BLOOMS TAXONOMY

NAME: IBRAHIM UMAR REG. NO: 392039 DEPT: P.E.S (D.M) C/CODE: EDU 113 TITLE: ASSIGNMENT DATE: 20/02/2018 QUESTIONS: Find out Blooms Taxonomy of Learning Find out the determining verbs for the lesson objectives INTRODUCTION Blooms taxonomy is a classification system used to define and distinguish different level of human cognition i.e. thinking, learning and also understanding. Educators have typically used Blooms taxonomy to inform or guide the development of assessment (test and other evaluation of student learning). Curriculum (units, lesson, projects and other learning activities) and instructional method such as questioning strategies. While the determining verbs for the lesson objectives are also called instructional objectives or performance objectives. There are statements that describe what students will be able to do once successfully complete a unit of instruction. THE BLOOM TAXONOMY Bloom’s taxonomy was originally published in 1956 by a team of Cognitive psychologists at the University of Chicago. It is named after the committee’s Chairman’s Benjamin Bloom (1913-1999). The original taxonomy organized into three domains: Cognitive, Affective and Psychomotor, Educators’ have primarily focused on the Cognitive model, which includes six different classification levels: knowledge, comprehension, Application, Analysis, Synthesis and Evaluation. The group sought to design a local framework for teaching and learning goals that would help researchers and educators understand the fundamental ways in which people acquire and develop new knowledge, skills and understanding. Their initial intention was to help academics avoid duplicative or redundant efforts in developing different tests to measure the same educational objectives: the classification of educational goals, handbook Cognitive Domain Some users of the taxonomy place more emphasis on the hierarchical nature of the framework, asserting that the first three elements – knowledge, comprehension and application – represent lower levels of cognition and learning. While analysis synthesis and education are considered higher order skills, for this reason the taxonomy is often graphically represented as a pyramid with higher order cognition at the top. While Bloom’s taxonomy initially received little fanfare it gradually grew in popularity and further study. The system remains widely taught in undergraduate and graduate education programs throughout the United States, and it has also been translated into multiple languages used around the world. Bloom’s taxonomy also developed six categories of intellectual skills in the cognitive domain in 1956. A group of cognitive psychologist led by Lorin Aderson updated the taxonomy during the 1990’s. You can see the six categories in the pyramid below, starting from the simplest behavior at the bottom to the most complex at the top. That is, the bottom ones must normally be mastered before the higher ones can take place. To teach student higher order thinking skills, basic knowledge should be provided first. Before we ask student to apply, analyze, evaluate and extend what they are learning, we should make sure student can classify their understanding and practice recall Rewarding, Critical thinking exercises can deepen student’s understanding and help them recall what they have learned. Diagram of bloom’s taxonomy New Bloom’s Taxonomy Old Bloom’s Taxonomy REVISED TAXONOMY In 2001, another team of scholars led by Lorin Anderson, a former student of Bloom’s; and David Krathwohl, a Bloom’s Colleague who served in the academic team that developed the original taxonomy released a revised version of Bloom’s taxonomy called A Taxonomy for Learning, Teaching and Assessing: A Revision Bloom’s Taxonomy as it is commonly called was intentionally designed to be more useful to educators and to reflect the common ways in which it had come to be used in schools. In the revised version, three categories were renamed and all the categories were expressed as verbs rather than nouns. Knowledge was changed to remembering, comprehension became understanding and synthesis was renamed creating. In addition, creating became the highest level in the classification system, switching place with evaluating. The revised version s now remembering, understanding, applying, analyzing and creating in that order. Learning objectives are also called instructional objectives performance objectives. They are the statement that describe what student will be able to do once they successfully complete a unit of instruction (Duck, Carey and Carey, pp. 125). A good learning objective is specific measure and clearly stated. THE IMPORTANCE OF LEARNING OBJECTIVES Learning objectives are critical component of instruction. They have two important functions: Provide course developers guidance on selecting suitable: instructional materials. Teaching method including learning activities and use of technology Assessment method. Help student focus on what they are expected to learn and understand how they will be assessed. In order to help student achieve the learning objectives the teaching method the instructor selected is to have student’s participate in a group of discussion activity. This group discussion activity requires student to apply what they have learned to analyze if countertrade is good for the selected countries. Students have to know countertrade and the advantage and disadvantage of countertrade and the economic situation of the assigned countries in order to assess if countertrade is good for the selected countries. This discussion activity gives students the opportunity to review and apply what learned to solve a real world problem and receive feedback from each other, it can not only teach student’s critical thinking skills but also have them practice the desired skills. The essay question is used to evaluate student mastery of the learning objectives. Student should be able to answer this question after they complete the discussion activity since the essay question is similar to the discussion questions. THE THREE COMPONENTS OF USEFUL LEARNING OBJECTIVES Mager (1997) stated useful learning objectives should include the following three major components; Performance – what are students expected to do? Condition – under which condition should the student perform? Criteria – how well do students have to perform in order to satisfy the requirements? This learning objective includes all of the three major components. It is specific, measurable and clearly stated. We can easily tell what students are expected to do and what should be taught based on this learning objectives. This lesson will teach student how to use the college’s online library database to find books and articles they need. To teach student this skills, we should demonstrate how to use the database that are available through the college’s online library to find reliable resources. When it is time to assess student mastery of this learning objectives, we can give student a topic and have them find at least one book and one scholar article related to the given topic via the college’s online library database. REFERENCES Dick, W., Carey I. and Carey J.O (2005): The Systematic Design of Instruction (6th Ed) Pearson: Allyn and Bacon. MAger R.F (1997): Preparing Instructional Objectives (3rd Ed.) Atlanta, Georgia: CEP Press Clark, D.R. (2004): Bloom’s Taxonomy of Learning Domain Retrieved from http://www.nwlink.com/-donclark/hrd// 6