Presentation on theme: "Educational Psychology"— Presentation transcript:
1 Educational Psychology ….Name and define the six levels in Bloom's Taxonomy for the Cognitive Domain ....Developed by W. Huitt (1998)
2 Writing Instructional Objectives Instructional objectives, including behavioral objectives, can be written for any of the domains of instructionCognitiveAffectivePsychomotor
3 The Cognitive DomainBloom's Taxonomy of the Cognitive Domain (started in 1948 and completed in 1956) was one of the most influential statements about levels of knowing.The official title of the book is Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain with the text having 4 other authors (M. Englehart, E. Furst, W. Hill, and D Krathwohl).
4 The Cognitive Domainhe major idea of the taxonomy is that what educators want students to know (and, therefore, statements of educational objectives) can be arranged in a hierarchy from less to more complex.The taxonomy contains six levels, with sublevels identified for each.
5 The Cognitive Domain A mnemonic device for remembering the six levels: KillingKnowledgeCatsComprehensionAlmostApplicationAlwaysAnalysisSeemsSynthesisEvilEvaluation
6 The Cognitive DomainStudent recalls or recognizes information, ideas, and principles in the approximate form in which they were learned.Knowledge
7 Write List Label Name State The Cognitive DomainWrite List Label Name StateDefineKnowledge
8 The Cognitive DomainThe student will define the 6 levels of Bloom's taxonomy of the cognitive domain.Knowledge
9 The Cognitive DomainStudent translates, comprehends, or interprets information based on prior learning.Comprehension
10 The Cognitive Domain Explain Summarize Paraphrase Describe IllustrateComprehension
11 The Cognitive DomainThe student will explain the purpose of Bloom's taxonomy of the cognitive domain.Comprehension
12 The Cognitive DomainStudent selects, transfers, and uses data and principles to complete a problem or task with a minimum of direction.Application
13 Demonstrate Apply Construct The Cognitive DomainUseComputeSolveDemonstrate Apply ConstructApplication
14 The Cognitive DomainThe student will write an instructional objective for each level of Bloom's taxonomy.Application
15 The Cognitive DomainStudent distinguishes, classifies, and relates the assumptions, hypotheses, evidence, or structure of a statement or question.Analysis
16 The Cognitive Domain Analyze Categorize Compare Contrast Separate Analysis
17 The Cognitive DomainThe student will compare and contrast the cognitive and affective domains.Analysis
18 The Cognitive DomainStudent originates, integrates, and combines ideas into a product, plan or proposal that is new to him or her.Synthesis
19 The Cognitive Domain Create Design Hypothesize Invent Synthesis DevelopSynthesis
20 The Cognitive DomainThe student will design a classification scheme for writing educational objectives that combines the cognitive, affective, and psychomotor domains.Synthesis
21 The Cognitive DomainStudent appraises, assesses, or critiques on a basis of specific standards and criteria.Evaluation
22 The Cognitive DomainJudgeRecommendCritiqueJustifyEvaluation
23 The Cognitive DomainThe student will judge the effectiveness of writingobjectives using Bloom's taxonomy.Evaluation
24 The Cognitive DomainIn general, research over the last 40 years has confirmed the taxonomy as a hierarchy with the exception of the last two levels.It is uncertain at this time whether synthesis and evaluation should be reversed (i.e., evaluation is less difficult to accomplish than synthesis) or whether synthesis and evaluation are at the same level of difficulty but use different cognitive processes.
25 The Cognitive DomainI believe the latter is more likely as it relates to the differences between creative and critical thinking.Creative ThinkingCritical ThinkingSynthesisEvaluationAnalysisApplicationComprehensionKnowledge
26 The Affective DomainBeing aware of or attending to something in the environmentReceivingShowing some new behaviors as a result of experienceRespondingShowing some definite involvement or commitmentValuingKrathwohl, D., Bloom, B., & Masia, B. (1956). Taxonomy of educational objectives. Handbook II: Affective domain. New York: David McKay.
27 The Affective DomainIntegrating a new value into one's general set of values, giving it some ranking among one's general priorities.OrganizationCharacterization by ValueActing consistently with the new value; person is known by the value.
28 The Psychomotor Domain Process of becoming aware of objects, qualities, etc by way of senses. Basic in situation-interpretation-action chain leading to motor activity.PerceptionReadiness for a particular kind of action or experience; may be mental, physical or emotional.SetSimpson, J. S. (1966). The classification of educational objectives, psychomotor domain. Office of Education Project No Urbana, IL: University of Illinois.
29 The Psychomotor Domain Overt behavioral act under guidance of an instructor, or following model or set criteria.Guided ResponseLearned response becomes habitual; learner has achieved certain confidence and proficiency or performance.Mechanism
30 The Psychomotor Domain Complex Overt ResponsePerformance of motor act considered complex because of movement pattern required.Altering motor activities to meet demands of problematic situations.Adaptation
31 The Psychomotor Domain Creating new motor acts or ways of manipulating materials out of skills, abilities and understandings developed in the psychomotor area.Origination
32 Writing Instructional Objectives While it is possible to write instructional objectives of all types for each of the three domains, the vast majority are written for the cognitive domain.The major exceptions include preschool, physical education, and perhaps fine arts courses such as sculpturing and drama.