Presented by : AMANINDER SANDHU

1. PRESENTED BY : AMANINDER SANDHU
B.ED 1ST YEAR (18146)
SOHAN LAL DAV COLLEGE OF EDUCATION
AMBALA CITY

5. TAXONOMY
Taxonomy is the branch of science concerned
with classification; It’s a scheme of classification.
OBJECTIVE
According To Sir JJ Guilbert, “Objective refers to the
result sought by the learner at the end of the
educational programme i.e. what the students should
be able to do at the end of a learning period, that they
could not do before hand.”

7. • 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.

10. •Benjamin Bloom (1956)
Cognitive Objectives
• Krath Wohl , Bloom & Maria (1964)
Affective Objectives
•Simpson (1966) , Harrow (1972)
Psychomotor Objectives

11. Cognitive
Domain
Affective
Domain
Psychomotor
Domain
Knowledge Receiving Perception
Comprehension Responding Set
Application Valuing Guided Response
Analysis Organization Mechanism
Synthesis Characterization Complex overt
response
Evaluation

12. Cognitive Domain
(HEAD)
Affective Domain
(HEART)
Psychomotor Domain
(HAND)

15. 1. KNOWLEDGE
Lowest level of objectives
Primarily aims for the acquisition of
knowledge concerning facts ,
terminology
Methods & processes , generalized
principles, theories & structures

16. KNOWLEDGE
Knowledge
of specifies
Knowledge
of Ways &
means of
dealing with
specifies
Knowledge
of universal
&
abstractions

17.  Based upon the knowledge
 If there is no knowledge , there will be no
comprehension
 It means basic understanding of facts , ideas ,
methods, process, principles or theories

18. COMPREHENSION
Translation
Interpretation
Extrapolation

20. Application Generalization of facts , laws ,
principles & theories
Diagnosis Of pupil’s weakness
Application of contents,
terms & laws by the pupils

22. Analysis
Analysis of
elements
Analysis of
relationship
Analysis of organized
principles

24. Synthesis
Unique combination
by arranging different
elements
Suggests new plans by
combining all
elements
Establish an abstract
relationship among
different elements

26. EVALUATION
Judgment in
terms of internal
evidences
Judgement in
terms of external
evidences

31. RECEIVING
AWARNESS
WILLINGNESS
TO RECEIVE
CONTROLLED
OR SELECTED
ATTENTION

33. RESPONDING
Acquiescence
in responding
Willingness
to respond
Satisfaction
in response

38. Naturealization
Articulation
Precision
Manipulation
Imitation

39. 1.IMITATION
At this level the learner will
• directly copy action seen
• replicate what’s directly observed
• Example:-align his /her own car seat exactly
as advised by the driving instructor.

40. 2. MANIPULATION
At this level the learner will
• reproduce activity by instruction
• reproduce activity by memory
• Example:- look into back and side
mirror every time you intend to
take a turn

41. 3. PRECISION
At this level the learner will
• execute skill independent of help
• example :-slow the car down in
anticipation of a red light without
being Instructed

42. 4. ARTICULATION
• At this level the learning will
• adopt expertise to complete a non-standard
objective
• Examples:- stop behind a parked car to give
way to an incoming vehicle without
instruction

43. 5. NATURALIZATION
• At this level the learner will
• Automate skills
• unconscious mastery of skills
• Example:- pass a practical driving test
by independently driving satisfactorily

44. IN NIDHI KAKKAR’S BOOK
OF PEDAGOGY OF
PHYSICAL SCIENCE
• Psychomotor domain’s five level

45. Complex overt response
Mechanism
Guided response
Set
Perception

46. • Lowest level in Psychomotor Domain
• Primarily determined with activities
relating to senses
• Acquired through experience &
systematic training

47. • SET
Initial adjustment which occurs for
specific activities & experiences
related with
• Mental
• Physical
• Emotional

48. • GUIDED RESPONSE
Initial stage of developing…
• A practical skill
• External behavior
Of a leaner under guidance of another person

49. • MECHANISM
At this level development of
• Self confidence
• Skills for doing some task

50. • COMPLEX OVERT RESPONSE
• Highest level of Psychomotor Domain
• Leaner acquires so much efficiency &
skills that can accomplish the most
complex task with minimum energy
and time

51. • CONCLUSION
• Bloom’s Taxonomy is simply a classification
system for educational goals that tie in to
the level of student comprehension that is
necessary for achievement or mastery.
• Bloom ‘s Taxonomy helpful for a teacher in
making his teaching learning process
effective

52. A PRESENTATION BY :
AMANINDER SANDHU