Bloom's+Taxonomy


 * Bloom's Taxonomy** is a classification of the different objectives that educators set for students learning objectives. The taxonomy was proposed in 1956 by Benjamin Bloom, an educational psychologist. Through Bloom's research he discovered that over 95% of the test questions students encounter require them to think using only the lowest form of cognitive thinking...the recall of information. This theory is a good structure of how to arrange test questions. A goal of Bloom's Taxonomy is to motivate educators to focus on all three domains, creating a more holistic education. The relationship between questions and answers is so important that true learning cannot exist if the two are separated; making Bloom's focus on the different domains crucial for thinking and learning. According to Bloom there are three domains of learning:
 * **Cognitive**: mental skills (knowledge)
 * **Affective**: emotional and social growth (attitude)
 * **Psychomotor**: physical skills (skills)

In the realm of **Cognitive** learning there are six categories of learning intellectual knowledge. These are listed in degree of difficulty/complexity and should be thought of as a step process
 * 1) __Knowledge__: ability to recall facts; memorization
 * 2) KEY Task-describing WORDS: arrange, describe, define, know, recite, match, name, recall, recognize, list
 * 3) Example of Assignment: Memorize the fifty states in the US and their capitals.
 * 4) __Comprehension__: understands the meaning of instructions or problems and the ability to change information from one form to another. This level of cognitive thinking is only one level higher than the lowest.
 * 5) KEY Task-describing WORDS: comprehend, explain, give examples, paraphrase, rewrite, translate
 * 6) Example of Assignment: In your own words, explain the theory of evolution.
 * 7) __Application__: ability to use what is learned in the classroom in outside situations. The ability to apply learned information in concrete ways.
 * 8) KEY Task-describing WORDS: apply, change, construct, demonstrate, discover, predict, prepare, produce, relate, show
 * 9) Example of Assignment: Produce an essay that includes a list of newly learned vocabulary words.
 * 10) __Analysis__: capacity to break down information into categories in order to understand organizational structure
 * 11) KEY Task-describing WORDS: analyze, break-down, compare, contrast, illustrate, infer, separate, distinguish
 * 12) Example of Assignment: compare and contrast Mr. Darcy and Elizabeth Bennet in Jane Austen's //Pride and Prejudice.// Also, the ability to recognize unstated assumptions.
 * 13) __Synthesis__: ability to piece concepts together in order to make a new meaning or structure
 * 14) KEY Task-describing WORDS: combine, compile, categorize, compose, create, generate, organize, reconstruct, revise
 * 15) Example of Assignment: compose an argument to defend a thesis
 * 16) __Evaluation__: ability to make judgments about material or ideas
 * 17) KEY Task-describing WORDS: evaluate, judge, appraise, conclude, compare, critique, defend, justify
 * 18) Example of Assignment: critically evaluate Robert Frost's poem //The Road Less Traveled//

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Example of different assignments for each of the six categories of cognitive learning
For reading a piece of literature...


 * Knowledge:**
 * Create a list of vocabulary words and have the students memorize them.
 * Quiz students on information about the author of the book


 * Comprehension:**
 * Ask students to write summaries of the chapters to check for completion of reading
 * Have students give a verbal translation of various themes of the book discussed in class

// Verb Wheel Based on Bloom's Taxonomy
 * Application** ////
 * Analysis**
 * Compare and contrast characters in the book
 * infer the author's purpose for writing this book
 * Synthesis**
 * Compose an essay either in defense or opposition to the author's view of humanity
 * Categorize events or symbols from the the book to show how they contribute to the author's theme.
 * Evaluation**
 * Evaluate the author's view of humanity. Are there clear biases or prejudices?
 * Critique the book. Did the author communicate his thoughts well? Did it serve the purpose it was intended to serve?
 * Critique the book. Did the author communicate his thoughts well? Did it serve the purpose it was intended to serve?
 * [[image:http://cstep.csumb.edu/Obj_tutorial/bloomwheel3.gif width="453" height="453"]] ||

Here's a video to explain to a classroom how Bloom works//:// [|//http://www.youtube.com/watch?v=Lid47BS65bE//] media type="youtube" key="Lid47BS65bE" height="344" width="425"

Another reference: http://web.uct.ac.za/projects/cbe/mcqman/mcqappc.html The **Affective** domain targets the awareness and growth in attitudes, emotion, and feelings. The **Psychomotor** domain describe the ability to physically manipulate a tool or instrument. Psychomotor objectives usually focus on change and/or development in behavior and/or skills.
 * 1) Receiving-The lowest level; the student passively pays atten. tion. Without this level no learning can occur.
 * 2) Responding- The student actively participates and reacts in the learning process, not only attends to a stimulus
 * 3) Valuing- The student attaches a value to an object, phenomenon, or piece of information.
 * 4) Organizing -The student can assimilate and accommodate new ideas within schemas.
 * 5) Characterizing-The student holds a particular value or belief that influences their behavior.

While teaching, use the Bloom's taxonomy not only as a guide will for lesson planning but also for giving clarification in student objectives. Giving students objectives that are more focused and defined will help the know what is expected of them. Use words that are clear and precise in connection with learning levels. For example, instead of an objective that is worded "students will learn about US history"... consider being more concrete stating "students will recall the ten key turning points in WWII." This website gives good advice points for lesson plan construction concerning learning levels (like Bloom's): http://coe.sdsu.edu/eet/Articles/bloomrev/