A classification of learning objectives within education Blooms Taxonomy A classification of learning objectives within education

Bloom’s Taxonomy Blooms taxonomy- is a classification of learning objectives within education. Keys to understanding the Taxonomy and its revisions, variations, is an understanding that the original handbook was intended only to focus on one of the three domains. Blooms Taxonomy divides educational objects into three “Domains”: Cognitive, Affective, Mental Activity. Learning at the higher levels is dependent on having knowledge, and skills at lower levels. Bloom’s goal was to get educators to focus on all three domains of taxonomy.

Bloom’s Taxonomy This pyramid depicts the different levels of thinking we use when learning. Notice how each level builds on the foundation that precedes it. It is required that we learn the lower levels before we can effectively use the skills .

Knowledge Knowledge- exhibit memory of previously- learned materials by recalling facts, terms, basic concepts and answers Memory: The way you look at things the way you categorize things The way you learn and comprehend things The theorize and structure of

Comprehension Restating in your own words, paraphrasing, summarizing, or translating. Demonstrative understanding of facts and ides by organizing, comparing, translating, interpreting, giving descriptions, and stating main ideas. Translation: is the communication of the meaning of a source-language text by means of an equivalent target language text. Interpretation: a function that provides the extension of symbols and strings of symbols of an object language Extrapolation: is the process of constructing new data points outside a discrete set of known data points.

Application Applying rules, concepts, principles, and theories in new situations. Using information to solve problems. Transferring theoretical ideas to practical situations. Identifying connections and relationships and how they apply. Key Words for the Application Category: apply, construct, demonstrate, manipulate, predict, show, solve, use

Analysis The level where students use their own judgment to begin analyzing the knowledge they have learned. By now they begin the underlying structure to knowledge and also are able to distinguish between fact and opinion. Breaking down material into its component parts so that its organizational structure may be understood. Key Words for the Analysis Category: Analyze, compare, contrast, differentiate, distinguish, illustrate, infer, relate, diagram, troubleshoot

Synthesis Synthesis level is where students put the parts they’ve learned together into a whole to create a new meaning or structure. Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions. Key Words for the Synthesis Category: Synthesize, categorize, compile, compose, create, modify, organize, rearrange, reconstruct, reorganize, summarize, explain

Evaluation The evaluation level is where students make judgments about the value of ideas, items, materials, and more. This level is where students are expected to bring in all they have learned to make informed and sound evaluations of material. Present and defend opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria. Key Words for the Evaluation Category: Evaluate, appraise, conclude, criticize, critique

Knowledge: Describe how the little girl got to be known as “Little Red Riding Hood.” Tell why Little Red Riding Hood’s mother sent her to see her grandmother. Comprehension: In what order did events occur in the story? In your own words, what happened in the story? Application: What is another fairy tale that contains a wolf? Could this have happened if Little Red Riding Hood’s mother had gone with her? Analysis: If the woodsman had seen the wolf talking to Little Red Riding Hood, how do you think the story may have changed? Why do you think the wolf hadn’t eaten in three days? Synthesis: If you had been Little Red Riding Hood’s mother, what would you have told her before she set out to grandma’s? If you were Little Red Riding Hood would you have talked with the wolf? Explain why or why not. Evaluation: Can you find a better solution for the end of the story, besides killing the wolf? What things do you think are not realistic about this story?

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