1. Bloom’s Taxonomy Sessions by AFAQ Research Department

2. Benjamin Bloom identified three domains of educational activities. Cognitive Domain Affective Domain Psychomotor Domain

3. Cognitive Domain

4. Cognitive domain involves knowledge and the development of intellectual skills.

5. Original Terms New Terms Evaluation Synthesis Analysis Application Comprehension Knowledge Creating Evaluating Analysing Applying Understanding Remembering (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

6. 1. Remembering The learner is able to recall, restate and remember learned information. Can you recall the information?

7. Examples Make a time line of your typical day. What characters were in the story? Recite a poem you have learnt. Name the capital of Pakistan. On which traffic light, we stop?

8. 2. Understanding The learner grasps the meaning of information by interpreting and translating what has been learned. Can you explain ideas or concepts?

9. Examples Write in your own words… Write a brief outline to explain this story to someone else. Write a summary report of the event. Paraphrase this passage/stanza. Retell in your own words.

10. 3. Applying The learner makes use of information in a context different from the one in which it was learned. Can you use the information in another familiar situation?

11. Examples Construct a model to demonstrate how it looks or works. Take and display a collection of photographs on a particular topic. Dress a doll in national costume. Make a clay model… Paint a mural using the same materials. Solve the problems by using the formula of volume.

12. 4. Analysing The learner breaks learned information into its parts to best understand that information. Can you break information into parts to explore understandings and relationships?

13. Examples Use a Venn Diagram to show how two topics are the same and different Design a questionnaire to gather information. Survey classmates to find out what they think about a particular topic. Analyse the results. Construct a graph to illustrate selected information. Review a work of art in terms of form, colour and texture. Draw a graph.

15. 5. Evaluating The learner makes decisions based on in-depth reflection, criticism and assessment. OR Make Judgments about the value of idea or materials. Can you justify a decision or course of action?

16. Examples Write a letter to the editor. Prepare a list of criteria to judge… Write a speech arguing for/against… Make a booklet about five rules you see as important. Convince others. Hire the most qualified candidate. Do you feel that serving canteen for children is healthy? Why or why not?

17. 6. Creating The learner creates new ideas and information using what has been previously learned. Can you generate new products, ideas, or ways of viewing things?

18. Examples Invent a machine to do a specific task. Design a robot to do your homework. Create a new product. Give it a name and plan a marketing campaign. Write about your feelings in relation to... Design a record, book or magazine cover for... Make up a new language and use it in an example Write a jingle to advertise a new product.

19. Creating Evaluating Analysing Applying Understanding Remembering BLOOM’S REVISED TAXONOMY Creating Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing. Evaluating Justifying a decision or course of action Checking, hypothesising, critiquing, experimenting, judging Analysing Breaking information into parts to explore understandings and relationships Comparing, organising, deconstructing, interrogating, finding Applying Using information in another familiar situation Implementing, carrying out, using, executing Understanding Explaining ideas or concepts Interpreting, summarising, paraphrasing, classifying, explaining Remembering Recalling information Recognising, listing, describing, retrieving, naming, finding

20. Affective Domain

21. The affective domain includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes.

22. The five major categories are: Receiving Phenomenon Responding Phenomenon Valuing Organizing Characterization

24. 1. Receiving Phenomena Awareness, willingness to hear, selected attention.

25. Examples Listen to others with respect. Listen for and remember the name of newly introduced people. Watching the video.

26. Active participation on the part of the learners. Attends and reacts to a particular phenomenon. Learning outcomes may emphasize compliance in responding, willingness to respond, or satisfaction in responding (motivation). 2. Responding Phenomena

27. Examples Participates in class discussions. Gives a presentation. Questions new ideals, concepts, models, etc. in order to fully understand them. Know the safety rules and practices them.

28. 3. Valuing Valuing is showing some definite involvement or commitment. It is attitude in situations where one is neither forced or asked to comply. One is expected to demonstrate a preference or display a high degree of certainty and conviction.

29. Valuing is: Accepting Preferring Becoming committed to

30. For example: Belief in democratic process

31. For example: Attend optional badminton match

32. For Example: Proposes a plan to social improvement and follows through with commitment.

33. 4. Organization Incorporating new ideas into habitual practice. Organize values into priorities. This is the level at which a person begins to make long range commitments to organize.

34. The emphasis is on: Comparing Relating Synthesizing

35. LevelDescriptionVerbsObjective ReceivingBeing aware of, or attending to something in the environment. Listen Notice Tolerate Listen attentively to badminton introduction. RespondingShowing some new behavior as a result of experience. Comply Enjoy Follow Voluntarily help set up badminton nets. ValuingShowing some definite involvement or commitment. Carry out Express Attend optional badminton match. OrganizationIntegrating a new value into one's general set of values relative to other priorities. Choose Consider Prefer Purchase own badminton racket. CharacterizationActing consistently with the new value; person is known by the value. Act on Depict Exemplify Join intramurals to play badminton twice per week.

36. The individual might arrange a civil rights rally. Recognizes the need for balance between freedom and responsible behavior.

38. 5. Internalizing values OR characterization Has a value system that controls their behavior. The behavior is consistent, predictable, and most importantly, characteristic of the learner.

39. Shows self-reliance when working independently. Cooperates in group activities (displays teamwork). Displays a professional commitment to ethical practice on a daily basis. Values people for what they are, not how they look. Examples

41. Psychomotor Domain by Dave’s (1975)

42. 1. Imitation Observing and patterning behavior after someone else. Performance may be of low quality. Examples: Watch teacher or trainer and repeat action, process or activity Copying a work of art Tracing on dots Performing “waddu” by copying someone

43. 2. Manipulation Being able to perform certain action by following instructions and practicing. Example: Draw something after taking lesson Performing “waddu” by following instructions Carry out task from written or verbal instruction

44. 3. Precision Refining, becoming more exact. Few errors are apparent. Examples: Performing and reperforming “waddu” so it will be just right. Perform a task or activity with expertise and to high quality without assistance or instruction; able to demonstrate an activity to other learners

45. 4. Articulation Coordinating a series of actions, achieving harmony and internal consistency. Examples: Performing waddu with consistency Producing a video that involves music, drama, colour, sound, etc.

46. 5. Naturalization Having high level performance become natural, without needing to think much about it. Examples: Hafeez playing cricket Ahmad hitting a golf ball Performing waddu