Bloom's taxonomy by Nahid Esfandiari









 A Little History : 

     In 1956, Benjamin Bloom headed   a group of educational     psychologists who developed a classification of levels of           intellectual behavior important in learning. During the             1990, s a new group of cognitive psychologist lead by                Anderson ( a former student of Bloom , s ) , up dated the            taxonomy reflecting relevance to 21st century work.



''' What Is Bloom ',' s Taxonomy ? '''

    Bloom, s Taxonomy is a multitiered modle of classifying          thinking according to six cognitive levels of complexity.

    And Bloom, s Taxonomy in its various forms represents the     process of learning.



 The Three Domains : 

         The three domains of educational activities identified.

     A:  Affective domain : the way people react emotionally.

     B: Psychomotor domain : ability to physically manipulate a   toolor instrument.

     C: Cognitive domain : Involves knowledge, comprehension and critical thinking.

<p align="right" class="MsoNormal" dir="RTL" style="text-align:left"> Bloom ',' s Taxonomy  For Thinking : 

<p align="right" class="MsoNormal" dir="RTL" style="text-align:left">       In this part knowledge represents the lowest level of           learning   out comes in cognitive domain. It is a hierarchy        of educational objectives and subdivision ranging from              the simplest behaviour   to the most complex.

<p align="right" class="MsoNormal" dir="RTL" style="text-align:left">      Knowledge : the recall of specific information,                                                    for example : memorization of poems                                        work sheets, write or tell story.

<p align="right" class="MsoNormal" dir="RTL" style="text-align:left">      Comprehension : understanding of what was read or the    meaning of   informational materials,                                             for example : Explain , Interpert,predict.

<p align="right" class="MsoNormal" dir="RTL" style="text-align:left">      Application :    converting abstract content to concrete         situations or using previously learned                                          information in new and concrete situations                                    to solve problems.

<p align="right" class="MsoNormal" dir="RTL" style="text-align:left">                               for example : change, Interview , Role play

<p align="right" class="MsoNormal" dir="RTL" style="text-align:left">      Analysis : Breaking down informational matrials into their    component parts.

<p align="right" class="MsoNormal" dir="RTL" style="text-align:left">                          for example: Analyze, classify - campre - contrast

<p align="right" class="MsoNormal" dir="RTL" style="text-align:left">      Synthesis : creat something   new and unique and               organization of thoughts, ideas

<p align="right" class="MsoNormal" dir="RTL" style="text-align:left">                            for example: Design – make – produce

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<p align="right" class="MsoNormal" dir="RTL" style="text-align:left">     Evaluation: judging the value of matrial based on personal   values or opinions. And it is tobe based on                               criteria.

<p align="right" class="MsoNormal" dir="RTL" style="text-align:left">                           for example : interval or external the focus       should be on evaluation.

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<p align="right" class="MsoNormal" dir="RTL" style="text-align:left"> The Original Bloom ',' s Taxonomy : 

<p align="right" class="MsoNormal" dir="RTL" style="text-align:left">       All nouns for processes.

<p align="right" class="MsoNormal" dir="RTL" style="text-align:left">       On dimensional.

<p align="right" class="MsoNormal" dir="RTL" style="text-align:left">       Hierarchical.

<p align="right" class="MsoNormal" dir="RTL" style="text-align:left">       Degrees of difficulty as basis for the difference between      levels of the taxonomy.

<p align="right" class="MsoNormal" dir="RTL" style="text-align:left">        Multiple types of knowledge.

<p align="right" class="MsoNormal" dir="RTL" style="text-align:left">       Very cognitively ambiguous to recognize questions at                 higher levels as more difficult than at lower levels.

<p align="right" class="MsoNormal" dir="RTL" style="text-align:left">

<p align="right" class="MsoNormal" dir="RTL" style="text-align:left"> Old And New Terms : 

<p align="right" class="MsoNormal" dir="RTL" style="text-align:left">         Old is related to original taxonomy that involves                  knowledge, Comprehension , Application and soon.

<p align="right" class="MsoNormal" dir="RTL" style="text-align:left">       New or revision of taxonomy involves remembering -          understanding   - Appling …..

<p align="right" class="MsoNormal" dir="RTL" style="text-align:left">      These are the six revised levels by Anderson and                Krathwohl. Hannah and Michaelis took the Bloom                     categories and change to verb for describing behaviours.

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<p align="right" class="MsoNormal" dir="RTL" style="text-align:left"> The Process Of Learning : 

<p align="right" class="MsoNormal" dir="RTL" style="text-align:left">      Befor we can understand a concept we have to remember          it.

<p align="right" class="MsoNormal" dir="RTL" style="text-align:left">       Befor we can Apply the concept we must understand it.

<p align="right" class="MsoNormal" dir="RTL" style="text-align:left">      Befor we analyse it we must be able to apply it.

<p align="right" class="MsoNormal" dir="RTL" style="text-align:left">      Befor we can evaluate its impact we must have analysead           it.

<p align="right" class="MsoNormal" dir="RTL" style="text-align:left">      Befor we can create we must have '''remembered,               understand, applied , analysed , and evaluated. '''

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<p align="right" class="MsoNormal" dir="RTL" style="text-align:left"> Using Objeatives And Bloom ',' s : 

<p align="right" class="MsoNormal" dir="RTL" style="text-align:left">      Evaluate the differing learning needs of your pupils in         order to create effeative learning objectives. understand what makes a learning objective effective.

<p align="right" class="MsoNormal" dir="RTL" style="text-align:left">     Know what a learning objective is.

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<p align="right" class="MsoNormal" dir="RTL" style="text-align:left"> Major Charactoristics Of Bloom ',' s: 

<p align="right" class="MsoNormal" dir="RTL" style="text-align:left">      Analysis and alignment for learning, teaching and               assessment.

<p align="right" class="MsoNormal" dir="RTL" style="text-align:left">      Tool for extending standards.

<p align="right" class="MsoNormal" dir="RTL" style="text-align:left">      Tool for defensible differentiated instraction.

<p align="right" class="MsoNormal" dir="RTL" style="text-align:left">      Not a cumulative hierarchy.

<p align="right" class="MsoNormal" dir="RTL" style="text-align:left">      Sub categories overlap.

<p align="right" class="MsoNormal" dir="RTL" style="text-align:left">      Omission of problem solving and critical thinking.

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