cognitive domain.
• Examples of learning objectives at this level are:
o know common terms
o know specific facts
o know methods and procedures
o know basic concepts
o know principles
Knowledge / Remembering
• Exam Question Cues:
o List
o Define
o Tell
o Describe
o Identify
o Show
o Label
o Collect
o Examine
o Tabulate
o Quote
o Name
o Who
o When
o Where
Remembering
What you remember…usually simple, short
answers.
Examples:
What are the names of the bones in your arm?
When did WWII begin?
Definitions.
Flashcard facts.
What is your reading assignment for next week?
When is your next test?
Understanding
is defined as the ability to grasp the meaning of material.
• This may be shown by translating material from one form to another (words
to numbers), by interpreting material (explaining or summarizing), and by
estimating future trends (predicting consequences or effects).
• These learning outcomes go one step beyond the simple remembering of
material, and represent the lowest level of understanding.
• Examples of learning objectives at this level are:
o understand facts and principles
o interpret verbal material
o interpret charts and graphs
o translate verbal material to mathematical formulae
o estimate the future consequences implied in data
o justify methods and procedures
Understanding
• Exam Question Cues:
o Summarize
o Describe
o Interpret
o Contrast
o Predict
o Associate
o Distinguish
o Estimate
o Differentiate
o Discuss
o Extend
Understanding
Moving toward in-depth understanding…and
being able to construct meaning.
Expand on simple memorization to create a bigger
“picture”.
Examples:
◦ Name three ways in which Abraham Lincoln is considered a successful president.
◦ What are the recurrent themes in the movie “Anatomy of a Murder”?
◦ How does the central nervous system coordinate movement?
Applying
• Applying refers to the ability to use learned material in new and concrete
situations.
• This may include the application of such things as rules, methods,
concepts, principles, laws, and theories.
• Learning outcomes in this area require a higher level of understanding
than those under comprehension.
• Examples of learning objectives at this level are:
o apply concepts and principles to new situations
o apply laws and theories to practical situations
o solve mathematical problems
o construct graphs and charts
o demonstrate the correct usage of a method or procedure
Applying
• Exam Question Cues:
o Apply
o Demonstrate
o Calculate
o Complete
o Illustrate
o Show
o Solve
o Examine
o Modify
o Relate
o Change
o Classify
o Experiment
o Discover
Applying
Put your knowledge to use…implement your
understanding.
Examples:
What do other filmmakers tend to borrow from Spielberg’s methods?
How can you apply knowledge to a situation or problem?
Math applied to construction and business…
Making Powerpoint presentations for class.
Analysing
• Analysing refers to the ability to break down material into its component
parts so that its organizational structure may be understood. It is one of the
key scienfitic instruments that we use in computer science.
• This may include the identification of parts, analysis of the relationship
between parts, and recognition of the organizational principles involved.
• Learning outcomes here represent a higher intellectual level than
comprehension and application because they require an understanding of
both the content and the structural form of the material.
• Examples of learning objectives at this level are:
o recognize unstated assumptions
o distinguish between facts and inferences
o evaluate the relevancy of data
o analyse the organizational structure of a work (art, music,
writing)
o can the student distinguish between the different parts?
Analysis
• Exam Question Cues:
o Analyse
o Separate
o Order
o Explain
o Connect
o Classify
o Arrange
o Divide
o Compare
o Select
o Explain
o Infer
Analyzing
Think critically about what you know.
Analysis requires you to…
Examine what you know. Do you really know?
Determine how do concepts relate to one another? An overall structure?
Be able to answer multi-faceted questions.
Discuss topics at length, and offer insight.
Examples:
Why are “Friday the 13th” films so financially successful?
Are they successful financially compared to other similar films? Why? Why not?
What roles has technology played in recent horror films ?
How would you classify Jason’s personality? Why?
Evaluating
• Evaluating is concerned with the ability to judge the value of material
(statement, novel, poem, research report) for a given purpose.
• The judgments are to be based on definite criteria. These may be internal
criteria (organization) or external criteria (relevance to the purpose) and the
student may determine the criteria or be given them.
• Learning outcomes in this area contain elements of all the other
categories, plus conscious value judgments based on clearly defined
criteria.
• Examples of learning objectives at this level are:
o judge the logical consistency of written material,
o judge the adequacy with which conclusions are supported by data
o judge the value of a work (art, music, writing) by the use of internal criteria
o judge the value of a work (art, music, writing) by use of external standards
of excellence
Evaluating
• Evaluating
o Assess
o Decide
o Rank
o Grade
o Test
o Measure
o Recommend
o Convince
o Select
o Judge
o Explain
o Discriminate
o Support
o Conclude
o Compare
o Summarize
Evaluating
Bringing all the pieces together.
What judgments or assumptions can be made after
you’ve critiqued the information?
Examples:
What types of story lines are popular with the horror film audience?
What are some characteristics of that type of audience? Why are those
unique?
How might Spielberg’s films be different if he’d been born 20 years earlier?
Creating Bloom’s Taxonomy
• Creating refers to the ability to put parts together to form a new whole.
• This may involve the production of a unique communication (theme or
speech), a plan of operations (research proposal), or a set of abstract
relations (scheme for classifying information).
• Learning outcomes in this area are highest in the cognitive hierarchy
because they stress creative behaviours, with major emphasis on the
formulation of new patterns or structure.
• Examples of learning objectives at this level are:
o write a well organized theme
o gives a well organized speech writes a creative short story (or poem or
music)
o propose a plan for an experiment
o integrate learning from different areas into a plan for
solving a problem
o formulates a new scheme for classifying objects (or events, or ideas)
Creating
Bloom’s Taxonomy
• Exam Question Cues:
o Combine
o Integrate
o Modify,
o Rearrange
o Substitute
o Plan
o Create
o Design
o Invent,
o What if?
o Compose
o Formulate
o Prepare
o Generalize
o Rewrite
Creating
Examples:
Write an essay detailing how Spielberg’s directing style
is unique when compared to other directors of his
time.
Prepare an audio/visual presentation illustrating the
development of special effects techniques over the
past 30 years.
Create a website that rates horror films.
What will your ratings be based on?
Two Memories
Memory plays a huge role in the process of learning.
Short-Term Memory
Very Fragile – retains 7 “chunks” of info for about 30 seconds.
Long-Term Memory
Endures without much practice.
Built through association (the more you know the easier it is to learn).
Can help to fill in “gaps” in short-term memory.
If you don’t use it, you may find that you lose some of it.
So…how does learning happen?
It Takes Time!!!!
Develop effective study practices…and stick with
them.
Review notes regularly, contrasting them with the textbook.
Attend every class meeting.
Attend study groups even if you don’t think you need to.
Determine if you are a night owl or morning dove and set a schedule –
MANAGE YOUR TIME!
Discuss concerns with your professors. They can help you “put all of the
pieces together”.
Avoid becoming discouraged if you don’t see immediate results. Try and
learn from these experiences…what can you do differently to attain the
outcome you desire?
Developing a Comprehensive
Understanding
Develop a goal…what do you want to achieve? What do you
need to achieve.
Maintain a positive attitude.
Foster a personal interest in your studies.
Do your best to stay focused…throughout the semester.
Try a process-oriented approach.
Think about the steps in Bloom’s Taxonomy.
How can you be systematic with your learning style?
Are you learning, or just preparing to answer test questions?
Class excercise:
Exploring Batteries with Bloom’s Taxonomy
• Knowledge/Remembering
o List as many uses for household batteries as you can think of. Name as
many different sized batteries as you can. Write down all the places where
you can buy batteries.
• Understanding
o Describe the composition of a battery. Draw and label the parts of a
battery. Describe how a battery works.
• Applying
o Draw a rough diagram illustrating how to properly insert a battery into a
torch, a tape recorder or alarm clock.
• Analysing
o Determine ways the battery has changed the following markets: toys,
small appliances, and health aids.
• Evaluating
o What criteria would you set up to evaluate a particular brand of battery?
How would you use these criteria to select your next battery?
• Creating
o Invent a new toy that operates on batteries.Draw your design and indicate