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BLOOMS TAXONOMY

BLOOMS TAXONOMY. A quick glossary. Taxonomy – set o f classifications. Domain – category. Introduction. In 1956, a committee of colleagues led by Benjamin Bloom designed 3 learning domains: Cognitive Domain (Knowledge -developing intellectual skills)

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BLOOMS TAXONOMY

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  1. BLOOMS TAXONOMY

  2. A quick glossary • Taxonomy – set of classifications. • Domain – category.

  3. Introduction • In 1956, a committee of colleagues led by Benjamin Bloom designed 3 learning domains: • Cognitive Domain (Knowledge -developing intellectual skills) The following two became additions in the later years. • Affective Domain (Attitude – feelings, motivation) • Psychomotor Domain ( Skills – use of motor skills and coordination) • In education and most particularly industry and corporate training, Blooms Taxonomy is most commonly used due to its simple and effective model.

  4. COGNITIVE DOMAIN • Cognitive domain revolves around the knowledge, comprehension and critical thinking of a particular topic. Therefore, they all serve in the development of intellectual abilities and skills. • There are 6 levels within this taxonomy starting from the simplest behaviour to the most complex.

  5. The 6 levels of the Cognitive Domain

  6. BLOOMS TAXONOMY & ADULT LEARNING •  Blooms taxonomy allows adult learners to walk away from the learning program with an idea of how they would change the model to fit any situation. For example, adults in a negotiating training program can practice through role-plays. (Synthesis level)

  7. Applying the Theory as a Facilitator • Anyone involved in the design, delivery or evaluation of teaching, training, courses, learning and lesson plans, should find Bloom's Taxonomy useful. Either as a template, framework or simple checklist to ensure the facilitator is using the most appropriate type of training or learning in order to develop the capabilities required or wanted.

  8. Conclusion • Blooms taxonomy – simple yet effective learning structure. • Adult learners can achieve their new knowledge and change to suit any situation. • Facilitators can use the theory in numerous forms.

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