1 / 65

Bloom's Taxonomy

Bloom's Taxonomy. Dr K V M Achuta Ramiah Asst. Professor CSS Department K L University. LEARNING AND TEACHING. LEARNER. Placing the learner at the centre of educational Practice.

gaye
Download Presentation

Bloom's Taxonomy

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Bloom's Taxonomy Dr K V M Achuta Ramiah Asst. Professor CSS Department K L University

  2. LEARNING AND TEACHING LEARNER Placing the learner at the centre of educational Practice Supervising advanced studies: Learner interaction with the subject is the important thing, Teacher facilitates

  3. Topics in the workshop • Learning Styles • Strategies of Effective Teaching

  4. Why do teachers get poor evaluation? What we teach What they learn

  5. Reason Teaching styleLearning Style Gap between the two A Mismatch Have control over teaching style

  6. Different Learning Sources of Students Make at least this part effective • Students Learn • One fourth from teacher • One fourth from self study • One fourth through discussion with classmates • One fourth from own experience

  7. Types of Teachers • Types of Teachers • Mediocre teacher Gives Information • Good teacher Explains concepts • Better teacher Demonstrates • Great teacher INSPIRES Aristotle inspired Alexander the Great to conquer the world at 23 years of age

  8. Learning Style • Is the way in which each learner begins to -concentrate on -process -absorb -and retain new and difficult information. • Everybody learns in his individual way, but without being aware of this, i.e. being unaware of his preferences, he can’t learn efficiently – sometimes learning is even impossible.

  9. Why Is It Important to KnowStudents’ Learning Styles? • Students process information differently • If educators teach exclusively to one style, students’ comfort level may be diminished • If only taught in one style, students may lose mental dexterity to think in different ways. • We should address the learning needs of all students

  10. Ideal Teaching Style Adapting your Teaching Style, To a variety of Learning Styles, Without letting your own over-ride!

  11. FOUR DIMENSIONSofLearning Styles There are nogood and no bad learning styles. Sensor-Intuitive (Perception) Visual - Verbal (Input Modality) Active–Reflective (Info Processing) Sequential-Global (Understanding pattern)

  12. Learning Styles based on PERCEPTION

  13. Learning Styles based on PERCEPTION

  14. Learning Styles based on Input Modality

  15. Learning Styles based on INFORMATION PROCESSING

  16. Learning Styles based on UNDERSTANDING PATTERN

  17. Learning Styles - Helping Learners Learning Style TeachingStyle Visual Verbal Visual Verbal Input modality Sensory Intuitive Concrete Abstract Perception Active Reflective Active Passive Information Processing Sequential Global Linear Sweeping Understanding pattern

  18. Approaches to Learning Surface Approach Relying on rote memorization and mechanical formula substitution and making little or no effort to understand the material being taught Deep Approach Probing and questioning and exploring the limits of applicability of new material Strategic Approach Doing whatever is necessary to get the highest grade they can, taking a Surface Approach and a Deep Approach when necessary

  19. The Mismatch • All engineers are Sensors rather most technical undergraduates are. • Most professors are Intuitors.

  20. LEARNING OBJECTIVES: BLOOM’S TAXONOMY A way to quantify and bridge the Gap between learning and teaching styles.

  21. Bloom's Taxonomy

  22. BLOOM’S TAXONOMY COGNITIVE DOMAIN KNOWLEDGE SKILL ATTITUDE PSYCHOMOTOR DOMAIN AFFECTIVE DOMAIN

  23. Bloom’s Taxonomy • Taxonomy of Cognitive Objectives • 1950s- developed by Benjamin Bloom • Means of expressing qualitatively different kinds of thinking • Adapted for classroom use as a planning tool • Continues to be one of the most universally applied models • Provides a way to organize thinking skills into six levels, from the most basic to the higher order levels of thinking

  24. BLOOM’S TAXONOMY COGNITIVE DOMAIN KNOWLEDGE SKILL PSYCHOMOTOR DOMAIN ATTITUDE AFFECTIVE DOMAIN

  25. BLOOM’S TAXONOMY COGNITIVE DOMAIN KNOWLEDGE ATTITUDE SKILL AFFECTIVE DOMAIN PSYCHOMOTOR DOMAIN

  26. BLOOM’S TAXONOMY KNOWLEDGE COGNITIVE DOMAIN ATTITUDE SKILL PSYCHOMOTOR DOMAIN AFFECTIVE DOMAIN

  27. Bloom’s Levels: Cognitive Domain

  28. The Psychomotor domain The Affective domain Perception: The ability to use sensory cues to guide motor activity.  Set: Readiness to act. It includes mental, physical, and emotional sets. Guided Response: The early stages in learning a complex skill that includes imitation and trial and error. Mechanism: This is the intermediate stage in learning a complex skill.  Complex Overt Response: The skillful performance of motor acts that involve complex movement patterns. Origination: Creating new movement patterns to fit a particular situation or specific problem. Receiving Phenomena: Awareness, willingness to hear, selected attention. Responding to Phenomena: Active participation on the part of the learners. Attends and reacts to a particular phenomenon. Valuing: The worth or value a person attaches to a particular object, phenomenon, or behavior. Organization: Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating an unique value system.  Internalizing values (characterization): Has a value system that controls their behavior. The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner.

  29. The Six Bloom Levels of Cognitive domain • Creating • Evaluating • Analysing • Applying • Understanding • Remembering

  30. Remembering The learner is able to recall, restate and remember learned information. • Recognising • Listing • Describing • Identifying • Retrieving • Naming • Locating • Finding   Can you recall information?

  31. Understanding The learner grasps the meaning of information by interpreting and translating what has been learned. • Interpreting • Exemplifying • Summarising • Inferring • Paraphrasing • Classifying • Comparing • Explaining   Can you explain ideas or concepts?

  32. Applying The learner makes use of information in a context different from the one in which it was learned. • Implementing • Carrying out • Using • Executing  Can you use the information in another familiar situation?

  33. Analysing The learner breaks learned information into its parts to best understand that information. • Comparing • Organising • Deconstructing • Attributing • Outlining • Finding • Structuring • Integrating Can you break information into parts to explore understandings and relationships?

  34. Evaluating The learner makes decisions based on in-depth reflection, criticism and assessment. • Checking • Hypothesising • Critiquing • Experimenting • Judging • Testing • Detecting • Monitoring Can you justify a decision or course of action?

  35. Creating The learner creates new ideas and information using what has been previously learned. • Designing • Constructing • Planning • Producing • Inventing • Devising • Making Can you generate new products, ideas, or ways of viewing things?

  36. Bloom’s Levels: Cognitive Domain Remembering Understanding Applying Analyzing Evaluating Creating Foundation Level thinking skills Higher Thinking Skills Synthesis, Creating & Innovating Skills

  37. Blooming Questions • Questioning should be used purposefully to achieve well-defined goals. • The taxonomy involves all categories of questions. • Typically a teacher would vary the level of questions within a single lesson.

  38. Lower Order Questions • Lower level questions are those at the remembering, understanding and lower level application levels of the taxonomy. • Usually questions at the lower levels are appropriate for: • Evaluating students’ preparation and comprehension • Diagnosing students’ strengths and weaknesses • Reviewing and/or summarising content

  39. Higher Order Questions • Higher level questions are those requiring complex application, analysis, evaluation or creation skills. • Questions at higher levels of the taxonomy are usually most appropriate for: • Encouraging students to think more deeply and critically • Problem solving • Encouraging discussions • Stimulating students to seek information on their own

  40. Questions for Remembering • What happened after...? • How many...? • What is...? • Who was it that...? • Can you name ...? • Find the definition of… • Describe what happened after… • Who spoke to...? • Which is true or false...? (Pohl, Learning to Think, Thinking to Learn, p. 12)

  41. Questions for Understanding • Can you explain why…? • Can you write in your own words? • How would you explain…? • Can you write a brief outline...? • What do you think could have happened next...? • Who do you think...? • What was the main idea...? • Can you clarify…? • Can you illustrate…? • Does everyone act in the way that …….. does? (Pohl, Learning to Think, Thinking to Learn, p. 12)

  42. Questions for Applying • Do you know of another instance where…? • Can you group by characteristics such as…? • Which factors would you change if…? • What questions would you ask of…? • From the information given, can you develop a set of instructions about…? (Pohl, Learning to Think, Thinking to Learn, p. 13)

  43. Question for Analysing • Which events could not have happened? • If. ..happened, what might the ending have been? • How is...similar to...? • What do you see as other possible outcomes? • Why did...changes occur? • Can you explain what must have happened when...? • What are some or the problems of...? • Can you distinguish between...? • What were some of the motives behind..? • What was the turning point? • What was the problem with...? (Pohl, Learning to Think, Thinking to Learn, p. 13)

  44. Questions for Evaluating • Is there a better solution to...? • Judge the value of... What do you think about...? • Can you defend your position about...? • Do you think...is a good or bad thing? • How would you have handled...? • What changes to.. would you recommend? • Do you believe...? How would you feel if. ..? • How effective are. ..? • What are the consequences..? • What influence will....have on our lives? • What are the pros and cons of....? • Why is ....of value? • What are the alternatives? • Who will gain & who will loose?  (Pohl, Learning to Think, Thinking to Learn, p. 14)

  45. Questions for Creating • Can you design a...to...? • Can you see a possible solution to...? • If you had access to all resources, how would you deal with...? • Why don't you devise your own way to...? • What would happen if ...? • How many ways can you...? • Can you create new and unusual uses for...? • Can you develop a proposal which would...? (Pohl, Learning to Think, Thinking to Learn, p. 14)

  46. Sample Unit : Travel

  47. Benefits of writing Learning Objectives • Identify course • Plan syllabus • Identify Bloom levels • Make course more coherent

  48. Methodology to write Learning Objectives • Identify Bloom levels • Higher the level higher is the practice needed

  49. DO NOT USE • KNOW • LEARN • UNDERSTAND • APPRECIATE

More Related