Prepared by: Maridalys López Melissa Torres Cheimarie Román Carmen Ortiz TEED 4018 March 21, 2006

1. Bloom's Taxonomy Prepared by: Maridalys López Melissa Torres Cheimarie Román Carmen Ortiz TEED 4018 March 21, 2006

2. Objectives Through this presentation students will be able to: *Know what is Bloom’s taxonomy. *Explain each of the three taxonomy’s domains. *How does Bloom’s taxonomy apply to the educational field. *Benefits of the Bloom’s taxonomy.

3. Benjamin Bloom (1913-1999)

4. Bloom’s taxonomy: What is it?

5. In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. • They created this taxonomy for categorizing level of abstraction of questions that commonly occur in educational settings. • They identified three domains of educational activities:

6. Cognitive mental skills (Knowledge)

7. Affective Growth in emotional areas (Attitude)

8. Psychomotor Manual or physical skills (Skills)

9. The cognitive domain: Mental skills

10. Cognitive: mental skills • The cognitive domain involves knowledge and the development of intellectual skills. • It includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills.

11. In the cognitive domain there are six major categories, which are listed in order. Starting from the simplest behavior to the most complex. Continuation: Categories

12. 6) Evaluation 5) Synthesis 4) Analysis 3) Application 2) Comprehension 1) Knowledge The six levels within the cognitive domain:

13. Knowledge: • Knowledge Is to recall data or information. • This may involve the recall of a wide range of material. • You have to remember all of the important and appropriate information. Key Words

14. The Learning objectives at this level are: • know common terms. • know specific facts. • know methods and procedures. • know basic concepts. • know principles. • The Key Words are: defines, describes, identifies, knows, names, outlines, recalls, recognizes, reproduces, selects, states.

15. Comprehension: • Comprehension is defined as the ability to understand the meaning of the material. • This may be shown by translating material from one form to another. • by interpreting material and expressing it in your own words. • These learning outcomes go one step beyond the simple remembering of material, and represent the lowest level of understanding. Key Words

16. The Learning objectives at this level are: • Interpret verbal material. • Interpret charts and graphs. • Explain in your own words the steps for performing a complete task. • The Key Words are: comprehends, distinguishes, explains, generalizes, gives examples, infers, interprets, summarizes.

17. Application: • Application refers to the ability to use learned material in new and concrete situations. • This may include the application of such things as rules, methods, concepts, principles, laws, and theories. Key Words

18. The Learning objectives at this level are: • Apply concepts and principles to new situations. • Apply laws and theories to practical situations. • Solve mathematical problems. • Construct graphs and charts. • Demonstrate the correct usage of a method or procedure.

19. Analysis: • Analysis refers to the ability to break down material into its component parts so that its organizational structure may be understood. • Learning outcomes here represent a higher intellectual level, because they require an understanding of both the content and the structural form of the material. Key Words

20. The Learning objectives at this level are: • Recognize unstated assumptions. • Distinguish between facts and inferences. • Evaluate the importance of data. • Analyze the organizational structure of a work.

21. Synthesis: • Synthesis refers to the ability to put parts together to form a whole, with emphasis on creating a new meaning or structure. • This may involve the production of a unique communication or a set of abstract relations. • Learning outcomes in this area stress creative behaviors, with major emphasis on the formulation of new patterns or structure.

22. The Learning objectives at this level are: • Write a well organized theme. • Gives a well organized speech. • Writes a creative short story. • Integrates learning from different areas into a plan for solving a problem.

23. Evaluation: • Evaluation is concerned with the ability to judge the value of material for a given purpose. • The judgments are to be based on definite criteria. • The student may determine the criteria or be given them. Key Words

24. The Learning objectives at this level are: • Judge the logical consistency of written material. • Judge the value of a work, by the use of internal criteria. • Judge the value of a work, by the use of external standards of excellence. • Select the most effective solution.

25. The Affective Domain: Attitude

26. Affective: Attitude • The affective domain is the way we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, attitudes. • This taxonomy was developed to organize levels of commitment. This domain is divided into five major categories

27. 5) Internalizing values 4) Organization 3) Valuing 2) Responding to phenomena 1) Receiving phenomena

28. Receiving phenomena: • Is to be aware of your surroundings and the willingness to hear. • The Key Words are: asks, chooses, describes, identifies, selects, replies, uses. • Responding to phenomena: • Motivation; active participation on the part of the learner, willingness to respond. • The keywords are: assists, complies, discusses, reads, recites, answers.

29. Valuing: Is the assimilation of specific values which are expressed in the learner’s behavior.

30. Organization: • Organizes values into priorities by contrasting different values. • The emphasis is on comparing, relating, and synthesizing values.  • The key words are: explains, organizes, identifies, defends, prepares, relates, completes, compares, alters. • Internalizing values: (Characterization) • Is the special qualities of the person behavior. • The behavior is predictable, consistent and is the characteristics of the learner.

31. The Psychomotor Domain: Skills

32. The psychomotor domain includes physical movement, coordination, and use of the motor-skill areas. • Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures, or techniques in execution.

33. This domain is divided into seven major categories

34. 7) Origination 6) Adaptation 5) Complex Overt Response 4) Mechanism 3) Guided response 2) Set 1) Perception

35. Perception: • The ability to use sensory cues to guide motor activity.  • The key words are: chooses, describes, detects, differentiates, distinguishes, identifies, relates, selects. • Set: • Is the 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.

36. Mechanism: • This is the intermediate stage in learning a complex skill.. • Complex Overt Response: • Is the skillful performance of motor acts that involve complex movement patterns. • Proficiency is indicated by a quick, accurate, and highly coordinated performance, requiring a minimum of energy.

37. Adaptation: • Skills are well developed and the individual can modify movement patterns to fit special requirements. • The individual can Respond effectively to unexpected experiences. • The key words are: adapts, alters, changes, rearranges, reorganizes, revises, varies. • Origination: • Is to Create new movement patterns to fit a particular situation or specific problem.

38. How does Bloom’s taxonomy apply to the educational field? • Using Bloom’s taxonomy’s method can help students achieve the learning goals according to the curriculum. The taxonomy is subdivided in sequences stages, which are helpful to use, structure and planning students learning skills.

39. Conclusion Under the influence of Ralph Tyler, Benjamin Bloom recognize that what is important in education was not that student should be compared, but that they should be helped to achieve the goals of the curriculum they where studying.

45. Links: • http://web.uct.ac.za/projects/cbe/mcqman/mcqappc.html • http://www.officeport.com/edu/blooms.htm • http://www.nwlink.com/~donclark/hrd/bloom.html • http://oaks.nvg.org/wm6ra3.html

46. Thank you for your attention!

47. Ralph Tyler- (Benjamin Bloom’s mentor). Tyler’s rational involves using data about the learners themselves, their society, and subject-area experts to develop the purposes which the school should seek to attain.