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    Blooms Taxonomy Cognitive Affective Psychomotor

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    bbking44
    Bloom's Taxonomy classifies educational objectives into three domains: Cognitive, Affective, and Psychomotor. The Cognitive domain involves knowledge and intellectual skills, ranging from basic recall to evaluation. The Affective domain describes attitudes, emotions, and values. The Psychomotor domain includes physical movement, coordination, and use of the motor-skill areas. Together these domains provide a framework to help teachers plan instruction that moves students to higher levels of thinking as they master basic concepts and skills. Teachers can use Bloom's Taxonomy to ask questions at different cognitive levels and stimulate critical thinking in students.

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    Blooms Taxonomy Cognitive Affective Psychomotor

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    bbking44
    667 views2 pages
    Bloom's Taxonomy classifies educational objectives into three domains: Cognitive, Affective, and Psychomotor. The Cognitive domain involves knowledge and intellectual skills, ranging from basic recall to evaluation. The Affective domain describes attitudes, emotions, and values. The Psychomotor domain includes physical movement, coordination, and use of the motor-skill areas. Together these domains provide a framework to help teachers plan instruction that moves students to higher levels of thinking as they master basic concepts and skills. Teachers can use Bloom's Taxonomy to ask questions at different cognitive levels and stimulate critical thinking in students.

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    Bloom's Taxonomy classifies educational objectives into three domains: Cognitive, Affective, and Psychomotor. The Cognitive domain involves knowledge and intellectual skills, ranging from basic recall to evaluation. The Affective domain describes attitudes, emotions, and values. The Psychomotor domain includes physical movement, coordination, and use of the motor-skill areas. Together these domains provide a framework to help teachers plan instruction that moves students to higher levels of thinking as they master basic concepts and skills. Teachers can use Bloom's Taxonomy to ask questions at different cognitive levels and stimulate critical thinking in students.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    667 views2 pages

    Blooms Taxonomy Cognitive Affective Psychomotor

    Uploaded by

    bbking44
    Bloom's Taxonomy classifies educational objectives into three domains: Cognitive, Affective, and Psychomotor. The Cognitive domain involves knowledge and intellectual skills, ranging from basic recall to evaluation. The Affective domain describes attitudes, emotions, and values. The Psychomotor domain includes physical movement, coordination, and use of the motor-skill areas. Together these domains provide a framework to help teachers plan instruction that moves students to higher levels of thinking as they master basic concepts and skills. Teachers can use Bloom's Taxonomy to ask questions at different cognitive levels and stimulate critical thinking in students.

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    Blooms Taxonomy of Educational Objectives

    A teachers task is to try to continually move students to higher levels of human learning and development.
    Planning for this development occurs through content and activities, moving students through advancing
    levels once the basic steps are mastered. These various levels are defined in Benjamin Blooms
    taxonomies or classification systems of educational objectives: cognitive, affective, and psychomotor.
    Cognitive objectives emphasize memory and reasoning, affective objectives emphasize emotional, and
    psychomotor objectives emphasize physical ability. The major categories in each domain are found in the
    following chart that illustrates the hierarchy of levels:

    Cognitive Domain

    Affective Domain

    Psychomotor Domain

    Thinking Skills

    Attitudes, feelings, and values

    Manipulative and motor skills

    Knowledge
    Remembering terms, facts,
    and details without
    necessarily understanding the
    concept

    Receiving
    Being aware of something in the
    environment. Beginning to have
    favorable feelings toward it

    Reflex movements
    Involuntary response to
    stimulus (blinking)

    Comprehension
    Summarizing and describing
    main ideas in own words
    without necessarily relating it
    to anything

    Responding
    Showing belief in the values and
    becomes committed or involved
    in it

    Basic movements
    Combination of reflex
    movements (walking)

    Application
    Applying or transferring
    learning to own life or other
    situations

    Valuing
    Showing definite commitment or
    involvement

    Analysis
    Analyzing, breaking material
    into parts, describe patterns
    and relationships

    Organizing
    Integrating a new value into
    ones general values

    Perceptual abilities
    Translation of stimuli
    received through the senses
    into appropriate movements
    (jumping rope)
    Physical abilities
    Basic movements
    prerequisite to higher skills
    (weight lifting)

    Synthesis
    Creating something new by
    combining ideas

    Internalizing of values
    Acting consistently with the new
    value. Becomes a way of life

    Skilled movements
    Complex movements
    embodying efficiency (dance)

    Krathwohl, Bloom, & Masia (1964)

    Nondiscursive
    communication
    Ability to communicate
    through body movement
    (facial expressions, gestures)
    Harrow (1977)

    Evaluation
    Judging, expressing own
    opinion, based on criteria

    Bloom (1956)

    Teachers are able to use Blooms taxonomy of Cognitive Objectives to create stimulating classroom
    discussions at any grade level and with any topic. Asking different types of questions from the lower level
    (knowledge and comprehension) questions to the higher level (application, analysis, synthesis, and

    evaluation) questions stimulates the thinking processes. Higher level questions require students to
    manipulate and use information in some manner.
    Major categories in the Cognitive Domain of Bloom's Taxonomy and the verbs used for stating specific
    behavioral learning outcomes are found in the following chart. Cognitive objectives specify what the
    learner will be able to do intellectually as a result of instruction.

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