BLOOMS TAXONOMY NEW

1. BLOOM’S TAXONOMY PRESENTED BY: MUKTA AWANI CHOUDHARY ROLL NO : 04 M.Phil Submitted to : Prof Renu Nanda

2. INTRODUCTION

3. OVERVIEW • Bloom's Taxonomy was created in 1956 • Under the leadership of educational psychologist Dr. Benjamin Samuel Bloom • In order to promote higher forms of thinking in education rather than just remembering facts (rote learning). • This taxonomy was created to categorize a continuum of educational objectives. Which would also allow us to select appropriate classroom assessment techniques for any course. SOURCE: https://www.slideshare.net/AmmeSandhu/bloom-taxonomy-of-instructional-objectives

4. What is TAXONOMY?  Comes from two Greek words:  Taxis: arrangement  Nomos: science  Science of arrangements  A set of classification principles, or structure and Domain simply means category. • DEFINITION • Bloom’s taxonomy is a classification system used to define and distinguish different levels of human cognition—i.e., thinking, learning, and understanding.

5. PURPOSE The purpose of Bloom’s Taxonomy is to help educators to inform or guide the development of assessments (tests and other evaluations of student learning), curriculum (units, lessons, projects, and other learning activities), and instructional methods such as questioning strategies. SOURCE: https://www.slideshare.net/AmmeSandhu/bloom-taxonomy-of-instructional-objectives

6. Cognitive Objectives •Benjamin Bloom (1956) Affective Objectives • KrathWohl , Bloom & Maria (1964) Psychomotor Objectives •Simpson (1966) , Harrow (1972) HEART HAND HEAD

8. from noun to verbforms  The names of six major categories werechanged • The taxonomy stresses that thinking is anactive • process; the reason why verbs were moreaccurate • The subcategories of the six major categorieswere also replaced byverbs  Some subcategories werereorganised  Since “knowledge” is a category not a process, inthe revised taxonomy this category was replaced withthe wordremembering  Following the same reasoning:Comprehension became understanding and synthesis wasrenamed creating in order to better reflect the active natureof the thinkingprocess

9. Creating Generating new ideas, products, or ways of viewingthings Designing, constructing, planning, producing,inventing Evaluating Justifying a decision or course of action Checking, hypothesising, critiquing, experimenting,judging Analysing Breakinginformationintopartstoexploreunderstandingsand relationships Comparing, organising, deconstructing, interrogating,finding Applying Using information in another familiarsituation Implementing, carrying out, using,executing Understanding Explaining ideas orconcepts Interpreting, summarisingR,epmaerampbherarisnigng, classifying,explaining Recallinginformation Recognising, listing, describing, retrieving, naming,finding

10. BENEFITS OF BLOOM’S TAXONOMY • Mapping out student learning outcomeobjectives • Mapping out assessment methods foreach objective • Evaluating the outcomes and revising thecourse objectives • It is important to outline learning objectives in order for both students and instructors to understand the purpose of each exchange in class. • Learning goals can be easily clarified and understood by both the students and the instructor if the objectives are organized.

11. There are many benefits to organized learning goals for the instructor: • they are able to create appropriate activities • they are able to develop relevant instructional strategies • they are able to review whether both the instruction and the evaluations are consistent with the learning objectives. • CONCLUSION: Bloom's Taxonomy is a valuable tool for education because it provides a framework for educators and cognitive psychologists to communicate about fundamental educational concept.

12. THANK YOU