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Revision of Bloom’s Taxonomy

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Presentation on theme: "Revision of Bloom’s Taxonomy"— Presentation transcript:

1 Revision of Bloom’s Taxonomy
Prof. Vasudha Kamat Dr. Jayashree Shinde Department of Educational Technology SNDT Women’s University Mumbai, India

2 Dr. Vasudha Kamat and Dr. Jayashree Shinde
Agenda Specificity of objectives Revised Taxonomy Structure The Knowledge Dimension Cognitive Process Dimension Developing objectives using revised taxonomy 22-Nov-18 Dr. Vasudha Kamat and Dr. Jayashree Shinde

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Specificity of Objectives Global Educational Instructional Global Objectives are complex, multifaceted learning outcomes that require substantial time and instruction to accomplish. Educational Objectives describe student behaviour and some content topic on which the behaviour will be performed. Instructional Objectives focus teaching and testing day-to-day slices of learning in fairly specific content areas. 22-Nov-18 Dr. Vasudha Kamat and Dr. Jayashree Shinde

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Specificity of Objectives Global Educational Instructional All students will learn to use their mind well, so they will be prepared for the responsible citizenship, further learning and productive employment in our nation’s economy. 22-Nov-18 Dr. Vasudha Kamat and Dr. Jayashree Shinde

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Specificity of Objectives Global Educational Instructional Students will understand the meaning of fractions, mixed numbers and decimals. 22-Nov-18 Dr. Vasudha Kamat and Dr. Jayashree Shinde

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Specificity of Objectives Global Educational Instructional Students will be able to write decimals as fractions and fractions as decimals. Students will be able to write equivalent fractions. Students will be able to write mixed numbers as improper fractions as decimals. 22-Nov-18 Dr. Vasudha Kamat and Dr. Jayashree Shinde

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Specificity of Objectives Global Educational Instructional Scope Broad Moderate Narrow Time needed One or more Weeks or Hours or to learn Years (many) months days Purpose or Provide Design Prepare function vision curriculum lesson plans Examples of Plan a Plan units of Plan daily use multi year instruction activities, curriculum experiences & exercises 22-Nov-18 Dr. Vasudha Kamat and Dr. Jayashree Shinde

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Revised Taxonomy Structure The Cognitive Process Dimension Knowledge Dimension Remember Understand Apply Analyze Evaluate Create Factual Knowledge Conceptual Knowledge Procedural Knowledge Meta- cognitive Knowledge 22-Nov-18 Dr. Vasudha Kamat and Dr. Jayashree Shinde

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Revised Taxonomy Structure The student will be able to… apply the reduce-reuse-recycle approach to conservation. give examples of the law of supply and demand in the local community. produce original works that meet the criteria of appropriate oral and written form. describe changes in matter and the causes of those changes. 22-Nov-18 Dr. Vasudha Kamat and Dr. Jayashree Shinde

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Revised Taxonomy Structure The student will be able to… evaluate editorials in newspapers and news magazines. plan a unit instruction for a particular teaching situation. recognize the point of view or bias of a writer of a historical account. 22-Nov-18 Dr. Vasudha Kamat and Dr. Jayashree Shinde

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Why Categorize Objectives? Categorization within the framework permits educators to examine objectives from student’s point of view. Categorization within the framework helps educators consider the panoramas of possibilities in education. Categorization within the framework helps educators see the integral relationship between knowledge and cognitive processes inherent in objectives. 22-Nov-18 Dr. Vasudha Kamat and Dr. Jayashree Shinde

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Why Categorize Objectives? 4. Categorization makes more readily apparent the consistency, or lack of it, among the stated objectives for a unit, the way it was taught and how learning was assessed. 5. Categorization within the framework helps educators to make better sense of the wide variety of terms that are used in education. 22-Nov-18 Dr. Vasudha Kamat and Dr. Jayashree Shinde

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The Knowledge Dimension Factual Knowledge Metacognitive Procedural Conceptual Dimension 22-Nov-18 Dr. Vasudha Kamat and Dr. Jayashree Shinde

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The Knowledge Dimension Factual Knowledge Conceptual Knowledge a. Knowledge of Terminology b. Knowledge of specific details and elements Factual Knowledge Knowledge Dimension Metacognitive Knowledge Procedural Knowledge 22-Nov-18 Dr. Vasudha Kamat and Dr. Jayashree Shinde

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The Knowledge Dimension Factual Knowledge Conceptual Knowledge Knowledge of Classification Knowledge of principles and generalizations Knowledge of theories, models and structures Conceptual knowledge Knowledge Dimension Metacognitive Knowledge Procedural Knowledge 22-Nov-18 Dr. Vasudha Kamat and Dr. Jayashree Shinde

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The Knowledge Dimension Factual Knowledge Conceptual Knowledge Knowledge of subject-specific skills and algorithms Knowledge of subject-specific techniques and methods Knowledge of criteria for determining when to use appropriate procedures Procedural knowledge Knowledge Dimension Metacognitive Knowledge Procedural Knowledge 22-Nov-18 Dr. Vasudha Kamat and Dr. Jayashree Shinde

17 Metacognitive knowledge
The Knowledge Dimension Factual Knowledge Conceptual Knowledge Strategic Knowledge Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge Self-Knowledge Metacognitive knowledge Knowledge Dimension Metacognitive Knowledge Procedural Knowledge 22-Nov-18 Dr. Vasudha Kamat and Dr. Jayashree Shinde

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The Cognitive Process Dimension Remember Understand Apply Analyze Evaluate Create 22-Nov-18 Dr. Vasudha Kamat and Dr. Jayashree Shinde

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The Cognitive Process Dimension Remember 1.1 Recognizing Identifying Retrieving knowledge from long term memory in order to compare it with presented information 1.2 Recalling Retrieving Retrieving knowledge from long term memory when given a prompt to do so. Understand Apply Analyze Evaluate Create 22-Nov-18 Dr. Vasudha Kamat and Dr. Jayashree Shinde

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The Cognitive Process Dimension Remember 2.1 Interpreting Clarifying Paraphrasing Representing Translating Student is able to convert information from one representational form to another. 2.2 Exemplifying Illustrating Instantiating Student is able to give a specific example or instance of a general concept or principle. Understand Apply Analyze Evaluate Create 22-Nov-18 Dr. Vasudha Kamat and Dr. Jayashree Shinde

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The Cognitive Process Dimension Remember 2.3 Classifying Categorizing Subsuming Student recognizes that something belongs to a certain category. Classifying is a complementary process to exemplifying. 2.4 Summarizing Abstracting Generalizing Student suggests a single statement that represents presented information or abstracts a general theme. Understand Apply Analyze Evaluate Create 22-Nov-18 Dr. Vasudha Kamat and Dr. Jayashree Shinde

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The Cognitive Process Dimension Remember 2.5 Inferring Concluding Extrapolating Predicting Student finds a pattern within a series of examples or instances, abstracts a concept or principle by encoding the relevant features of each instance and by noting relationships among them. Understand Apply Analyze Evaluate Create 22-Nov-18 Dr. Vasudha Kamat and Dr. Jayashree Shinde

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The Cognitive Process Dimension Remember 2.6 Comparing Contrasting Mapping Matching Student detects similarities and differences between 2 or more objects, event, ideas, problems or situations. Finding one-to-one correspondence between elements and patterns one object and other. 2.7 Explaining Constructing models Student is able to construct and use a cause-and-effect model of a system. Understand Apply Analyze Evaluate Create 22-Nov-18 Dr. Vasudha Kamat and Dr. Jayashree Shinde

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The Cognitive Process Dimension Remember Understand 3.1 Executing Carrying out Student routinely carries out a procedure when confronted with a familiar task. 3.2 Implementing Using Student selects and uses a procedure to perform an unfamiliar task. Apply Analyze Evaluate Create 22-Nov-18 Dr. Vasudha Kamat and Dr. Jayashree Shinde

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The Cognitive Process Dimension Remember Understand 4.1 Differentiating Discriminating Distinguishing Focusing Selecting Distinguishing the parts of a whole structure in terms of their relevance or importance. Student discriminates relevant from irrelevant information and then attends to relevant information. Apply Analyze Evaluate Create 22-Nov-18 Dr. Vasudha Kamat and Dr. Jayashree Shinde

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The Cognitive Process Dimension Remember 4.2 Organizing Finding coherence Integrating Outlining Structuring A student builds systematic and coherent connections among pieces of presented information. Organizing usually occurs in conjunction with differentiating or with attributing. Understand Apply Analyze Evaluate Create 22-Nov-18 Dr. Vasudha Kamat and Dr. Jayashree Shinde

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The Cognitive Process Dimension Remember 4.3 Attributing Deconstructing Student is able to ascertain the point of view, biases, values or intention underline communications. It involves the process of deconstruction. Understand Apply Analyze Evaluate Create 22-Nov-18 Dr. Vasudha Kamat and Dr. Jayashree Shinde

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The Cognitive Process Dimension Remember 5.1 Checking Coordinating Detecting Monitoring Testing Testing for internal inconsistencies or fallacies in an operation or a product. 5.2 Critiquing Judging Judging a product or operation based on externally imposed criteria and standards. Understand Apply Analyze Evaluate Create 22-Nov-18 Dr. Vasudha Kamat and Dr. Jayashree Shinde

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The Cognitive Process Dimension Remember Understand Apply 6.1 Generating Hypothesizing Representing the problem and arriving an alternatives or hypotheses that meet certain criteria. It involves divergent thinking and forms core of creative thinking. Analyze Evaluate Create 22-Nov-18 Dr. Vasudha Kamat and Dr. Jayashree Shinde

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The Cognitive Process Dimension Remember Understand 6.2 Planning Designing Devising a solution method that meets a problem criteria. 6.3 Producing Constructing Carrying out a plan for solving a given problem that meets certain specifications. Apply Analyze Evaluate Create 22-Nov-18 Dr. Vasudha Kamat and Dr. Jayashree Shinde

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