Topic Of Presentation

Layout
Introduction and History
Benefits
Components
 Cognitive Domain
 Affective Domain
 Psychomotor Domain
• Conclusion and Practical implication
Introduction and History
Taxonomy means a set of classification principles, or
structure and Domain simply means category.
Bloom’s Taxonomy is a classification of educational
objectives used for developing higher level thinking
skills. It is a process-oriented model that allows
teachers to present ideas and concepts at many
different levels to meet the needs of a variety of
learners.
 Cont.…
 In the 1950's Benjamin Bloom developed his
taxonomy of cognitive objectives, Bloom's
Taxonomy. This categorized and ordered thinking
skills and objectives. His taxonomy follows the
thinking process. You can not understand a
concept if you do not first remember it, similarly
you can not apply knowledge and concepts if you
do not understand them.
 Cont…

It is a continuum from Lower Order Thinking Skills

(LOTS) to Higher Order Thinking Skills (HOTS).
Cont…
 Bloom's Taxonomy divides educational objectives into
3 domains cognitive, Affective and psychomotor. Within
the domains, learning at the higher levels is dependent
on having attained prerequisite knowledge and skills at
lower levels. A goal of Bloom's Taxonomy is to motivate
educators to focus on all three domains, creating a
more holistic form of education.
 Benefits
Helps students develop higher level thinking skills
Increases the permanent acquisition of learning.
Bloom's Taxonomy helps educators identify the
intellectual level at which individual students are
capable of working. It also helps them ask questions
and create instruction aimed at critical thinking by
striving to reach the top three levels of analysis,
synthesis and evaluation with students ready for those
levels.
Cont...
Having an organized set of objectives helps teachers
to:
plan and deliver appropriate instruction.
Design valid assessment tasks and strategies.
Ensure that instruction and assessment are aligned
with the objectives.
Components of Bloom Taxonomy
Cognitive Division: mental skills (Knowledge)

Affective Division : growth in feelings or emotional

areas (Attitude or self)

Psychomotor Division: manual or physical skills

(Skills)
 Cognitive Division
The cognitive domain involves knowledge and the
development of intellectual skills (Bloom, 1956). This
includes the recall or recognition of specific facts,
procedural patterns, and concepts that serve in the
development of intellectual abilities and skills.
There are six major categories, which are listed in
order below, starting from the simplest behavior to the
most complex. The categories can be thought of as
degrees of difficulties. That is, the first ones must
normally be mastered before the next ones can take
place
Components of Cognitive
Knowledge
memory of previously learned materials by recalling facts, terms, basic
concepts and answers

 Knowledge of specifics - terminology, specific facts

 Knowledge of ways and means of dealing with specifics - conventions, trends and
sequences, classifications and categories, criteria, methodology

Key Words: arranges, defines, describes, identifies, knows, lists, matches,

names, outlines, recalls, recognizes, reproduces, selects.
Examples: What characters were in the story? Recite a poem you have learnt.
Name the capital of Pakistan. On which traffic light, we stop?
Write or define list of advantages and disadvantages of internet.

Questions like: What are the health benefits of eating apples

Comprehension
 Demonstrate understanding of facts and ideas by organizing,
comparing, translating, interpreting, giving descriptions, and stating
the main ideas

 Explain in one's own words the steps for performing a complex task.

 Example: A Government by the people (Democracy)

 Key Words: converts, defends, distinguishes, explains, extends,

generalizes, interprets, predicts, rewrite, summarizes, translates.

 Questions like: Compare the health benefits of eating fish vs. mutton.
 Application 
 Using new knowledge, Solve problems in new situations by applying
acquired knowledge, facts, techniques and rules in a different way.

Key Words: applies, changes, computes, constructs, demonstrates,

discovers, manipulates, modifies, operates, predicts, prepares,
produces, relates, shows, solves, uses.

 Examples: Take and display a collection of photographs on a particular

topic.

 Questions like: Which kinds of apples are best for baking a pie, and
why?
 Analysis 
 Examine and break information into parts by identifying motives or
causes. Make inferences and find evidence to support generalizations.
 Analysis of elements
 Analysis of relationships
 Analysis of organizational principles
 Examples: Survey classmates to find out what they think about a
particular topic, analysis the result.
 Key Words: analyzes, breaks down, compares, contrasts, diagrams,
differentiates, discriminates, distinguishes, identifies, illustrates,
relates, selects, separates
 Questions like: List four ways of serving foods made with apples and
explain which ones have the highest health benefits. Provide references
to support your statements.
Synthesis
 Compile information together in a different way by combining elements
in a new pattern or proposing alternative solutions.
 Production of a unique communication
 Production of a plan, or proposed set of operations

 Examples: Write a company operations or process manual. Design a

machine to perform a specific task. Integrates training from several
sources to solve a problem. Revises and process to improve the outcome.
 Key Words: categorizes, compiles, composes, creates, designs, explains,
generates, modifies, organizes, plans, rearranges, reconstructs, relates,
reorganizes, revises, rewrites, summarizes, tells, writes.
 Questions like: 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 judgments about information,
validity of ideas or quality of work based on a set of criteria.
 Judgments in terms of internal evidence
 Judgments in terms of external criteria
 Examples: Select the most effective solution. Hire the most qualified
candidate. Explain and justify a new budget.
 Key Words: compares, concludes, contrasts, criticizes, defends,
describes, discriminates, evaluates, explains, interprets, justifies,
relates, summarizes, supports.
 Questions like: Do you feel that serving apple pie for an after school
snack for children is healthy?
 Affective Domain
The affective domain is part of a system that was published in
1965 for identifying understanding and addressing how people
learn.
The affective domain describes learning objectives that
emphasize a feeling tone, an emotion or a degree of acceptance
or rejection. Affective objectives vary from simple attention to
selected phenomena to complex but internally consistent
qualities of character and conscience.
The affective domain contains learning skills that are
predominantly related to emotional (affective) processes. The
learning processes in the affective domain include being open to
experience, engaging in life, cultivating values, managing oneself,
and developing oneself.
Affective Domain Process
 The affective domain is comprised of five affective
processes.

 These processes are sequenced and identified as being

open to experience (receiving), engaging in life
(responding), cultivating values (valuing), managing
oneself (organizing), and developing oneself
(internalization).
Affective Domain Mind Map
 Receiving
 Receiving can be summarized by the key words
awareness, listening and paying attention. It starts
with being aware of the fact that you have to
receive the information in order to learn it.
Examples:
 Listen to others with respect.
 Listen for and remember the name of newly introduced
people.
 Read with intent.
 Responding
 Active participation on the part of the learners.
Attends and reacts to a particular phenomenon.
Learning outcomes may emphasize compliance in
responding willingness to respond or satisfaction in
responding.
Examples:
 Participate in class discussions.
 Give a presentation.
 Questions new ideals, concepts, models, etc. in order to
fully understand them.
 Know the safety rules and practices them.
 Valuing
 This is the worth or value that you attach to what you
are learning. It starts by simple acceptance of the fact
and ends with the more complex state of
commitment. This will become evident in your
behavior and is often identifiable by others.
Examples:
 Demonstrating belief in the democratic process.
 Valuing diversity.
 Showing the ability to solve problems.
 Proposing a plan for social improvement and following
through with commitment.
 Organizing
 Organizes values into priorities by contrasting different
values, resolving conflicts between them, and creating an
unique value system. The emphasis is on comparing,
relating, and synthesizing values.
Examples:
 Recognizing the need for balance between freedom and
responsible behavior.
 Accepting responsibility for your own behavior.
 Explaining the role of systematic planning in solving problems.
 Accepting professional ethical standards.
 Creating a life plan in harmony with abilities, interests, and
beliefs.
 Characterizing
 This is when your value system controls your
behavior. Your character is guided by your value
system. Your behavior becomes consistent and
predictable. It becomes characteristic of you as a
person and determines how you react personally,
socially and emotionally.
Examples:
 Show self-reliance when working independently.
 Cooperate in group activities.
 Displays good teamwork.
 Uses an objective approach when solving problems.
 Psychomotor Domain
The Psychomotor Domain was ostensibly established to
address skills development relating to manual tasks and
physical movement.
However it also concerns and covers modern day business
and social skills such as communications and operation IT
equipment.

for example telephone and keyboard skills or public

speaking.
The psychomotor domain focuses on performing
sequences of motor activities to a specified level of
accuracy, smoothness, rapidity or force.
 we see psychomotor learning in content including the
following:
 Lab courses for science classes
 Vocational courses
 Physical education courses
 Training in using specified equipment such as computers,
cameras, musical instruments etc.
 Performing arts
The Dave version of the Psychomotor Domain is featured
most prominently here because in my view it is the most
relevant and helpful for work and life-related
development.
Dave model is adequate and appropriate for most adult
training in the workplace. For young children, or for
adults learning entirely new and challenging physical
skills (which may require some additional attention to
awareness and perception, and mental preparation), or for
anyone learning skills which involve expression of feeling
and emotion, then the Simpson or Harrow models can be
more useful because they more specifically address these
issues.
Psychomotor domain by Dave’s(1975)

1.Imitation:Observing and patterning behavior after

someone else. Performing may be of low quality.
Examples: watch teacher or trainer and repeat action,
process or activity
 Copying a work of art
 Tracing on dots
 Performing ‘‘waddu” by copying someone.
2.Manipulation
Being able to perform certain action by following
instructions and practicing.
Examples:
Draw something after taking lesson
Performing ‘‘waddu” by following instructions
Carrying out task from written or verbal instruction.
 3.Precision
Refining, becoming more exact. Few error are apparent.
Examples:
 Performing and reperforming ‘‘waddu’’ so it will be just
right.
Perform a task or activity with expertise and to high
quality without assistance or instruction; able to
demonstrate an activity to other learners.
4.Articulation
Coordinating a series of action, achieving
harmony and internal consistency.
Examples:
Performing waddu with consistency
Producing a video that involve music, drama,
color, sound, etc
5.Naturalization
Having high performance become natural with out
needing to think much about it.
Examples:
Hafeez playing cricket
Ahmad hitting a golf ball
Performing ‘‘waddu’’
How to Use Bloom's Taxonomy in Class
Bloom taxonomy is based on progressive learning

Levels of Bloom taxonomy

Why It is Important For Us
 Helps Your Brain Grow Stronger
 Research shows that the critical thinking ability developed through
using the higher-level thinking skills of Bloom’s Taxonomy
“strengthens the brain—creating more synapses between nerve cells—
just as exercise builds muscle tissue.”
 “…higher ordering thinking skills…helps learners make connections
between past and new learning, creates new pathways, strengthens
existing pathways, and increases the likelihood that the new learning
will be consolidated and stored for future retrieval.”
 Helps You Develop Skills Employers Are Looking For
 Surveys after surveys of employers show that they are looking to hire
people who have the critical thinking skills demonstrated in the higher-
levels of Bloom’s Taxonomy (revised). They specifically say they want
“problem-solving skills rather than memorization of coursework.” 
 Continue
CREATE:
“creativity and innovation”
EVALUATE:
“critical thinking”
ANALYZE:
“analytic reasoning”
“well-developed analytical skills”
APPLY:
“apply learning to real world setting”
 implications
Educational implications of Bloom’s taxonomy include the following:
Bloom’s taxonomy provides a universally effective strategy for creating all type of
content to impart learning.
The taxonomy helps teachers make decisions about the classification of content.
Bloom’s taxonomy also helps teachers map content to tasks that students need to
perform.
Bloom’s taxonomy guides teachers to develop higher levels of thinking process for
critical thinking or creative thinking.
Using the taxonomy a teacher develops questions or projects that require the
development of thinking and reflection from the knowledge level to the evaluation
level.
A teacher or a syllabus designer designs a curriculum as well as classroom
assignment using Bloom’s taxonomy to advance the learning process from recalling
learning materials to higher level of thinking.
A teacher creates class activities based on  Bloom’s Taxonomy.
Why use bloom Taxonomy
 As educators in the 21st century, we are charged with educating students to be
successful in a complex, interconnected global society. This responsibility
requires schools to prepare students for technological, cultural, economic,
informational, and demographic changes. The higher-level thinking skills
embedded in Bloom’s Taxonomy target the 21st century skills needed today. It
is no longer sufficient to merely know the answer and regurgitate it on a test or
writing prompt. Instead, students need to be taught to take the knowledge and
understanding they have and use it in critical, creative, flexible, and innovative
ways.
 Conclusion
Blooms taxonomy has been used in many areas, particularly in the field of education.
 Although little, if any, of the human services literature addresses Bloom's taxonomy,
it is of particular importance to this field. When our students are working with
clients, it is imperative that they be able to quickly analyze, create, and apply what
they have learned. In many of the situations our students will encounter,
remembering facts and definitions will be of little use. It is the responsibility of the
instructor to not only introduce higher order thinking, but to integrate it into their
personal and professional philosophy and perspective. Bloom's taxonomy offers a
framework for instructors to do this. AU subject areas in human services can benefit
from Bloom's taxonomy including the introductory courses, skills courses, and
practicum and internship. While using Bloom's taxonomy in the classroom and with
assessments requires a time investment, students frequently comment on enjoying
the classroom activities, the challenge, and the depth of their learning. Although
sound theoretically, research needs to be conducted on the effects of Bloom's
taxonomy being used in the classroom on field experience and job performance.
