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Bloom’s Taxonomy
Deborah Bonita
Denise Thomas
2
Benjamin Bloom
•Born: February 21, 1913
•Bloom attend the University of
Chicago as well as
Pennsylvania State University
•American psychologist who is
credit for developing the Bloom’s
Taxonomy Theory.
•Developed the six levels of
learning which are
knowledge, comprehension, app
lication, analysis, synthesis, and
evaluation.
3
Bloom’s Taxonomy
•Created by Benjamin
Bloom, Bloom’s is used for
categorizing and classifying
levels of intellectual learning.
•Bloom sought to classify
learning behaviors to better
understand how knowledge is
absorbed.
•There are three domains of
Bloom’s Taxonomy: cognitive
domain, affective domain, and
psychomotor domain.
Bloom and
Mastery
Learning
• Bloom believed that all children can learn
and aimed to demonstrate that through is
research
• Bloom’s Taxonomy has been linked to the
idea and goal of mastery learning
• Mastery Learning: a model for learning in
which students continue to gain
information and knowledge, working
through modules or teacher instruction
only after they have mastered the content
of the previous modules
• Bloom believed that all children can learn
given the correct conditions for learning
and sufficient time
• The principal part of creating the correct
conditions for learning is by changing the
methods of instruction
4
5Key People
involved in Theory
Lorin Anderson, a former student of Bloom, revisited the
cognitive domain in the learning taxonomy in the mid-
nineties and made some changes, with perhaps the two
most prominent ones being, 1) changing the names in the
six categories from noun to verb forms, and 2) slightly
rearranging them (Pohl, 2000).
5
6
Classroom
Implications
In Bloom’s Taxonomy of Learning Cognitive domain, Bloom
believes there are 6 levels to learning:
knowledge, comprehension, application, analysis, synthesis, and
evaluation.
•In knowledge stage, he believes teacher recite things so the
students can recall the information.
•In comprehension stage, have teachers ask open ended
questions for students to have the freedom to respond how they
want to evaluate comprehension of topic.
•In application stage, teacher needs to use concept taught in a
new situation so students to apply what they learned to a
different situation.
•In analysis stage, teachers need to give situation to student and
have them come up with how to resolve situation.
•In synthesis stage: teacher gives students certain items and ask
students to build something.
•In evaluation, teachers should tell their students how they have
done with their work so the students can learn from it.
6
7
What Do We think
about Theory?
We think that Bloom’s Taxonomy
Theory is very interesting. We
agree with his 6 different stages of
cognitive domain.
7
Skills/Learning
Objectives
• Knowledge: arrange, repeat, recall, define, list, match,
name, order, narrate, describe
• Comprehension: summarize, classify, explain, discuss,
give examples, identify, translate
• Application: apply, demonstrate, solve, change, discover,
experiment, interpret, show, present
• Analysis: analyze, experiment, examine, compare, contrast,
associate, dissect, conclude, test
• Synthesis: collect, assemble, compose, develop, design,
invent, create, plan, revise, role-play, theorize
• Evaluation: compare, assess, contrast, criticize, debate,
judge, value, predict, estimate, appraise
8
Each level builds different learning
skills. The higher the level, the more
sophisticated the skill. This in turn also
allows teachers to set the level they
expect their students to be at when
assessing their work. This word list can
be included in learning objectives set
by teachers to move towards mastery
of the subject.
9What the Teacher does with Technology
o Knowledge is Teaching the parts of the Computer
o Comprehension is Teaching the Students what the Parts of the
Computer Do
o Application is Teaching the Students how to Apply and
Demonstrate the Use of the Computer
o Analysis is Teaching the Students how the Computer can
Change Their Lives
o Synthesis is Teaching the Student how to Integrate Everything
the Computer Can Do into One Element
o Evaluation is Teaching the Student to make a Value Judgment
about he Computer
10
What the Student Does with Technology
o Knowledge Students know the Parts of the Computer
o Comprehension Students know what the Parts of the
Computer are use for.
o Application Students know how to show and present
applications on the Computer
o Analysis Students can Associate how the Computer can
Change their Lives.
o Synthesis Students can Collect Ideas and Compose them
on the Computer
o Evaluation Student can Discriminate between which Ideas
are Best to Use
11
Resources http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
http://www.nwlink.com/~donclark/hrd/bloom.html
http://www.scite.com/tdc6
http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
www.psy.gla.ac.uk
Shelly, Gary B.. "Technology, Digital Media, and Curriculum."
Teachers discovering computers: integrating technology and
digital media in the classroom. 6th ed. Boston, Mass.:
Thomson/Course Technology, 2010. 375-376. Print.
11

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Bloom’s taxonomy

  • 2. 2 Benjamin Bloom •Born: February 21, 1913 •Bloom attend the University of Chicago as well as Pennsylvania State University •American psychologist who is credit for developing the Bloom’s Taxonomy Theory. •Developed the six levels of learning which are knowledge, comprehension, app lication, analysis, synthesis, and evaluation.
  • 3. 3 Bloom’s Taxonomy •Created by Benjamin Bloom, Bloom’s is used for categorizing and classifying levels of intellectual learning. •Bloom sought to classify learning behaviors to better understand how knowledge is absorbed. •There are three domains of Bloom’s Taxonomy: cognitive domain, affective domain, and psychomotor domain.
  • 4. Bloom and Mastery Learning • Bloom believed that all children can learn and aimed to demonstrate that through is research • Bloom’s Taxonomy has been linked to the idea and goal of mastery learning • Mastery Learning: a model for learning in which students continue to gain information and knowledge, working through modules or teacher instruction only after they have mastered the content of the previous modules • Bloom believed that all children can learn given the correct conditions for learning and sufficient time • The principal part of creating the correct conditions for learning is by changing the methods of instruction 4
  • 5. 5Key People involved in Theory Lorin Anderson, a former student of Bloom, revisited the cognitive domain in the learning taxonomy in the mid- nineties and made some changes, with perhaps the two most prominent ones being, 1) changing the names in the six categories from noun to verb forms, and 2) slightly rearranging them (Pohl, 2000). 5
  • 6. 6 Classroom Implications In Bloom’s Taxonomy of Learning Cognitive domain, Bloom believes there are 6 levels to learning: knowledge, comprehension, application, analysis, synthesis, and evaluation. •In knowledge stage, he believes teacher recite things so the students can recall the information. •In comprehension stage, have teachers ask open ended questions for students to have the freedom to respond how they want to evaluate comprehension of topic. •In application stage, teacher needs to use concept taught in a new situation so students to apply what they learned to a different situation. •In analysis stage, teachers need to give situation to student and have them come up with how to resolve situation. •In synthesis stage: teacher gives students certain items and ask students to build something. •In evaluation, teachers should tell their students how they have done with their work so the students can learn from it. 6
  • 7. 7 What Do We think about Theory? We think that Bloom’s Taxonomy Theory is very interesting. We agree with his 6 different stages of cognitive domain. 7
  • 8. Skills/Learning Objectives • Knowledge: arrange, repeat, recall, define, list, match, name, order, narrate, describe • Comprehension: summarize, classify, explain, discuss, give examples, identify, translate • Application: apply, demonstrate, solve, change, discover, experiment, interpret, show, present • Analysis: analyze, experiment, examine, compare, contrast, associate, dissect, conclude, test • Synthesis: collect, assemble, compose, develop, design, invent, create, plan, revise, role-play, theorize • Evaluation: compare, assess, contrast, criticize, debate, judge, value, predict, estimate, appraise 8 Each level builds different learning skills. The higher the level, the more sophisticated the skill. This in turn also allows teachers to set the level they expect their students to be at when assessing their work. This word list can be included in learning objectives set by teachers to move towards mastery of the subject.
  • 9. 9What the Teacher does with Technology o Knowledge is Teaching the parts of the Computer o Comprehension is Teaching the Students what the Parts of the Computer Do o Application is Teaching the Students how to Apply and Demonstrate the Use of the Computer o Analysis is Teaching the Students how the Computer can Change Their Lives o Synthesis is Teaching the Student how to Integrate Everything the Computer Can Do into One Element o Evaluation is Teaching the Student to make a Value Judgment about he Computer
  • 10. 10 What the Student Does with Technology o Knowledge Students know the Parts of the Computer o Comprehension Students know what the Parts of the Computer are use for. o Application Students know how to show and present applications on the Computer o Analysis Students can Associate how the Computer can Change their Lives. o Synthesis Students can Collect Ideas and Compose them on the Computer o Evaluation Student can Discriminate between which Ideas are Best to Use
  • 11. 11 Resources http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm http://www.nwlink.com/~donclark/hrd/bloom.html http://www.scite.com/tdc6 http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm www.psy.gla.ac.uk Shelly, Gary B.. "Technology, Digital Media, and Curriculum." Teachers discovering computers: integrating technology and digital media in the classroom. 6th ed. Boston, Mass.: Thomson/Course Technology, 2010. 375-376. Print. 11