Bloom & Gagnè Theories of Learning 667 - 3

Bloom’s Taxonomy Cognitive Domain Affective Domain Psychomotor Domain

Cognitive Domain Recall/memorization Conceptual thought Critical analysis

Affective Domain Attitude – choice of action Draws from cognitive domain information Measurement difficulties

Psychomotor Domain Learn skill; Refine it (cognitive) Breakdown into components Practice each step until natural

The Memory Process Sensory stimulation Short-term memory Internal operations Decision to retain Organization/association

Gagnè’s Learned Capability Hierarchy Facts Concepts Rules (Principles) Problem Solving

Behavioral Objectives Action Object Type a report Write a sentence Name a country

New Taxonomies Proposed in 2007 Robert Marzano and John Kendall The New Taxonomy of Educational Objectives Proposes revising Bloom’s

New Theory Separates various types of knowledge from the mental processes that operate on them Divided into 6 levels Psychomotor and Affective domains are included in the levels of processing

Level 1 Retrieval (Cognitive system) Recognition, recall, or execution of knowledge No in-depth analysis of information When presented with statements about specific details, the student validates their accuracy (recognition) When asked about specific details, the student produces related information (recall)

Level 1 When asked, the student performs the mental skill without significant error (example: map reading) (Executing tasks) The student performs the psychomotor skill without significant error (Properly stretching muscles) (Executing tasks)

Level 2 Comprehension (Cognitive System) Includes the integration and symbolic representation of more important aspects of knowledge.

Level 2 The student describes the logic of the steps involved in a mental skill (Integrating tasks) The students identifies essential vs. nonessential elements of specific details (Integrating tasks) i.e. Identify those events that happened at the Alamo that were critical to its outcome versus those that were not The students describes the logic of the steps involved in a psychomotor skill (Integrating tasks)

Level 2 The student accurately represents the major aspects of details in nonlinguistic or abstract form (Symbolizing tasks) i.e. Using the program Inspiration, represent the key events from the play Death of a Salesman i.e. Design a graph that represents the generalization that “dictators rise to power when countries are weak by promising them strength”

Level 3 Analysis (Cognitive system) Five analysis processes Matching, classifying, analyzing errors, generalizing, and specifying

Level 3 The student identifies errors made during the execution of a mental skill (Analyzing errors) The student constructs and defends new generalizations and principles based on specific information (Generalizing) The student makes and defends inferences about what might happen or must happen under certain conditions relative to a mental skill (Specifying)

Level 4 Knowledge Utilization Used or applied knowledge in specific situations 4 Processes Decision making, problem solving, experimenting, and investigating

Level 4 What is the best location of the three provided areas for the new waste disposal plant? (Decision making) The school play production has no budget for set materials, only boxes are available for construction. Draw a sketch of the stage for a particular scene and explain your use of the boxes (Problem solving) Develop a test hypothesis regarding public transportation vs. individual vehicles (Experimenting)

Level 4 continued Identify one of the conflicting accounts of the JFK assassination and investigate what is known about it (Investigating)

Level 5 Metacognition 4 categories Specifying one’s own goals of understanding Process monitoring Monitoring clarity Monitoring accuracy

Level 5 Metacognition Specifying one’s own goals of understanding What is a goal you have or might have relative to your ability to use PowerPoint? Process monitoring We have been studying the history of space flight. Select some aspects that you would like to understand better

Level 5 Metacognition Monitoring clarity Monitoring accuracy Identify those aspects of using PowerPoint about which you are confused. What is causing confusion? Monitoring accuracy Identify those aspects of using PowerPoint about which you are sure you are correct. Provide evidence.

Level 6 Self-system Thinking 4 aspects Examining importance Examining efficacy Examining emotional response Examining motivation

Level 6 Examining importance Examining efficacy Analyzing the extent in which one believes that specific knowledge is important Examining efficacy Extent individual can improve understanding, competence, or effective use of information

Level 6 Examining emotional response Examining motivation Analyzing the extent in which one identifies what emotions, if any, relate to specific knowledge Examining motivation Analyzing overall motivation to improve one’s understanding of or competence in a specific type of knowledge

Marzano, Robert J., and John S. Kendall. (2007). The New Taxonomy of Educational Objectives, 2nd ed. California: Corwin Press.