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Bloom's Taxanomy (Cognitive)

The real name of this Prezi is "Bloom's Taxonomy (Cognitive)". However, something went wrong in the process, so the title became a link to a photo.

Spammer M.

on 22 May 2015

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Transcript of Bloom's Taxanomy (Cognitive)

Bloom's Taxonomy (Cognitive)
Bloom's taxonomy is a classification of learning objectives within education.
Bloom's taxonomy refers to a classification of the different learning objectives that educators set for students. There are 3 types of domains for those objectives, Cognitive, Affective, and Psychomotor.
Bloom's taxonomy is considered to be an essential foundation within educators.
This Taxonomy was named after Benjamin Bloom, who was leading a group of educators to make this taxonomy.
The Cognitive area looks on the knowledge and the critical thinking a certain subject. Psychomotor looks for the ability to use a tool or instrument like a hand or hammer. Affective describe how people react and be able to sense feelings in other people.
Bloom's taxonomy is for educators to focus on all three domains, creating a better form of education.
There is a revised version of Bloom’s taxonomy, which was created 2001, which has Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. The Original consists of Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation.

Bloom’s taxonomy is the first systematic classification of the process of thinking and learning.
Bloom's (1956) Taxonomy of Educational Objectives is the most renowned description of the levels of cognitive performance
Bloom’s Taxonomy provides an important framework for teachers to use to focus on higher order thinking. By providing hierarchy of levels, this taxonomy can assist teachers in designing performance tasks, crafting questions for conferring with students, and providing feedback on student work.
Like the cognitive domain, there are categories for affective, which describe how a person acts or feels. In this domain, these are the categories- Receiving, Responding, Valuing, Organizing, and Characterizing.
Although Blooms and his colleagues never created the sub categories for the Psychomotor, other educators created these subcategories for this domain- Perception, Set, Guided response, Mechanism, Adaptation, and Organization.
Bloom's taxonomy (and the revised taxonomy) continues to be a source of inspiration for educational purposes and for developing
new teaching strategies.
In the Knowledge Level of Learning, students can define terms, such as recalling information, answering questions, and performing tasks. In this Level of Learning, students read, listen to lectures, take notes, as well as tests to show the knowledge of a certain subject.
The teacher directs, tells, shows, identifies, and examine the subject in this level. The teacher provides verbal or written test that can be answered by recalling information in a certain subject.
To recall information from memory.
In this level, students understand the subject, use ideas without relating it to unnecessary topics, and able be solve problems using techniques basing on where the problem is located. This Level requires Knowledge.
By inferring, interpreting, summarizing, and explaining, you are able to create meanings from text.

Teachers in this level usually ask questions that can be answered by finding out the meaning of a text or reinstating the facts. There are also tests based on the textbook problems that were taught in class or assign as homework. "The teacher demonstrates, solves problems, listens, questions, compares, contrasts, and examines the information and your knowledge of the subject."
Using a procedure as well as using previous knowledge to interpret an unfamiliar situation.

Using ideas, theories, or techniques and procedures, you're able to solve problems that aren't explicit, but implied.
By solving problems independently, as well in new situations, without the teacher helping indicates that you're in the Applying stage. By defining and solving a problem, you're able to solve problems.
This Level requires Knowing and Understanding.
The teacher assigns problems that would need to explore different methods in order to solve the problems. The teacher may develop problems and assignments in associations with other educators in the same field. "The teacher assigns problems that do not explicitly (or as best possible implicitly) imply the use of an expected solution methodology. The teacher may develop problems and assignments in conjunction with teachers in another related subject areas. The teacher will probe for use of course material outside of the course."
When asked by a teacher, you're able to explain the purpose of this action.
"The teacher probes, guides, observes, and acts as a resource or facilitator."
" Breaking materials into constituent parts; determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing."
By examining ideas, theories, and principles, you're able explain why, which can be used to talk clearly to a group of people.
By developing cause and effects sequence, as well as the interconnection of the parts (ideas, principles, theories, etc), you're are applying at this level. This requires Knowing and Understanding. Application isn't required for this level.
You have the ability to assemble parts and elements into a unified organization or whole that requires original or creative thinking. You can find several solutions to a problems.You recognize new problems and develop new tools to solve them, such as creating a plan, diagram, etc.
By generating ideas, producing reports, etc that effect on the reader or the listener.
By combining ideas into a report, plan, etc, you are able to use those ideas well. This Level of Learning requires Knowledge, Comprehension, Application and Analysis Levels of Learning.
"The teacher reflects, extends, analyzes, and evaluates".
By using the information you learned in Application, Analysis, and Creating, you can select a process, such as method, design, etc. To evaluate work products, consistency rate, accuracy, flaws, efficiency, utility are usually to be evaluated. Using the correct criteria, you are able to evaluate.
This level requires Knowledge, Comprehension, Application, Analysis, and the Creating Levels of Learning.
"The teacher clarifies, accepts, harmonizes, aligns, and guides."
"Making judgments based on criteria and standards by measuring, diagnosing, and prioritizing."
Putting disparate elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating,planning,or producing.
"The teacher reflects, extends, analyzes, and evaluates".
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