1. Bloom’s Taxonomy & Instructional Objectives

2. Bloom’s Taxonomy In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. This became a taxonomy including three overlapping domains; –the cognitive, –the psychomotor, and –the affective.

3. Bloom’s Taxonomy (cognitive aspects) LevelLevel AttributesKeywords 1. Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation

4. Bloom’s Taxonomy LevelLevel AttributesKeywords 1. Knowledge Rote memorization, recognition, or recall of facts List, recite, define, name, recall, quote… 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation

5. Bloom’s Taxonomy LevelLevel AttributesKeywords 1. Knowledge Rote memorization, recognition, or recall of facts List, recite, define, name, recall, quote… 2. Comprehension Understanding meaning in facts Describe, explain, restate, give examples… 3. Application 4. Analysis 5. Synthesis 6. Evaluation

6. Bloom’s Taxonomy LevelLevel AttributesKeywords 1. Knowledge Rote memorization, recognition, or recall of facts List, recite, define, name, recall, quote… 2. Comprehension Understanding meaning in facts Describe, explain, restate, give examples… 3. Application Correct use of the facts, rules, or ideas Calculate, predict, solve, demonstrate… 4. Analysis 5. Synthesis 6. Evaluation

7. Bloom’s Taxonomy LevelLevel AttributesKeywords 1. Knowledge Rote memorization, recognition, or recall of facts List, recite, define, name, recall, quote… 2. Comprehension Understanding meaning in facts Describe, explain, restate, give examples… 3. Application Correct use of the facts, rules, or ideas Calculate, predict, solve, demonstrate… 4. Analysis Breaking down info. Into component parts Classify, outline, categorize, illustrate… 5. Synthesis 6. Evaluation

8. Bloom’s Taxonomy LevelLevel AttributesKeywords 1. Knowledge Rote memorization, recognition, or recall of facts List, recite, define, name, recall, quote… 2. Comprehension Understanding meaning in facts Describe, explain, restate, give examples… 3. Application Correct use of the facts, rules, or ideas Calculate, predict, solve, demonstrate… 4. Analysis Breaking down info. Into component parts Classify, outline, categorize, illustrate… 5. Synthesis Combining parts to make a new whole Design, build, invent, compose, generate 6. Evaluation

9. Bloom’s Taxonomy LevelLevel AttributesKeywords 1. Knowledge Rote memorization, recognition, or recall of facts List, recite, define, name, recall, quote… 2. Comprehension Understanding meaning in facts Describe, explain, restate, give examples… 3. Application Correct use of the facts, rules, or ideas Calculate, predict, solve, demonstrate… 4. Analysis Breaking down info. Into component parts Classify, outline, categorize, illustrate… 5. Synthesis Combining parts to make a new whole Design, build, invent, compose, generate 6. Evaluation Judging the value or worth of ideas/information Choose, support, compare, contrast, evaluate….

10. Bloom’s as a Hierarchy It is helpful to think of the hierarchy: –“Knowledge” as lower-level task. –“Evaluate” as upper-level task.

11. Using Bloom’s Framework? When to use lower-level objectives? When to use upper-level objectives? What constraints (cognitive, etc.) may be of consideration?

12. Using Bloom’s Framework? [ask students to consider when to plan/use lower vs. higher-level objectives] when planning material. –E.g. new material should emphasize lower-level objectives. –E.g. concrete thinkers may have difficulty with upper-level type objectives. –Etc.