2. Benjamin Bloom
In 1956, Benjamin Bloom formulated a classification of
"the goals of the educational process”
3 "domains" of educational activities identified:
1.Cognitive Domain (knowledge, comprehension, and critical
thinking)
2.Affective Domain (the way people react emotionally)
3.Psychomotor Domain (ability to physically manipulate a tool or
instrument )
3. Taxonomy?
Taxonomy simply means “classification”.
Taxonomy of educational objectives is basically a
classification scheme.
Taxonomy is of extremely useful guide to develop a
comprehensive list of instructional objectives, in
education on teaching, learning and evaluation, is
called Taxonomy of educational objectives.
Information is organized from basic factual recall to
higher order thinking
4. Taxonomy?
Learning objectives can be divided into three basic categories
1. objectives related to development of knowledge,
2. objectives related to inculcation of attitudes and
3. objectives related to doing skill development.
5. Bloom’s TaxonomyBloom’s Taxonomy
Three domains of educational activities:
Cognitive Domain: Deals with knowledge, Reasoning
and the understanding of intellectual aabilities
Affective Domain: (the way people react emotionally,
Concerned with the values, attitudes and feelings
that result from the learning process.
Psychomotor Domain: (ability to physically manipulate a tool or
instrument) Involves manipulative or physical skills
6. The Cognitive Domain
Involves knowledge and the development of intellectual
attitudes and skills
Bloom identified six levels within the cognitive domain,
from the simple recall or recognition of facts, as the lowest
level, through increasingly more complex and abstract
mental levels, to the highest order which is classified as
evaluation. (Subdivisions ranging from the simplest behaviour to the most complex)
A hierarchy of educational objectives
Bloom found that over 95 % of the test questions students encounter require them to think
only at the lowest possible level...the recall of information
9. Bloom’s Taxonomy of Cognitive Domain:
KnowledgeKnowledge
Remembering of previously learned material
Examples of learning objectives:
-know common terms
-know specific facts
-know methods and procedures
-know basic concepts
-know principles
What?, list, name, define, describe
10. Verbs specifying different sorts of outcomeVerbs specifying different sorts of outcome
(Knowledge)(Knowledge)
arrange order define recognize duplicate
label recall list repeat memorize
state relate reproduce
11. Knowledge (Example)Knowledge (Example)
The learner will …
◦recall the date of the First World War.
◦name the 206 bones of the human
skeleton.
◦list the level of Bloom’s Taxonomy of the
cognitive domain.
12. ComprehensionComprehension
The ability to understand the meaning of material: Explain, interpret,
summarize, give examples, predict, translate
Examples of learning objectives:
-understand facts and principles
-interpret verbal materials
-interpret charts and graphs
-translate verbal material to mathematical formulae
justify methods and procedures
13. Verbs specifying different sorts of outcomeVerbs specifying different sorts of outcome
ComprehensionComprehension
classify locate describe recognize discuss
report explain restate express review
identify select indicate translate
14. Comprehension (Example)Comprehension (Example)
What is the main idea of this paragraph?
A. Nitrous oxide can cause an environmental
problem.
B. Nitrous oxide is a potent greenhouse gas.
C. Nitrous oxide destroys the earth’s ozone layer.
D. Nitrous oxide’s concentration appears to be
rising.
15. ApplicationApplication
The ability to use learned material in new and concrete
situations.
Using rules, laws, methods in a new situation
selecting a concept or skill and using it to solve a
problem: Compute, solve, apply, modify, construct
Examples of learning objectives:
-apply concepts and principles to new situations
apply laws and theories to practical situations
solve mathematical problems
construct graphs and charts
demonstrate the correct usage of a method or procedure
write one objective for each level of Bloom’s Taxonomy.
16. Verbs specifying different sorts of outcomeVerbs specifying different sorts of outcome
ApplicationApplication
apply operate choose practice demonstrate
schedule dramatize sketch employ solve
illustrate use interpret write
18. AnalysisAnalysis
The ability to break down material into its
component parts and explaining the hierarchical
relations. How does … apply?, Why does … work?, How does …
relate to … ?
Examples of learning objectives:
- recognize unstated assumptions
distinguish between facts and inferences
evaluate the relevancy of data
analyze the organizational structure of a work
Categorize a list of objectives into the proper level of
Bloom’s Taxonomy.
19. Verbs specifying different sorts of outcomeVerbs specifying different sorts of outcome
AnalysisAnalysis
analyze differentiate appraise discriminate calculate
distinguish categorize examine compare experiment
contrast question criticize test
20. AnalysisAnalysis (Example)(Example)
Here are the five Basic Needs determined by
Maslow:
1. Comfort and survival
2. Safety
3. Belongingness and love
4. Self-esteem and the esteem of others
5. Self-actualization
22. SynthesisSynthesis
The ability to put parts together to form a new whole.
Bring together more than one piece of information, idea, or
set of skills and arrange them into a creative new whole.)
Producing something original after having broken the
material down into its component parts.
◦Design a new and better classification system of the
cognitive domain.
◦propose a hypothesis and design an experiment to test it.
◦devise a plan to solve the problem of water pollution.
23. Verbs specifying different sorts of outcomeVerbs specifying different sorts of outcome
SynthesisSynthesis
arrange formulate assemble manage collect
organize compose plan construct prepare
create propose design write
24. SynthesisSynthesis
Examples of learning objectives:
Write a well organized theme
Give a well organize speech
Write a creative short story
Propose a plan for an experiment
Integrate learning from different areas into a plan for
solving a problem
How do the data support …?
How would you design an experiment that investigates …
What predictions can you make based upon the data?
25. SynthesisSynthesis (Example)(Example)
1. Write a paragraph summarizing the text you
have read. Your summary should have a
topic sentence defining the problem, some of
the causes, some of the effects, and a
conclusion.
26. EvaluationThe ability to judge the value of material for a given purpose based on
definite criteria.
making a judgment based upon a pre-established set of criteria.
What judgments can you make about …?
Compare and contrast … criteria for … ?
Examples of learning objectives:
1.judge the logical consistency of written material
2.choose the Prime Minister you believe to be the most effective and
state why.
3.take a position on the capital punishment issue; support you position.
4.Should all teachers be required to know and understand Bloom’s
Taxonomy? Support your answer.
27. Verbs specifying different sorts of outcomeVerbs specifying different sorts of outcome
EvaluationEvaluation
appraise judge argue predict assess
rate attach score choose select
compare support estimate evaluate
28. EvaluationEvaluation (Example)(Example)
“The United States took part in the Gulf War against
Irag because of the lack of civil liberties imposed on
the Kurds by Saddam Hussein’s regime.”
A.The assertion and the reason are both correct and the reason is valid.
B.The assertion and the reason are both correct but the reason is invalid.
C.The assertion is correct but the reason is incorrect.
D.The assertion is incorrect but the reason is correct.
E.Both the assertion and the reason are incorrect. (MCQ)
30. Bloom’s Revised Taxonomy
1990s- Lorin Anderson (former student of Bloom)
revisited the taxonomy
As a result, a number of changes were made
Bloom’s Taxonomy was revised to make it more
relevant for 21st
century students and teachers.
36. Remembering
The learner is able to recall, restate and remember
learned information.
– Recognizing
– Listing
– Describing
– Identifying
– Retrieving
– Naming
– Locating
– Finding
Can you recall information?
37. Remembering:
Potential Activities and Products
• Make a story map showing the main events of the
story.
• Make a time line of your typical day.
• Make a concept map of the topic.
• Write a list of keywords you know about….
• Make a chart showing…
• Recite a poem.
38. Understanding
The learner grasps the meaning of information by interpreting
and translating what has been learned.
– Interpreting
– Exemplifying
– Summarizing
– Inferring
– Paraphrasing
– Classifying
– Comparing
– Explaining
Can you explain ideas or concepts?
39. Understanding
Potential Activities and Products
• Write in your own words…
• Report to the class…
• Illustrate what you think the main idea may have been.
• Make a cartoon strip showing the sequence of events in the
story.
• Write and perform a play based on the story.
• Write a brief outline to explain the chapter to someone else
• Explain why the character solved the problem in this particular
way
• Write a summary report of the event.
• Prepare a flow chart to illustrate the sequence of events.
• Paraphrase this chapter in the book.
• Retell in your own words.
• Outline the main points.
40. Applying
The learner makes use of information in a context different from
the one in which it was learned.
– Implementing
– Carrying out
– Using
– Executing
Can you use the information in another
familiar situation?
41. Applying:
Potential Activities and Products
• Construct a model to demonstrate how it looks or works
• Practice a play and perform it for the class
• Make a diorama to illustrate an event
• Write a diary entry
• Make a scrapbook about the area of study.
• Prepare invitations for a character’s birthday party
• Make a topographic map
• Take and display a collection of photographs on a
particular topic.
• Make up a puzzle or a game about the topic.
• Write an explanation about this topic for others.
• Dress a doll in national costume.
• Make a clay model…
• Paint a mural using the same materials.
42. Analyzing
The learner breaks learned information into its parts to
best understand that information.
– Comparing
– Organizing
– Deconstructing
– Attributing
– Outlining
– Finding
– Structuring
– Integrating
Can you break information into parts to explore
understandings and relationships?
43. Analyzing:
Potential Activities and Products
• Survey classmates to find out what they think about a particular topic.
Analyze the results.
• Make a flow chart to show the critical stages.
• Classify the actions of the characters in the book
• Construct a graph to illustrate selected information.
• Make a family tree showing relationships.
• Devise a roleplay about the study area.
• Write a biography of a person studied.
• Prepare a report about the area of study.
• Conduct an investigation to produce information to support a view.
• Review a work of art in terms of form, color and texture.
• Draw a graph
• Complete a Decision Making Matrix to help you decide which breakfast
cereal to purchase
44. Evaluating
The learner makes decisions based on in-depth
reflection, criticism and assessment.
– Checking
– Hypothesizing
– Critiquing
– Experimenting
– Judging
– Testing
– Detecting
– Monitoring
Can you justify a decision or course of action?
45. Evaluating: Potential Activities and
Products
• Write a letter to the editor
• Prepare and conduct a debate
• Prepare a list of criteria to judge…
• Write a persuasive speech arguing for/against…
• Make a booklet about five rules you see as important. Convince
others.
• Form a panel to discuss viewpoints on….
• Write a letter to. ..advising on changes needed.
• Write a report on…
• Prepare a case to present your view about...
• Evaluate the character’s actions in the story
46. Creating
The learner creates new ideas and information
using what has been previously learned.
– Designing
– Constructing
– Planning
– Producing
– Inventing
– Devising
– Making
Can you generate new
products, ideas, or ways of
viewing things?
47. Creating:
Potential Activities and Products
• Invent a machine to do a specific task.
• Design a robot to do your homework.
• Create a new product. Give it a name and plan a marketing
campaign.
• Write about your feelings in relation to...
• Write a TV show play, puppet show, role play, song or pantomime
about..
• Design a new monetary system
• Develop a menu for a new restaurant using a variety of healthy foods
• Design a record, book or magazine cover for...
• Sell an idea
• Devise a way to...
• Make up a new language and use it in an example
• Write a jingle to advertise a new product.
48. Bloom’s Taxonomy
Creating: Can the student create
new product or point of view?
assemble, construct, create, design,
develop, formulate, write
Evaluating: Can the student justify a
stand or decision?
appraise, argue, defend, judge,
select, support, value, evaluate
Analyzing: Can the student
distinguish between the different
parts?
appraise, compare, contrast, criticize,
differentiate, discriminate,
distinguish, examine, experiment,
question, test
Applying: Can the student use the
information in a new way?
choose, demonstrate, dramatize,
employ, illustrate, interpret, operate,
schedule, sketch, solve, use, write
Understanding: Can the student
explain ideas or concepts?
classify, describe, discuss, explain,
identify, locate, recognize, report,
select, translate, paraphrase
Remembering: Can the student
recall or remember the information?
define, duplicate, list, memorize,
recall, repeat, reproduce state
49. Sample Unit : Travel
Remembering How many ways can you travel from one place to another? List
and draw all the ways you know. Describe one of the vehicles
from your list, draw a diagram and label the parts. Collect
“transport” pictures from magazines-- make a poster with info.
Understanding How do you get from school to home? Explain the method of
travel and draw a map. Write a play about a form of modern
transport. Explain how you felt the first time you rode a bicycle.
Make your desk into a form of transport.
Applying Explain why some vehicles are large and others small. Write a story
about the uses of both. Survey 10 other children to see what bikes
they ride. Display on a chart or graph.
Analyzing Make a jigsaw puzzle of children using bikes safely. What
problems are there with modern forms of transport and their uses-
write a report. Use a Venn Diagram to compare boats to planes,
or helicopters to bicycles.
Evaluating What changes would you recommend to road rules to prevent
traffic accidents? Debate whether we should be able to buy fuel
at a cheaper rate. Rate transport from slow to fast etc..
Creating Invent a vehicle. Draw or construct it after careful planning. What
sort of transport will there be in twenty years time? Discuss, write
about it and report to the class. Write a song about traveling in
different forms of transport.
50. Activity
Choose a topic and use Bloom’s Taxonomy of the Cognitive Domain to
plan at least 3 activities for each level of the taxonomy.
List the term on the left and the activities on the right.
You may work with subject based partner(s) or individually.
51. Affective Domain:
The Affective Domain includes those
objectives, which describe some feeling or
emotion. It also includes those, which deal
with interests, attitudes, appreciations,
motivations, attitudes and values. Affective
domain is divided into five major classes
arranged in a hierarchical order arranged a
long a continuum of internalization lowest to
highest.
53. Receiving (Attending):
Receiving means that the learner must be sensitized
to the existence of certain phenomena, and
stimuli. This includes awareness and willingness to
receive controlled or selected emotions.
Valuing:
Valuing includes acceptance of a value preference for value
and commitment to or a conviction in regard to a certain
point of view.
54. Organization:
In situations where there are more than one value is
relevant, there is a need for (a) the organization of
the values into a system, (b) the determination of
the inter relationships among them and (c) the
establishment of the domain and pervasive value.
It includes conceptualization of values and
organization of a value system.
Characterization:
Characterization is the ability to conceptualize a value to
organize its interrelationship and values into a total
philosophy. It is a basic orientation, which enables the
individual to reduce and order the complex world about
him/ her and to act consistently and effectively in it.
55. Psychomotor Domain:
Blooms and his associates have not developed
classification of educational objects under
psychomotor domain. But taxonomies have been
developed by Ragsdale, Guilford, Dave, Simpson,
Kibler and Harrow.
Psychomotor domain includes those objectives
which deal with physical movements, coordination
and use of the motor-skills areas. These objectives
are most frequently related to handwriting and
speech, physical education, trade and technical
courses, in which hands on experiences are
involved.
57. Harrow's Psychomotor Domains:
Reflex movements. Reactions that are not
learned.
Fundamental movements. Basic movements
such as walking.
Perception. Response to stimuli such as visual,
auditory.
Physical abilities. Stamina that must be
developed for further development such as
strength.
Skilled movements. Advanced learned
movements as one would find in sports or acting.
No discursive communication. Effective body
language, such as gestures and facial expressions.
