1. Bloom’s Taxonomy of Educational Objectives
Bloom’s Taxonomy is a classification of learning objectives within education.
It is named after Benjamin Bloom.
He edited the standard text ‘Taxonomy of Educatonal Objectives: The Classification of Educational Goals’.

2. His associates were Krath Wehl, Masia and Simpson.
Bloom produced the Taxonomy of Cognitive educational objectives in 1956.
The Taxonomy of Affective educational objectives-Krath Wehl, Bloom and Masia in 1964.
The Taxonomy of Psychomotor educational objectives-Simpson in 1969.
Bloom’s Taxonomy divides educational objectives into three domains-cognitive described as “knowing/head”, affective described as “feeling/heart” and psychomotor described as “doing/hand”.

3. Instructional and Educational Objectives
The instructional objectives are identified after analysing the content to be taught because teaching is a meaningful and purposeful activity.
The educational objectives imply the changes that we try to produce in the child.

4. Comparison of Educational and Instructional Objectives
Educational objectives
Instuctional Objectives
They are very broad.
Social philosophy is the main source of objectives.
They imply the teaching objectives.
They are very specific.
Psychology is the source of the objectives.
The educational objectives are achieved with the help of these objectives.

5. Educational Objectives Instructional Objectives
They can be achieved within a long period of duration.
All subjects of school are concerned with these objectives.
The examples are personality development, feeling of National Integration.
They can be achieved within the period of classroom teaching.
The school subjects have their specific instructional objectives.
The examples are knowledge, skill and interest

6. Earlier it was believed that education was a bipolar process- teacher and student, but later Bloom put forward the tripolar theory.
Teacher
Content Student

7. Cognitive Domain
A hierarchy of six levels is given :

8. Knowledge: Knowledge means the recall of specific terms.
Action verbs – know,define,memorize,repeat,list
Comprehension: Here the students are able to recall, but can do a little more (paraphrase, discuss to some extent).
Action verbs – discuss,describe,explain,recognize, identify
Application: For application, we can take information and use it in concrete situations.
Action verbs –translate,interpret,apply,employ, use

9. Analysis: This breaks down a communication into constituent parts, revealing the relationships among them.
Action verbs - distinguish,analyse,differentiate, compare,contrast
Synthesis: This process pulls together many disorganized elements or parts so as to form a whole.
Action verbs – compose,propose,develop,
formulate,arrange
Evaluation: Judgements are made about the value of materials or methods through evaluation.
Action verbs – judge,evaluate,value,rate,revise

10. Affective Domain
A hierarchy of five levels:

11. Receiving: The person is willing to notice a particular phenomenon.
Action verbs – observe,be conscious,realize,
attend,listen
Responding: The responses are made first with compliance, later willingly and with satisfaction.
Action verbs – comply,obey,look,respond,prefer
Valuing: Acceptance of the worth of a thing is known as valuing.
Action verbs – feel,participate,enable,initiate
examine

12. Organisation: This involves organisation of values
Organisation: This involves organisation of values. It determines inter relationships and adapts behaviour to value system.
Action verbs – form judgement,relate,weigh,
crystallise,regulate
Characterization: It generalizes certain values into controlling tendencies, emphasis on internal consistency, later integrates these into a total philosophy of life or world view
Action verbs – ready,change,view,approach,
arrive

13. Psychomotor Domain
The psychomotor domain concerns things students might physically do.
The levels of this domain are categorized as:
Reflex actions.
Fundamental movements: applicable mostly to young children( crawl,run,jump,reach,change direction)
Perceptual abilities: catch,write,balance
Physical abilities: stop,move quickly,change,react
Skilled movements:play,hit,dance,swim,dive

14. Activity
Read the following passage and answer the questions that follow: He was a Hindu and an Indian, the greatest in many generations and he was proud of being a Hindu and an Indian. To him, India was dear because she had represented throughout the ages certain immutable truths. But though he was intensely religious and came to be called the Father of the Nation which he had liberated, yet no narrow religious or national bonds confined his spirit and so he became the great internationalist, believing in the essential unity of man, the underlying unity of all religions, and the needs of humanity, and more specially devoting himself to the service of the poor, the distressed and the oppressed millions everywhere.

15. 1) Who is the person mentioned in the passage
1) Who is the person mentioned in the passage? (knowledge Level)(cognitive)
2) Was India dear to him ? Explain in your own words.
(comprehension level)(cognitive)
3) Which of his values would you like to develop in your
day to day life? (characterization level) (affective)
4) Examine the following sentence:
“He became the great internationalist”. How far is this true? (valuing level) (affective)

16. THANK YOU