Bloom’s taxonomy

Review 2001:’s taxonomy is a classification of learning objectives within education proposed in 1956 by a committee of educators chaired by Benjamin Bloom, who also edited the first volume of the standard text, Taxonomy of educational objectives: the classification of educational goals[1] (1956).[2][3] Although named after Bloom, the publication followed a series of conferences from 1949 to 1953, which were designed to improve communication between educators on the design of curricula and examinations.

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Cognitive: Skill that revolver around knowledge, comprehension, and critical thinking on a particular topic.

– Knowledge: Exhibit more of learned material by recalling facts: What are the health benefits of eating apples?

-Comprehension: Demonstrate understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating main ideas. Compare the health benefits of eating apples vs oranges.

– Application: Using new knowledge. Which kinds of apples are best for baking a pie, and why?

– Analysis: Examine and break information into parts by identifying motives or causes. List four ways of serving foods made with apples and explain which ones the highest health benefits. Provide references to support your statement.

Synthesis: Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions. Convert an “unhealthy” recipe for apple pie to a “healthy” recipe” by replacing your choice of ingredients. Explain the health benefits of using the ingredients you chose vs the original ones.

-Evaluation: Present and defend opinions by making judgements about information, validity of ideas or quality or work based on a set of criteria. Do you feel that serving apple pie for an after school snack for children is healthy?

Affective. Skills in the affective domain describe the way people react emotionally and their ability to feel other living things, pain or joy.

–  Receiving: the lowest level; the student passively pays attention

– Responding: The student actively participates in the learning process, not only attends to a stimulus.

– Valuing: The student associates a value or some values to the knowledge he acquired.

Organizing: The student can put together different values, information and ideas and accommodate them withing his/her own schema.

– Characterizing: The student holds a particular value of belief that now exerts influence on his/her behavior so that it becomes a characteristic.

Psychomotor: Ability to physically manipulate a tool o instrument ( a hand or a hammer)

– Perception: The ability to use sensory cues to guide motor activities.

Set: Readiness to act. It includes mental, physical, and emotional sets.

– Guided response:  Follows instructions to build a model.

– Mechanism: Intermediate stage in learning a complex skill.

– Complex overt response: The skill full performance of motor acts that involve complex movement patterns.

– Adaption: Skills are well developed and the individual can modify movement patterns to fit special requirements.

– Origination: Construct a new theory. Develop a new and comprehensive program.


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