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Bloom's Revised Taxonomy: Frederick B. Bambao Prepared by

The document discusses Bloom's Revised Taxonomy, which was developed by educational psychologist Benjamin Bloom to classify educational learning objectives into different levels of complexity and specificity. The original taxonomy categorized objectives according to six cognitive levels from basic to complex: knowledge, comprehension, application, analysis, synthesis, and evaluation. The revised taxonomy updates these levels as remembering, understanding, applying, analyzing, evaluating, and creating. It also describes additional domains for classifying educational objectives including the affective domain and psychomotor domain. The taxonomy provides a framework to structure educational goals and objectives from simple to complex.

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frederick
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© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
33 views

Bloom's Revised Taxonomy: Frederick B. Bambao Prepared by

The document discusses Bloom's Revised Taxonomy, which was developed by educational psychologist Benjamin Bloom to classify educational learning objectives into different levels of complexity and specificity. The original taxonomy categorized objectives according to six cognitive levels from basic to complex: knowledge, comprehension, application, analysis, synthesis, and evaluation. The revised taxonomy updates these levels as remembering, understanding, applying, analyzing, evaluating, and creating. It also describes additional domains for classifying educational objectives including the affective domain and psychomotor domain. The taxonomy provides a framework to structure educational goals and objectives from simple to complex.

Uploaded by

frederick
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Bloom's Revised Taxonomy

Prepared by:
Frederick B. Bambao


TAXONOMY
comes from the Greek word
taxis=arrangements and
nomos=science
Science of arrangements
means 'a set of classification principles', or
'structure', and
Domain simply means 'category'.

Who is BENJAMIN BLOOM?

BENJAMIN SAMUEL BLOOM

(Feb. 1913 Sep.


1999)

was a Jewish-American educational


psychologist.
Contributions:
1. Classification of Educational
Objectives
2. Theory of Mastery-Learning

Writing Instructional Objectives

objectives,

Instructional
can
be
written for any of the domains of
instruction
Cognitive
The cognitive domain involves the
Domain
learning and application of knowledge.

Affective Domain

The affective domain addresses the


acquisition of attitudes and values.

Psychomotor
The
psychomotor
Domain

domain
involves
development of the body and skills it
performs.

HOTS
(HIGHER ORDER
THINKING SKILLS)

An

Analizing

E
C

Evaluating
Creating

LOTS
(LOWER ORDER
THINKING
SKILLS)

Remembering

Un
Ap

Understanding
Applying

ORIGINAL TAXONOMY (1956) ---> REVISED


TAXONOMY (2001)
High
Order
Thinkin
g Skills
Low
Order
Thinkin
g Skills

Knowledge
Comprehension
Analysis
Application
Synthesis
Evaluation

Remember (I know)
Understand (I comprehend)
Apply (I can use it)
Analyze (I can be logical)
Evaluate (I can judge)
6
Create ( I can plan)

Application of Cognitive
Processes and dimensions

Factual Knowledge
Conceptual
Knowledge
Basic elements used to communicate,
Knowledge
of
classifications
Procedural
Knowledge
understand, organize a subject:
and
categories,
principles,
terminology,
scientific
terms, labels,
Knowing
how
to
do
something:
Metacognitive Knowledge
vocabulary,
jargon,
symbols
or
performing
skills,
algorithms,
theories,
models
or
structures
The process or strategy of learning of
representations;
and
specific
details
techniques
or
methods.
and
thinking;
an
awareness
of
ones
a subject
such cognition,
as knowledge
own
and of
theevents,
ability people,
to
dates, sources
of and
information.
control,
monitor,
regulate ones
own cognitive process.

Blooms Revised
Taxonomy
.

Internalizing
Organizing
Valuing
Responding
Receiving

Affective
Domain

Blooms Revised
Taxonomy
Level

Description
.

Verbs

Objective

Receiving

Being aware of, or attending to


something in the environment.

Listen
Notice
Tolerate

Listen attentively to
badminton
introduction.

Responding

Showing some new behavior as


a result of experience.

Comply
Enjoy
Follow

Voluntarily help set up


badminton nets.

Valuing

Showing some definite


involvement or commitment.

Carry out
Express

Attend optional
badminton match.

Organization

Integrating a new value into


one's general set of values
relative to other priorities.

Choose
Consider
Prefer

Purchase own
badminton racket.

Characterization

Acting consistently with the new Act on


value; person is known by the
Depict
value.
Exemplify

Join intramurals to
play badminton twice
per week.

The Psychomotor Domain


Percepti
on

Set

Process of becoming
aware of objects,
qualities, etc by way of
senses. Basic in situationinterpretation-action
chain leading to motor
activity.
Readiness
for a
particular kind of action
or experience; may be
mental, physical or
emotional.

The Psychomotor Domain

Guided
Response

Mechanis
m

Overt behavioral act


under guidance of an
instructor, or following
model or set criteria.
Learned response
becomes habitual;
learner has achieved
certain confidence and
proficiency or
performance.

The Psychomotor Domain


Complex
Overt
Response

Performance of motor
act considered complex
because of movement
pattern required.

Adaptation

Altering motor
activities to meet
demands of
problematic situations.

The Psychomotor Domain

Originatio
n

Creating new motor


acts or ways of
manipulating materials
out of skills, abilities
and understandings
developed in the
psychomotor area.

Thank you!

Blooms Revised
Taxonomy

RE
ME
MB
ERI
NG

REMEMBERING
- Recall previous learned information.
Recalling relevant knowledge from long term
memory.
Rote learning or memorization.

15

Blooms Revised
Taxonomy

UNDERSTANDING
- Comprehending the meaning,
translation, interpolation, and
interpretation of instructions and
problems. State a problem in one's
own words.

UN
DE
RS
TA
ND
IN
G

- Construct meaning and

explain.
16

Blooms Revised
Taxonomy

AP
PLY
IN
G

APPLYING
- Use a concept in a new situation or
unprompted use of abstraction.
- applies what was learned in the
classroom into novel situations.
- abstract ideas into practical
situations

17

Blooms Revised
Taxonomy

AN
ALY
ZIN
G

ANALYZING
- Breaking the concept into parts
and understand how each
part is
related to one another.
- Illustrate relationships to
one another.
18

Blooms Revised
Taxonomy

EV
AL
UA
TIN
G

EVALUATING
Making judgments based on a set of
guidelines
and the value of ideas or materials.
Judge, criticize and assess
information using what you know to
make decisions and
support your
views.

19

Blooms Revised
Taxonomy

CR
EA
TI
NG

CREATING
- Builds a structure or
pattern
from diverse elements. Put
parts together to form a
whole,
with emphasis on creating
a
new meaning or structure.
way.

20

Blooms Revised
Taxonomy

21

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