Bloom s taxonomy learning domains
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BLOOM'S TAXONOMY - LEARNING DOMAINS. Contrastive analysis 2011. OUTLINE. Bloom's taxonomy overview Bloom's taxonomy learning domains Benefits An Interactive Quiz Game. 1. cognitive domain Bloom’s revised taxonomy 2. affective domain 3. Psychomotor domain. BLOOM'S TAXONOMY OVERVIEW.

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Contrastive analysis 2011


  • Bloom's taxonomy overview

  • Bloom's taxonomy learning domains

  • Benefits

  • An Interactive Quiz Game

1. cognitive domain

Bloom’s revised taxonomy

2. affective domain

3. Psychomotor domain


  • Benjamin S Bloom (1913-99)

  • A American educational psychologist

  • Bloom's Taxonomy: a classification of learning objectives within education.


Bloom's Taxonomy divides educational objectives into three "domains

II. Bloom’s taxonomy learning domains - detailed structures

1.Bloom’s Taxonomy - cognitive domain


  • 1950s- developed by Benjamin Bloom

  • Means of expressing qualitatively different kinds of thinking


  • Provides a way to organize thinking skills into six levels, from the most basic to the higher order levels of thinking

1. cognitive domain - Knowledge

  • Recall information

  • Identify, describe, name, label, recognize, reproduce, follow, define …

  • Eg: The student will define the 6 levels of Bloom's taxonomy of thecognitive domain

1 cognitive domain - Knowledge

  • Knowledge of Process: the content to be remembered is a sequence of steps.

  • Example:

    List the steps used to determine the standard deviation from a given set of scores.

  • Simple Knowledge: the content to be remembered involves no more than a single response to a particular stimulus.

  • Example:

    • What is the capital of Australia?

  • 1. cognitive domain -Comprehension

    • Understand the meaning, paraphrase a concept

    • Key Words : Summarize, convert, defend, paraphrase, interpret, give examples

      Eg: Can you write in your own words...?

    1. cognitive domain - Application

    • use learned information in new and concrete situations

    • Key Words : Build, make, construct, model, predict, prepare

      Example: From the information given, can you develop a set of instructions about...?

    1. cognitive domain -Analysis

    • Break information or concepts into parts to understand it more fully

    • Key Words: Compare/contrast, break down, distinguish, select, separate

      Example: What do you see as other possible outcomes?

    1. cognitive domain - Synthesis

    • Put ideas together to form something

    • Key Words: Categorize, generalize, reconstruct

      Example: Can you see a possible solution to...?

    1. cognitive domain - Evaluation

    • Make judgments about value

    • Key Words : Appraise, critique, judge, justify, argue, support

      Example: Do you think ... is a good or a bad thing? Why or why not?

    Bloom’s Revised Taxonomy

    • 1990s- Lorin Anderson (former student of Bloom) revisited the taxonomy

    • As a result, a number of changes were made


    • The changes:

    • terminology

    • Structure

    • emphasis

    Terminology Changes

    • noun to verb forms.

    • the subcategories of the six major categories replaced by verbs

    • knowledge  remembering

    • comprehension understanding synthesis  creating

    Structural changes

    • Bloom's original cognitive taxonomy: a one-dimensional form

    • the Revised Bloom's Taxonomy: a two-dimensional form

    The Knowledge Dimension (Factual, Conceptual, Procedural, and Meta-Cognitive.)

    The Cognitive Process Dimension (or the process used to learn)

    The Knowledge Dimension

    • Factual knowledge: the basic elements students must know (eg: Technical vocabulary, chemical elements)

    • Conceptual knowledge: the interrelationships among the basic elements (eg: stages of pregnancy)

    • Procedural knowledge: How to do something (organizational charts)

    • Metacognitive knowledge: knowledge of cognition in general (awareness of one’s own knowledge level)

    The Cognitive Process Dimension

    • like the original version including six skills: remember, understand, apply, analyze, evaluate, and create

    The changes - emphasis

    • for a much broader audience

    • more authentic tool for curriculum planning, instructional delivery and assessment

    The two-dimensional framework

    The Cognitive Process Dimension

    The Knowledge Dimension

    2. Bloom’s taxonomy-affective domain

    • Be detailed by Bloom, Krathwhol and Masia in 1964

    • provide a framework for

    • teaching, training, assessing

    • deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes

    • Include five major categories

    2. affective domain - receiving

    2. affective domain - responding

    2. affective domain - valuing

    2. affective domain - organization

    2. affective domain - characterization

    3. Bloom’s taxonomy-psychomotor domain

    developed this by Dave (1970)

    address skills development relating to manual tasks and physical movement

    concerns and covers modern day business and social skills such as communications and operation IT equipment

    3. psychomotor domain - Imitation


    3. psychomotor domain - Manipulation


    3. psychomotor domain - precision



    3. psychomotor domain - articulation


    3. psychomotor domain - naturalization

    III. Benefits

    • provide educators with one of the first systematic classifications of the processes of thinking and learning

    • plan personal development

    • open up possibilities for all aspects of the subject or need concerned

    • suggests a variety of the teaching and learning methods


    • reduce the risks of overlooking some vital aspects of the development

    • Suitable for use with the entire class

    • Emphasis on certain levels for different children

    • Extend children’s thinking skills through emphasis on higher levels of the taxonomy (analysis, evaluation, creation)

    IV. An Interactive Quiz Game


    • On the next slide (Question Index), click a question number.

    • Click your selected response on the question slide. If you are correct, continue to the next question. If not, return to the question and try again.

    • Click the button to begin.

    Mrs. Macintosh wants her students to compare and contrast two Native American folktales and the cultures each represents. At which level of thought is Mrs. Macintosh asking her students to work according to Bloom’s Taxonomy?


    • Remembering

    • Understanding

    • Analyzing

    Mrs. Smith has asked her students to classify the items in a diagram as living or nonliving. At what level of Bloom’s Taxonomy is she having her students think?


    • Understanding

    • Applying

    • Evaluating

    How has Bloom’s Taxonomy changed from its original version to the revised version?


    • New uses, terminology, and domain

    • New terminology, structure, and emphasis

    • New examples, categories, and classifications

    Students in Mrs. McElveen’s class have been asked to read a research article and summarize it in their own words. At which level of Bloom’s Taxonomy is she asking them to think?


    • Understanding

    • Remembering

    • Applying

    Mrs. Hodge has asked students to list every possible way to answer the math word problem on the board. Then she asks them to choose the best method for solving the problem and to defend their answers. At which level of Bloom’s Taxonomy is she asking them to think?


    • Creating

    • Analyzing

    • Evaluating


    • Place the events of the story in chronological order.

    • Write a new ending for the story.

    • Choose one of the story’s characters as a “best friend” and justify your choice.

    • On what date did this story begin?

    Mrs. Andrews assigned the following tasks as part of a reading lesson. Place them in order of their location on the revised Bloom’s Taxonomy from lowest to highest.

    a.1, 2, 3, 4

    b.4, 1, 3, 2

    c. 4, 1, 2, 3

    d. 1, 4, 3, 2

    Mr. Jones knows that the new Bloom’s Taxonomy Table can help him write better lesson objectives. He wants to write one that will require his students to apply the factual knowledge they have learned. According to the table, what verb might he use in an assignment that will accomplish this?


    a. Describe b Summarize

    c. Assess . d. Classify

    The original Bloom group met for the purpose of helping


    • university professors who wanted to classify objectives, experiences, processes, and evaluation questions.

    • classroom teachers who had been criticized by education experts for focusing on low-level student tasks.

    • business trainers who wanted their employees to be more imaginative.


    • Bloom's taxonomy overview

    • Bloom's taxonomy learning domains

    • Benefits

    • An Interactive Quiz Game

    1. cognitive domain

    Bloom’s revised taxonomy

    2. affective domain

    3. Psychomotor domain










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