Objectives :

By the end of sesssion idions will be able to

over the systemic approach .

Define the blooms taxonomy .
Learning the domains of bloom s taxonomy .
Explain The levels of thinking .
Blooms Taxonomy and Research.
Sources .

What is it???
Blooms Taxonomy is a chart of

ideas

Named after
the creator,
Benjamin
Bloom

A Taxonomy is an
arrangement of
ideas
or a way to
group things
together

Blooms Taxonomy

You may see the levels organized differently

in other charts

Who is Dr. Benjamin

Bloom??
He was a teacher,
thinker, & inventor
He worked at a
college
He created a list
about how we think
about thinking
you may want to
read that again!

1913-1999

LEARNING DOMAINS OF
BLOOM S TAXONOMY
The committee identified three domains of

educational activities or learning .

Cognitive :
Mental skill ( knowledge )

Affective :
Growth in feeling or emotional
areas ( Attitude or self )

Psychomotor :
Manual or physical skills .

COGNATIVE
DOMAIN
The cognitive domain involves knowledge

and the development of intellectual skills

(Bloom, 1956).
This includes the recall or recognition of
specific facts, procedural patterns, and
concepts that serve in the development of
intellectual abilities and skills.

COGNATIVE DOMAIN
There are six major categories of cognitive an

processes, starting from the simplest to the

most complex (see thetable belowfor an inKnowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
depth coverage of each category):

Cognitive Processes
and
Levels
While Bloom's original cognitive taxonomy did

mention three levels of knowledge or products

that could be processed, they were not discussed
very much and remained one-dimensional:

Factual- The basic elements students must

know to be acquainted with a discipline or solve

problems.
Conceptual The interrelationships among the
basic elements within a larger structure that
enable them to function together.
Procedural- How to do something, methods of
inquiry, and criteria for using skills, algorithms,
techniques, and methods.

Affective Domain
The affective domain is one of three

domains in Bloom's Taxonomy, with the

other two being
The affective domain (Krathwohl,
Bloom, Masia, 1973) includes the
manner in which we deal with things
emotionally, such as feelings,values,
appreciation, enthusiasms,motivations,
andattitudes. The five major categories
are listed from the simplest behavior to
the most complex:

Affective Domain
Receiving Phenomena:

Awareness, willingness to hear, selected

attention.
Examples:
Listen to others with respect. Listen for
and remember the name of newly
introduced people.
Key Words:
acknowledge, asks, attentive, courteous,
dutiful, follows, gives, listens, understands

Affective Domain
Responds to Phenomena:
Active participation on the part of the learners. Attend
and react to a particular phenomenon. Learning
outcomes may emphasize compliance in responding,
willingness to respond, or satisfaction in responding
(motivation).

Examples:
Participates in class discussions. Gives a presentation.
Questions new ideals, concepts, models, etc. in order to fully
understand them. Know the safety rules and practice them.

Key Words:
answers, assists, aids, complies, conforms, discusses, greets,
helps, labels, performs, presents, tells

Affective Domain
Valuing:
The worth or value a person attaches to a particular object,
phenomenon, or behavior.This ranges from simple
acceptance to the more complex state of commitment.
Valuing is based on the internalization of a set of specified
values, while clues to these values are expressed in the
learner's overt behavior and are often identifiable.

Examples:
Demonstrates belief in the democratic process. Is sensitive
towards individual and cultural differences (value diversity).
Shows the ability to solve problems. Proposes a plan to social
improvement and follows through with commitment. Informs
management on matters that one feels strongly about.

Key Words:
appreciates, cherish, treasure, demonstrates, initiates,
invites, joins, justifies, proposes, respect, shares

Affective Domain
Organization:

Organizes values into priorities by contrasting different

values, resolving conflicts between them, and creating an
unique value system. The emphasis is on comparing,
relating, and synthesizing values.

Examples:
Recognizes the need for balance between freedom and
responsible behavior. Explains the role of systematic
planning in solving problems. Accepts professional ethical
standards. Creates a life plan in harmony with abilities,
interests, and beliefs. Prioritizes time effectively to meet the
needs of the organization, family, and self.

Key Words :
compares, relates, synthesizes

Affective
Domain
Internalizes Values
(characterization): Has a value system that controls their
behavior. The behavior is pervasive, consistent, predictable,
and most important characteristic of the learner. Instructional
objectives are concerned with the student's general patterns
of adjustment (personal, social, emotional).

Examples:
Shows self-reliance when working independently.
Cooperates in group activities (displays teamwork). Uses an
objective approach in problem solving. Displays a
professional commitment to ethical practice on a daily basis.
Revises judgments and changes behavior in light of new
evidence. Values people for what they are, not how they look.

Key Words:
acts, discriminates, displays, influences, modifies, performs,
qualifies, questions, revises, serves, solves, verifie

Psychomotor Domain
The psychomotor domain (Simpson, 1972)

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. Thus,
psychomotor skills rage from manual tasks,
such as digging a ditch or washing a car, to
more complex tasks, such as operating a
complex piece of machinery or dancing.

Psychomotor Domain

The seven major categories are listed from the

simplest behavior to

Perception (awareness):
The ability to use sensory cues to guide motor activity.
This ranges from sensory stimulation, through cue selection,
to translation.the most complex:

Examples:
Detects non-verbal communication cues. Estimate where a
ball will land after it is thrown and then moving to the
correct location to catch the ball. Adjusts heat of stove to
correct temperature by smell and taste of food. Adjusts the
height of the forks on a forklift by comparing where the
forks are in relation to the pallet.

Key Words:
chooses, describes, detects, differentiates, distinguishes,
identifies, isolates, relates, sele

Psychomotor Domain
Set:
Readiness to act.It includes mental, physical, and
emotional sets. These three sets are dispositions that
predetermine a person's response to different situations
(sometim

Examples:
Knows and acts upon a sequence of steps in a
manufacturing process. Recognize one's abilities and
limitations. Shows desire to learn a new process
(motivation). NOTE: This subdivision of Psychomotor is
closely related with the Responding to phenomena
subdivision of the Affective domain.

Key Words:
begins, displays, explains, moves, proceeds, reacts,

Psychomotor Domain
Mechanism (basic proficiency): This is the
intermediate stage in learning a complex skill.Learned
responses have become habitual and the movements can
be performed with some confidence and proficiency.

Examples:
Use a personal computer.Repair a leaking faucet. Drive a
car.

Key Words:
assembles, calibrates, constructs, dismantles, displays,
fastens, fixes, grinds, heats, manipulates, measures, mends,
mixes, organizes, sketches.

Psychomotor Domain
Guided Response:
The early stages in learning a complex skill that includes
imitation and trial and error. Adequacy of performance is
achieved by practicing.

Examples:
Performs a mathematical equation as demonstrated.
Follows instructions to build a model. Responds hand-signals
of instructor while learning to operate a forklift.

Key Words:
copies, traces, follows, react, reproduce, responds

Psychomotor Domain

Complex Overt Response (Expert): 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.This category includes performing
without hesitation, and automatic performance.For
example, players are often utter sounds of satisfaction or
expletives as soon as they hit a tennis ball or throw a
football, because they can tell by the feel of the act what the
result will produce.

Examples:Maneuvers a car into a tight parallel

parking spot. Operates a computer quickly and accurately.
Displays competence while playing the piano.

Key Words:

assembles, builds, calibrates, constructs,

dismantles, displays, fastens, fixes, grinds, heats,
manipulates, measures, mends, mixes, organizes, sketches.
NOTE: The Key Words are the same as Mechanism, but will
have adverbs or adjectives that indicate that the

Psychomotor Domain
Adaptation:
Skills are well developed and the individual can modify
movement patterns to fit special requirements.

Examples:
Responds effectively to unexpected experiences. Modifies
instruction to meet the needs of the learners. Perform a task
with a machine that it was not originally intended to do
(machine is not damaged and there is no danger in
performing the new task).
Key Words:
adapts, alters, changes, rearranges, reorganizes, revises,
varies.

Psychomotor Domain
Origination:
Creating new movement patterns to fit a particular situation
or specific problem. Learning outcomes emphasize creativity
based upon highly developed skills.

Examples:
Constructs a new theory. Develops a new and
comprehensive training programming. Creates a new
gymnastic routine.

Key Words:
arranges, builds, combines, composes, constructs, creates,
designs, initiate, makes, originates.

The levels of thinking

There are six levels of

learning according to Dr.

Bloom
The levels build on one
another. The six levels
all have to do with
thinking.
Level one is the lowest
level of thinking of
thinking
Level six is the highest
level of thinking

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

New names??
Some people have

renamed these
levels to make
them easier to
remember
Some people even

switch the last two

levels around

Knowledge- Remembering

Comprehension- Understanding

Application- Applying

Analysis- Analyzing

Synthesis- Creating

Evaluation- Evaluation

Knowledge or
Remembering
observation and recall of
information
knowledge of dates,
events, places
knowledge of major ideas
mastery of subject
matter
Key words:
list, define, tell, describe,
identify, show, label,
collect, examine,
tabulate, quote, name,
who, when, where, etc.

Knowledge/Remembering- Do
it
Write a list of

vegetables.

Comprehension or
Understanding
understanding information
grasp meaning
translate knowledge into

new context
interpret facts, compare,
contrast
order, group, infer causes
predict consequences
Key words:
summarize, describe,
interpret, contrast, predict,
associate, distinguish,
estimate, differentiate,
discuss, extend

Comprehension/
Understanding- Do it
Retell the story of

the Three Little

Pigs in your own
words.

Application or
Applying
use information
use methods, concepts,

theories in new
situations
solve problems using
required skills or
knowledge
Key words:
apply, demonstrate,
calculate, complete,
illustrate, show, solve,
examine, modify, relate,
change, classify,
experiment, discover

Application/Applying- Do
it
Make a model of a
swing set with
paper and explain
how it works.

Analysis or Analyzing
seeing patterns
organization of parts
recognition of hidden

meanings
identification of
components
Key words:
analyze, separate, order,
explain, connect,
classify, arrange, divide,
compare, select, explain,
infer

Analysis/ Analyzing- Do
it
Make a family tree
showing
relationships.

Synthesis or Creating
use old ideas to create new

ones
generalize from given facts
relate knowledge from
several areas
predict, draw conclusions
Key words:
combine, integrate, modify,
rearrange, substitute, plan,
create, design, invent, what
if?, compose, formulate,
prepare, generalize, rewrite

Synthesis/Creating- Do
it
Design a magazine
cover that would
appeal to kids in
your class.

Evaluation or
Evaluating
compare and discriminate

between ideas
assess value of theories,
presentations
make choices based on
reasoned argument
verify value of evidence
recognize subjectivity
Key words
assess, decide, rank, grade,
test, measure, recommend,
convince, select, judge,
explain, discriminate,
support, conclude,
compare, summarize

Evaluation/EvaluatingDo
it
Make a booklet
about 5 rules you
see as important.
Convince others.

Blooms Taxonomy and

Research
When doing research you

should always start with the

lower levels of thinking
You must have basic knowledge

before you can advance to

deeper ideas
One great way to improve your
knowledge is to READ, READ,
READ about your research topic

When doing research, always be

sure to stretch your thinking to

the higher levels of thinking

After youve explored your basic

knowledge base, challenge your

self to new ideas
Always keep a Blooms
Taxonomy cheat sheet with
you to help you hit the higher
levels of thinking

Blooms Taxonomy- Do
it
Print out the next
slide. This is a kids
friendly copy of
Blooms Taxonomy
and put it in your
research folder for
quick reference.

BLOOMS REVISED
TAXONOMY

Sources
http://www.coun.uvic.ca/learn/program/hndout

s/bloom.html
http://www.teachers.ash.org.au/researchskills/
dalton.htm
http://oaks.nvg.org/taxonomy-bloom.html
http://en.wikipedia.org/wiki/Image:Bloom
%27s_Rose.png