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Blooms Taxonomy

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Kayla Layner

on 28 January 2014

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Transcript of Blooms Taxonomy

Bloom's Taxonomy was created in 1956 under the leadership of educational psychologist Dr Benjamin Bloom in order to promote higher forms of thinking in education, such as analyzing and evaluating, rather than just remembering facts (rote learning).
Overview
Blooms Taxonomy
-Awareness, willingness to hear, selected attention
-Encompasses activities such as attentive listening, sensitivity to societal problems, awareness of the importance of the subject
Key Words: awareness, listening, attention
Use of the senses to guide motor response through awareness of a stimuli, choosing appropriate cues, and relating the cue to actual performance.

– Ex:Tasting food to adjust spices, recognizing a car problem by sound, relating music to dance
Perception
Readiness to act including mental, physical, and emotional readiness.

–Ex. Knowing sequence of steps in an activity such as staining wood, using proper form when golfing, demonstrating desire to be efficient
Cognitive
• Includes physical movement, coordination, and use of the motor-skills

• Skill development requires practice and is evaluated in terms of speed, accuracy, distance, procedures, or methods in implementation. There are seven major categories that range from simple behaviors to more
complex:
Affective
Psychomotor
Set
Receiving
Knowledge and Comprehension
(levels 1 and 2)
Application and Analysis
(steps 3 and 4)
Includes the manner in which we deal with things emotionally and include 5 major categories listed from simplest to most complex. The categories are: feelings, values, appreciation, enthusiasms, motivations and attitudes.
-Active Participation on the part of the learners.
-Learning outcomes may emphasize compliance in responding, willingness to respond, or satisfaction in responding. (ie.e completing assignments, willingness to complete them, and pleasure they get from completing them)
-This can include: participation in class discussion, questions new ideas in order to fully understand them, obeys rules, volunteering, shows interest in subject, enjoyment of helping others
Key Words: participation, active, reacts, motivation
Responding
-The learner's acceptance of values and commitment to values that is observable through behavior
-Can range from simple acceptance to the more complex state of commitment.
-Includes: concern for others, demonstrating belief in professional values, appreciating the role of occupation in life.
Key Words: worth, acceptance, commitment
Valuing
-the learner compares, relates, and synthesizes values to form their own value system including the conceptualization of values
-Includes behaviors such as recognizing the balance between values such as truth and kindness, taking responsibility for your own behavior, understanding strengths and limitations of self
Key Words: synthesizing, relating, comparing
Organizing
-A value system that has developed into the characteristic and predictable lifestyle of the learner.
-Students hold a particular value or belief that now exerts influence on his/her behavior so that it becomes a characteristic.
-Includes behaviors such as safety consciousness, independence, cooperation, objectivity, punctuality
Key words: value system, adjustment (personal, social and emotional), and behavior (Predictable, consistent, unique to the person)
Internalizing/Characterizing
-involves intellectual skills development
-progresses from a basic to an advanced level of cognition
1. Knowledge
-Simple recall of previously learned material

-Facts, terms, theories, methods, etc
2. Comprehension
-Recognizing the meaning of material

-Used to translate, interpret, explain, summarize, etc
3. Application
-Using learned material in new situations
4. Analysis
-Understanding the organizational structure of material by breaking it down into parts
- Identifying the parts and their relationship
Synthesis and Evaluation
(steps 5 and 6)
5. Synthesis
- Forming a new whole by putting parts together

- creating new patterns or structures

6. Evaluation
- Judging the value or relevance of material

- It involves all other types of cognition
Now it's your turn!

(Case adapted from: National Occupational Therapy Certification Examination (NOTCE) Resource Manual)

Client: Mrs. C is a 66 year old woman.

Case:
• She is recently divorced.
• She lives alone in a seniors’ apartment
• She has decreased functioning as a result of a degenerative neurological disorder
• She was getting home-making services in her apartment
• She was going to a geriatric day hospital to receive treatment related to physical problems
• Her physical problems include unstable gait, decreased balance, potential risks for falls, decreased vision and general safety
• She has been admitted to an in-patient geriatric unit due to increasing depression
• On admission to the in-patient geriatric unit, she is withdrawn, irritable, expressed vague suicidal ideation, and has stopped doing previous leisure activities
• Her previous leisure activities included music and sewing
• She has few close friends who are of the same age nearby
• She has one daughter who lives several hours away

Guided Response
The early stages of learning a complex skill including imitation and trial and error

Performance judged by criteria

– Ex.Applying splint correctly, determining appropriate sequence for an activity such as meal prep, performing correct lifting mechanics as demonstrated
Mechanism
Performing motor tasks in a more habitual pattern with confidence and efficiency

–Ex. Includes activities such as simple dance steps, using a mouse
Complex Overt Response
High skill performance of motor tasks involving more complex patterns than seen in mechanism

Indicated by smooth, quick and well-coordinated performance of complex motor skills without hesitance anemingly automatic

–Ex. Driving a car, playing the violin, equipment repair, proper form in swimmingstrokes
Adaptation
The ability to modify skills to meet changing challenges or conditions

–Ex. Adjusting play in a sport to counteract opponent or changing driving in bad weather
Organization
Creating new movement patterns to fit a particular situation or specific problem. Learning outcomes emphasize creativity based upon highly developed skills.
- Ex. Construct a new theory, develop a new and comprehensive training programming, create a new gymnastic routine.
Bloom identified three domains of learning behaviors

1. Cognitive: mental skills or knowledge
2. Affective: feelings, emotions, and attitude
3. Psychomotor: physical skills
The levels have often been depicted as a stairway, leading many teachers to encourage their students to "climb to a higher level of thought."
The six cognitive domain categories are:
knowledge
Comprehension
application
analysis
synthesis
evaluation
The domains of affective are:
receiving
responding
valuing
organizing
characterizing/ Internalizing
The psychomotor domains are:
perception
set
guided response
mechanism
complex overt response
adaptation
from ~50 seconds
Summary
3 domains

Each domain contains categories that range from simple to complex

Classification of levels of behaviors important for learning
References
Clark, D (1999).
Learning
Domains or Bloom's Taxonomy: The three types of learning.
Retrieved 1/19/2014 from http://www.nwlink.com/~donclark/hrd/bloom.html

Colaianni, D. (2014).
Educational Theory and Learning Styles: Part two.
(West Virginia University).
Full transcript