BLOOM’S TAXONOMY

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 OBJECTIVES

By the end of the session learners will be able to:

 Define Bloom’s taxonomy

 Discuss the domains of bloom’s taxonomy
 Identify the strategies to respond to the level of cognition
 Compare new and old version of bloom’s taxonomy
 Develop learning objectives ranging from lower order
thinking to higher order thinking, for their teaching
learning projects

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 BLOOM’S TAXONOMY

A set of hierarchical model used to

classify educational learning
objectives into levels of complexity
and specificity. It is used to define
and distinguish different levels of
human cognition i.e thinking’ learning
and understanding

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 BENJAMIN BLOOM

Born: Feb 21st 1913, Lansford, Pennsylvania

Died: Sep 13, 1999 (aged 86), Chicago
Nationality: United States
Education: Ph.D. in Education
Occupation: Educational psychologist
Employer: American Educational Research Association

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 THREE DOMAIN OF LEARNING

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 COGNITIVE DOMAIN

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 KNOWLEDGE

 Recall of specifics and universals,

 Recall of information, knowledge of facts, dates, events, places

 Recall of methods and processes,

 Recall of a pattern, structure, setting

Keyword: Identify, describe, name, label, recognize, reproduce,

follow, define.

Objective:
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Define the 6 levelsBLOOM'S
of the Cognitive Domains.
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 COMPREHENSION

 Understanding or apprehension
 Interpreting of information in grasping meaning
 Individual knows what is being communicated
 Use of the material idea being communicated

Keywords: Describe, Explain, Summarize, Convert, Interpret

Objective: Explain the purpose of the cognitive domain

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 APPLICATION

 Refers to the use of abstractions in particular and

concrete situations
 Application of methods / theories

Keywords: Build, Make, Construct, Model, Predict, Prepare

Objective: Make an objective for the level of the cognitive

domain

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 ANALYSIS
 Breakdown of communication into its constituent elements or parts
 Relative hierarchy of ideas is made clear
 Relations between ideas expressed are made explicit.
 Identification of patterns reconition of components and their
relatioships

Keywords: compare/contrast, break down, distinguish, select,

separate

Objective: compare cognitive & affective domain

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 SYNTHESIS

 Involves the putting together of elements and parts so as to form a

whole
 Generlization from given knowledge
 Use old ideas to creat new one
 Organize and relate knowledge from several areas

Keywords: Design develop and organize.

Objective :Design the way to write the Objectives that combines three
domains
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 EVAULATION

 Make judgments or critique idea based on specific standards

and criteria

Keywords: Appraise, critique, judge, justify, argue, support

Objective: Judge the effectiveness of writing objectives using the

taxonomy

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 BLOOM’S REVISED
TAXONOMY

 2001 _ revision of Bloom’s Taxonomy with the title a Taxonomy

for Teaching, Learning, and Assessment

 The revised taxonomy underscore dynamism, using verbs and

label their categories and subcategories (rather than the nouns
of the original taxonomy). These “action words” describe the
cognitive processes by which thinkers encounter and work with
knowledge

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 BLOOM’S REVISED
TAXONOMY

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 REVISED BLOOM’S
TAXONOMY

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 OLD VS NEW TAXONOMY

THE CHANGES

 Terminology

 Structure

 Emphasis

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 STRUCTURAL CHANGES
 Bloom’s original cognitive taxonomy:
one-dimensional form.
 The revised Bloom’s Taxonomy:
two-dimensional form
• The knowledge dimension (Factual, Conceptual, Procedural, and Meta-
Cognitive)
• The Cognitive process dimension (or the process used to learn)

THE CHANGES EMPHASIS

For a much broader audience
More authentic tool for curriculum planning, instructional delivery and
assessment
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 WHY REVISED ?
Factual Knowledge:
• Knowledge of terminology
• Knowledge of specific details and elements

Conceptual Knowledge:
• Knowledge of classifications and categories
• Knowledge of principles and generalizations
• Knowledge of theories, models, and structures

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 Cont…
Procedural Knowledge:
• Knowledge of subject-specific skills and algorithms
• Knowledge of subject-specific techniques and methods
• Knowledge of criteria for determining when to use appropriate
procedures
Metacognitive Knowledge:
• Strategic Knowledge
• Knowledge about cognitive tasks, including appropriate contextual and
conditional knowledge
• Self-knowledge

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 AFFECTIVE DOMAIN

Five Levels of Affective Domains(Lowest to highest):This taxonomy was

applied to written self-evaluations to assess changes in affective learning. It
includes the manner in which we deal with things emotionally.

 Receiving: Awareness, willingness to hear, selected attention.

 Responding: Active participation, attends and reacts to phenomenon,
 Valuing: Ability to judge worth or value of an object
 Organization: Organizes / comparing/ classifying values into priorities.
 Characterization: Has a value system that controls their behavior. The
behavior is pervasive, consistent, predictable, and most importantly,
characteristic of the learner.
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 PSYCHOMOTOR DOMAIN

 Developed by Dave (1970)

 Address skill development relating to

manual tasks and physical movements

 Concerns and covers modern day

business and social skills such as
communications and operation IT
equipment

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 WRITING A LERNING
OBJECTIVE

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 WRITE STRONG LEARNING
OBJECTIVES
Learning objectives are measurable, observable, statement of
what students will be able to do at the end of a unit of learning
Strong learning objectives do not include vague immeasurable
terms:
 Understand
 Know
 Appreciate
 Become familiar with
 Learn

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 EDUCATIONAL OBJECTIVES

 Objectives are the starting point of all educational ventures and

instructional objectives are crucial to all educational venture
 In education objectives is a desired change in behavior of the
student
 Educational objectives are related to the philosophy of a
education.

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 WHY USE
BLOOM’s TAXONOMY

• Objectives (learning goals) are important to establish in a

pedagogical interchange so that teachers and students
alike understand the purpose of that interchange.
• Organizing objectives helps to clarify objectives for themselves
and for students.
• Having an organized set of objectives helps teachers to:

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 Cont…

• “Plan and deliver appropriate instruction”.

• “Design valid assessment tasks and strategies”.

• “Ensure that instruction and assessment are aligned with the

objectives.”

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 BENEFITS

 Remember that we wants students to have many levels of skills

 Extend student's thinking skills through emphasis on higher levels of
the taxonomy (analysis, evaluation, creation)
 Forget that students cannot be considered proficient until they can
apply and synthesize skills
 Plan curriculum

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 REFERENCES

Armstrong P., Sep 2015, Bloom’s Taxonomy, Center of teaching,

Vanderbilt University. ctf.vanerbilt.edu
Berger R., July 2011, Here’s what Wrong With Bloom’s Taxonomy,
Learning Deeply Blog.
KP Neeraja, Taxonomy of educational objectives, Textbook of Nursing
Education, 1st edition 2003 reprint 2009.
Sankaranarayanan B., Sindhu B., Blooms Taxonomy of Educational
Objectives, Learning and Teaching Nursing, 4th edition.
Enamul Hoque MD., January 2017, Three domain of learning,
Cognitive, Affective, and Psychomotor, research gate
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