….Name and define the six levels in Bloom's Taxonomy for the Cognitive Domain ....

1. Educational Psychology ….Name and define the six levels in Bloom's Taxonomy for the Cognitive Domain .... Developed by W. Huitt (1998)

2. Writing Instructional Objectives Instructional objectives, including behavioral objectives, can be written for any of the domains of instruction • Cognitive • Affective • Psychomotor

3. The Cognitive Domain Bloom's Taxonomy of the Cognitive Domain (started in 1948 and completed in 1956) was one of the most influential statements about levels of knowing. The official title of the book is Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain with the text having 4 other authors (M. Englehart, E. Furst, W. Hill, and D Krathwohl).

4. The Cognitive Domain he major idea of the taxonomy is that what educators want students to know (and, therefore, statements of educational objectives) can be arranged in a hierarchy from less to more complex. The taxonomy contains six levels, with sublevels identified for each.

5. The Cognitive Domain A mnemonic device for remembering the six levels: Killing Knowledge Cats Comprehension Almost Application Always Analysis Seems Synthesis Evil Evaluation

6. The Cognitive Domain Student recalls or recognizes information, ideas, and principles in the approximate form in which they were learned. Knowledge

7. The Cognitive Domain Write List Label Name State Define Knowledge

8. The Cognitive Domain The student will define the 6 levels of Bloom's taxonomy of the cognitive domain. Knowledge

9. The Cognitive Domain Student translates, comprehends, or interprets information based on prior learning. Comprehension

10. The Cognitive Domain Explain Summarize Paraphrase Describe Illustrate Comprehension

11. The Cognitive Domain The student will explain the purpose of Bloom's taxonomy of the cognitive domain. Comprehension

12. The Cognitive Domain Student selects, transfers, and uses data and principles to complete a problem or task with a minimum of direction. Application

13. The Cognitive Domain Use Compute Solve Demonstrate Apply Construct Application

14. The Cognitive Domain The student will write an instructional objective for each level of Bloom's taxonomy. Application

15. The Cognitive Domain Student distinguishes, classifies, and relates the assumptions, hypotheses, evidence, or structure of a statement or question. Analysis

16. The Cognitive Domain Analyze Categorize Compare Contrast Separate Analysis

17. The Cognitive Domain The student will compare and contrast the cognitive and affective domains. Analysis

18. The Cognitive Domain Student originates, integrates, and combines ideas into a product, plan or proposal that is new to him or her. Synthesis

19. The Cognitive Domain Create Design Hypothesize Invent Develop Synthesis

20. The Cognitive Domain The student will design a classification scheme for writing educational objectives that combines the cognitive, affective, and psychomotor domains. Synthesis

21. The Cognitive Domain Student appraises, assesses, or critiques on a basis of specific standards and criteria. Evaluation

22. The Cognitive Domain Judge Recommend Critique Justify Evaluation

23. The Cognitive Domain The student will judge the effectiveness of writing objectives using Bloom's taxonomy. Evaluation

24. The Cognitive Domain In general, research over the last 40 years has confirmed the taxonomy as a hierarchy with the exception of the last two levels. It is uncertain at this time whether synthesis and evaluation should be reversed (i.e., evaluation is less difficult to accomplish than synthesis) or whether synthesis and evaluation are at the same level of difficulty but use different cognitive processes.

25. Synthesis Evaluation Analysis Application Comprehension Knowledge The Cognitive Domain I believe the latter is more likely as it relates to the differences between creative and critical thinking. Creative Thinking Critical Thinking

26. The Affective Domain Being aware of or attending to something in the environment Receiving Showing some new behaviors as a result of experience Responding Showing some definite involvement or commitment Valuing Krathwohl, D., Bloom, B., & Masia, B. (1956). Taxonomy of educational objectives. Handbook II: Affective domain. New York: David McKay.

27. The Affective Domain Integrating a new value into one's general set of values, giving it some ranking among one's general priorities. Organization Characterization by Value Acting consistently with the new value; person is known by the value.

28. The Psychomotor Domain Process of becoming aware of objects, qualities, etc by way of senses. Basic in situation-interpretation-action chain leading to motor activity. Perception Readiness for a particular kind of action or experience; may be mental, physical or emotional. Set Simpson, J. S. (1966). The classification of educational objectives, psychomotor domain. Office of Education Project No. 5-85-104. Urbana, IL: University of Illinois.

29. The Psychomotor Domain Overt behavioral act under guidance of an instructor, or following model or set criteria. Guided Response Learned response becomes habitual; learner has achieved certain confidence and proficiency or performance. Mechanism

30. The Psychomotor Domain Complex Overt Response Performance of motor act considered complex because of movement pattern required. Altering motor activities to meet demands of problematic situations. Adaptation

31. The Psychomotor Domain Creating new motor acts or ways of manipulating materials out of skills, abilities and understandings developed in the psychomotor area. Origination

32. Writing Instructional Objectives While it is possible to write instructional objectives of all types for each of the three domains, the vast majority are written for the cognitive domain. The major exceptions include preschool, physical education, and perhaps fine arts courses such as sculpturing and drama.