2. BLOOM’STAXONOMY PRESENTED BY SABA MANSOOR

3. WHAT IS LEARNING? BEHAVIOURISTIC DEFINITON Learning refers to any change of behaviour which is the result of experience and which causes people to face later situations differently and effectively. “Blair Jones and Simpson” COGNITIVE DEFINITION Learning refers to any change in cognitive activity which is the result of experience. “Piaget”

4. INTELLECTUAL DEVELOPMENT Intellectual development and activities are the out come of brain and senses. Intellectual development and activities are the out come of brain and senses. Operations of the brain are the result of our cognitive and physiological development. Operations of the brain are the result of our cognitive and physiological development. Cognition, derived from a Latin word “Cognitio” ( to know), determines our success in all walks of life. Cognition, derived from a Latin word “Cognitio” ( to know), determines our success in all walks of life. Learning and cognition are very closely related to each other. Learning and cognition are very closely related to each other.

5. Learning, teaching, identifying educational goals, and thinking are all complicated concepts interwoven in an intricate web. Bloom was arduous, diligent, and patient while seeking to demystify these concepts and untangle this web. He made “the improvement of student learning” the central focus of his life’s work. TAXONOMY OF EDUCATIONAL OBJECTIVEVS

6. Discussions during the 1948 Convention of the American Psychological Association led Bloom to spearhead a group of educators who eventually undertook the ambitious task of classifying educational goals and objectives. Their intent was to develop a method of classification for thinking behaviours that were believed to be important in the processes of learning. Eventually, this framework became a taxonomy of three domains

7. THREE DOMAINS OF TAXONOMY 1.The cognitive – knowledge based domain, consisting of six levels 2. The affective – attitudinal based domain, consisting of five levels, and 3. The psychomotor – skills based domain, consisting of six levels.

8. THE COGNITIVE DOMAIN First level Knowledge: Includes the recall of specifics, structures and processes. Emphasizes what could be called memory. Example:Number of bones in human body. Keywords: Select, state, define, identify etc. Keywords: Select, state, define, identify etc. Second Level Comprehension: Includes translation from one form to another and interpretation. Example: Drawing a graph from a given value. Keywords: Distinguishes, summarizes, converts.

9. Third Level Application:Ability to apply abstract ideas to concrete situation. Example:Relationship between heat and expansion to explain how a thermometer works. Keywords: Solves, applies, manipulates, relates Fourth Level Analysis:This involves breaking down an idea or set of ideas into various parts and finding out their relationship with each other. Example:Gathering information about an experiment and deciding between the facts and hypothesis. Keywords:Compare, analyze, contrast, illustrate etc. THE COGNITIVE DOMAIN

10. Fifth Level Synthesis:Builds a structure or a pattern from diverse elements. Puts parts together to form a whole, with emphasis on creating a new meaning or structure. Example: Design a machine to perform a specific task. Example: Design a machine to perform a specific task. Keywords:Categorizes, combines, compiles, composes designs. Sixth Level Evaluation:Make judgments about the value of ideas or materials. Example:Explain and justify a new budget. Keywords:Criticizes, defends, explains, justifies

11. COGNITIVE DOMAIN MADE EASY OLD VERSION OLD VERSION Evaluation Evaluation Synthesis Synthesis Analysis Analysis Application Application Comprehension Comprehension Knowledge Knowledge NEW VERSION Creating Evaluating Analyzing Applying Understanding Remembering

12. This includes physical movement, coordination and use of motor skill areas. (Simpson 1972) THE PSYCHOMOTOR DOMAIN

13. Level One Perception:Skill related observation. Ability to use sensory cues to guide motor activity. Example:Estimate where a ball will land after it is thrown and then moving to the correct location to catch the ball. Keywords:Detects, identifies, selects Level Two Set:Readiness to act. Includes mental, physical and emotional sets. (sometimes called mindsets) Example:Shows desire to learn a new process. Keywords:Volunteer, proceeds, begins

14. THE PSYCHOMOTOR DOMAIN Level Three Guided response:Skill related recording. Early stages in learning a complex skill includes imitation, trial and error. Perfection is achieved by practice. Example:Performs a mathematical equation and demonstrate. Keyword:Copies, presents findings, traces etc. Level Four Mechanism:Intermediate stage in learning a complex skill. Confidence is gained. Example:Use of personal Computer. Keywords:Sketches, organizes, calibrates etc.

15. THE PSYCHOMOTOR DOMAIN Level Five Complex Overt Response:Skill related measurement. The skillful performance of motor acts that involve complex movement patterns. Example:Parking a car in a tight parallel parking spot. Estimation of values. Keywords:Measures, assembles, displays etc. Level Six Adaptation:Skill related manipulating. Skills are well developed and the individual can modify movement patterns to fit special requirements. Example:Handling the apparatus in a laboratory Keywords:Controls, assembles, alters etc.

16. THE PSYCHOMOTOR DOMAIN Level Seven Origination: Skill involved procedural. Creating new movement patterns to fit a particular situation or specific problem. Example: Selection of suitable apparatus. Keywords: Constructs, arranges, creates, composes etc.

17. THE AFFECTIVE DOMAIN It includes what we call attitudes, values, appreciations, etc. Usually phrases like developing scientific values, stimulating interest in science etc. It includes what we call attitudes, values, appreciations, etc. Usually phrases like developing scientific values, stimulating interest in science etc.

18. THE AFFECTIVE DOMAIN Level One Receiving: Includes individual awareness of, and attention to, particular phenomena and values. Example:Listening to other with respect. Keywords:Asks, chooses, follows etc. Level Two Responding:Active participation of learner. Attends and reacts to particular phenomena. Example:Participation in class discussions. Keywords:Answers, discusses, presents, selects etc.

19. THE AFFECTIVE DOMAIN Level Three Valuing:This ranges from simple acceptance to more complex state of commitment. This is based on internalization of a set of specified values. Example:Shows ability to solve problems. Proposes a plan for improvement. Keywords:Completes, proposes, reads, shares, etc. Level Four Organization:A values is conceptualized or understood in the abstract, and conflicts between values are resolved and interrelationship determined. Example:Giving judgments on the basis of evidence. Keywords:Modifies, organizes, combines

20. THE AFFECTIVE DOMAIN Level Five Internalizing values:Characterization. Value system controls behaviour. Behaviour becomes consistent and predictable. Shows students general pattern of adjustment. Example:Cooperates in Group activities. Changes behaviour in the light of new evidence. Values people for what they are not how they look. Keywords: Influences, verifies, proposes, revises, solves, etc.

21. There is another learning domain- the perceptual domain- but it wont be discussed in this presentation as it is not a part of Bloom’s taxonomy.

22. SUGGESTION & CONCLUSION Using the knowledge of the domains discussed above teachers can plan their lessons effectively and ensure maximum learning outcomes from their instructional procedure.