Introduction to Bloom’s Taxonomy
“One area in which higher-order cognitive tasks is receiving significant attention is the domain of multimedia learning,” which has been researched extensively (Lusk, Evans, Jeffrey, Palmer, Wikstrom, & Doolittle, 2009, p. 637). As a result, learners must attend to multiple forms of media, create conceptual knowledge representations and integrate these knowledge representations in order to learn and build effective mental models (Lusk, Evans, Jeffrey, Palmer, Wikstrom, & Doolittle, 2009). Primarily, the effectiveness of various principles depends on both instructional designers, facilitators, and students creating appropriate multimedia learning environments, and culturally diverse learners actively engaging in constructing understanding (Stavredes, 2011). The purpose of LTC blog is to introduce Bloom’s taxonomy in conjunction with technology integration. Moreover, the blog includes audio, visual, text, graphics, and links to appropriate sites to demonstrate Bloom’s taxonomy process and ensure learning objectives are met. Mary
Benjamin Bloom's Taxonomy of Learning Domains (Cognitive, Affective, Psychomotor)
Bloom’s Taxonomy provides important knowledge about how individuals learn, which in turn have affects on how facilitators teach and the instructional strategies selected (Stavredes, 2011). Mary
Initially, 'Bloom's Taxonomy' was created within an academic context, (the development begins in 1948), when Bloom chaired a working group of educational psychologists, based in American education. The plan was to grow a system of categories of learning behavior to support the design and consideration and to assess educational learning (Knowles, Holton & Swanson, 2012). Mary
Moreover, the idea of domain of multimedia learning includes theorist Benjamin Bloom and his associates’ three domains of educational objectives. First is cognitive (“which deal with the recall of recognition of knowledge and the development of intellectual abilities of skills”) (Knowles, Holton & Swanson, 2012, pp. 15-16). Second entails affective (“which describe the changes in interest, attitude, and values, and the development of appreciations and adequate adjustment” (Knowles, Holton & Swanson. 2012, pp. 15-16). Third is psychomotor, “which include all the human senses and their domain” (Knowles, Holton & Swanson. 2012, p. 16). Mary
Figure 1: The Old Version/The New Version Google Images, 2013
How Higher Levels of Thinking are Developed
Behaviorism has contributed knowledge of how higher levels of thinking are developed including learning taxonomies for cognitive, psychomotor, and affective domains of learning. For instance, the cognitive domain includes skills such as recalling specific facts, patterns, and concepts. Mainly, the affective domain includes how people deal with their emotions, such as emotions, values, appreciation, passion, motivations, and point of views. In addition, psychomotor domain includes a range of skills: Motor skills, coordination, and movement. These learning domains contribute to Bloom’s taxonomy of educational objectives, which include six levels of intellectual behavior (Stavredes, 2011). Randie
Higher Order Thinking Skills/Lower Order Thinking Skills
Figure 2: Higher Order Thinking Skills/Lower Order Thinking Skills Google Images, 2013
Note: the link to additional information about cognitive, affective, and psychomotor is listed below.
http://www.nwlink.com/~donclark/hrd/bloom.html
http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm
Higher Order Thinking Skills/Lower Order Thinking Skills
- Evaluation (assess effectiveness of concepts and conduct a comparison and review of information)
- Synthesis (create or build models or structures based on information)
- Analysis (interpret organizational principles or relevance of information)
- Application (apply the information learned to real life situations)
- Comprehension (understand and interpret the meaning of information)
- Knowledge (recall or recognize information) Randie
Figure 2: Higher Order Thinking Skills/Lower Order Thinking Skills Google Images, 2013
Note: the link to additional information about cognitive, affective, and psychomotor is listed below.
http://www.nwlink.com/~donclark/hrd/bloom.html
http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm
Bloom’s Taxonomy of Educational Behavioral Objectives
From learning taxonomies approach, Bloom move toward behavioral objectives, which associate specific verbs to each of the six levels to assist instructors in developing objectives that target the level of learning expected. Basically, objectives help link instructional goals with assessment/evaluation (Stavredes, 2011). Sarah
Figure 3: Higher Order Thinking Skills/Lower Order Thinking Skills Google Images, 2013
Affective learning is demonstrated by behaviors indicating attitudes of awareness, interest, attention, concern, and responsibility. For instance, individuals should have ability to listen and respond in interactions with others, and ability to demonstrate those attitudinal characteristics or values which are appropriate to the test situation and the field of study. This domain relates to emotions, attitudes, appreciations, and values, such as enjoying, conserving, respecting, and supporting (Benjamin Bloom's Taxonomy of Behavioral Objectives, n.d.). Sarah
Objectives are created to ensure that students have a concrete understanding of the material that was taught to them. These objectives support the overall goals of the course or section that the instructor is presenting to the class. In effect, when these objectives have been taught, the instructor will evaluate the students’ knowledge to ensure that they have a deep understanding of the material. These tools are the building blocks of all instructional models (Stavredes, 2011). Ideally, creating learning objectives requires instructor to use correct verbs. This can ensure all students have a deep understanding of the lesson. Once an instructor creates an appropriate objective, he or she can assess the students to evaluate if the objective was fulfilled (Stavredes, 2011). Sarah
Figure 3: Higher Order Thinking Skills/Lower Order Thinking Skills Google Images, 2013
Affective learning is demonstrated by behaviors indicating attitudes of awareness, interest, attention, concern, and responsibility. For instance, individuals should have ability to listen and respond in interactions with others, and ability to demonstrate those attitudinal characteristics or values which are appropriate to the test situation and the field of study. This domain relates to emotions, attitudes, appreciations, and values, such as enjoying, conserving, respecting, and supporting (Benjamin Bloom's Taxonomy of Behavioral Objectives, n.d.). Sarah
Objectives are created to ensure that students have a concrete understanding of the material that was taught to them. These objectives support the overall goals of the course or section that the instructor is presenting to the class. In effect, when these objectives have been taught, the instructor will evaluate the students’ knowledge to ensure that they have a deep understanding of the material. These tools are the building blocks of all instructional models (Stavredes, 2011). Ideally, creating learning objectives requires instructor to use correct verbs. This can ensure all students have a deep understanding of the lesson. Once an instructor creates an appropriate objective, he or she can assess the students to evaluate if the objective was fulfilled (Stavredes, 2011). Sarah
New Bloom's Taxonomy
Essentially, the new Bloom’s taxonomy in terms of how behaviorism plays a role in structuring is arranged according to the cognitive complexity required of student thinking based on Boom’s revised taxonomy. Thus the highest level of cognitive process begin with the capacity to create, to evaluate, to analyze, to apply, to understand and to remember (Stavredes, 2011). Mary
Figure 4: Bloom’s Taxonomy of Learning Google Images, 2013
Bloom’s Taxonomy provides important knowledge about how individuals learn, which in turn have affects on how facilitators teach and the instructional strategies selected (Stavredes, 2011). Mary
Links
Links to appropriate websites below are
available to enhance the online learning experience by presenting content in a
combination of audio, visual, text, and graphics in various formats to address
a range of student learning styles (Buckley & Smith, 2008). Mary
1. Writing Learning Objectives Using Bloom's Taxonomy
Please click the following link to view more information on Writing Learning Objectives Using Bloom's Taxonomy.
http://www.youtube.com/watch?v=-l8e7Iic8Os
2. How can Bloom's taxonomy be used to enhance student learning?
Please click the following link to view more information on using Bloom's taxonomy to enhance student learning.
http://www.youtube.com/watch?v=7Kqc-7gNKFI
3. Bloom’s taxonomy of learning domains, three types of learning (cognitive, affective, and psychomotor), alternative to Bloom: Structure of observed learning outcome (Solo) taxonomy
Please click the following link to view more information on learning domains, types of learning, and the alternative to Bloom.
http://www.nwlink.com/~donclark/hrd/bloom.html
4. Bloom’s taxonomy learning domains (Business balls, 2009)
Please click the following link to view more information on Bloom's taxonomy learning domains.
http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm
5. Taxonomy of educational objectives, handbook 1: Cognitive domain (Bloom, 1956).
Please click the following link to view the handbook.
http://www.amazon.com/dp/0582280109
6. Learning objectives that produce results (Bloom’s taxonomy) (Wilder, 2009).
Please click the following link to view a video on learning objectives that produce results.
https://www.youtube.com/watch?v=RdqD7KMY3p0
1. Writing Learning Objectives Using Bloom's Taxonomy
Please click the following link to view more information on Writing Learning Objectives Using Bloom's Taxonomy.
http://www.youtube.com/watch?v=-l8e7Iic8Os
2. How can Bloom's taxonomy be used to enhance student learning?
Please click the following link to view more information on using Bloom's taxonomy to enhance student learning.
http://www.youtube.com/watch?v=7Kqc-7gNKFI
3. Bloom’s taxonomy of learning domains, three types of learning (cognitive, affective, and psychomotor), alternative to Bloom: Structure of observed learning outcome (Solo) taxonomy
Please click the following link to view more information on learning domains, types of learning, and the alternative to Bloom.
http://www.nwlink.com/~donclark/hrd/bloom.html
4. Bloom’s taxonomy learning domains (Business balls, 2009)
Please click the following link to view more information on Bloom's taxonomy learning domains.
http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm
5. Taxonomy of educational objectives, handbook 1: Cognitive domain (Bloom, 1956).
Please click the following link to view the handbook.
http://www.amazon.com/dp/0582280109
6. Learning objectives that produce results (Bloom’s taxonomy) (Wilder, 2009).
Please click the following link to view a video on learning objectives that produce results.
https://www.youtube.com/watch?v=RdqD7KMY3p0
References
Benjamin Bloom's Taxonomy of Behavioral Objectives. (n.d.). Retrieved from
http://hs.riverdale.k12.or.us/~dthompso/exhibition/blooms.htm
Bloom , B. S. (Ed.). ( 1956 ). Taxonomy of educational objectives, handbook 1: Cognitive domain.
New York: Longman.
Buckley, W., & Smith, A. (2007). Application of multimedia technologies to enhance distance
learning. RE:View, 39(2), 57-65.
Business balls. com. (2006-2009). Bloom's taxonomy - learning domains. Retrieved from
http://www.businessballs.com/bloomstaxonomyoflearningdomains.html
Google Images. (2013). Google Images. Retrieved from http://www.google.com/images
Lusk, D. L., Evans, A. D., Jeffrey, T. R., Palmer, K. R., Wikstrom, C. S., & Doolittle, P. E. (2009).
Multimedia learning and individual differences: Mediating the effects of working memory
capacity with segmentation. British Journal of Educational Technology, 40(4), 636-651.
doi:10.1111/j.1467-8535.2008.00848.x
Stavredes, T. (2011). Effective online teaching: Foundations and strategies for student success.
San Francisco, CA: Jossey-Bass.
Wilder, B. (2009, July). Learning objectives that produce results. Retrieved from
https://www.youtube.com/watch?v=RdqD7KMY3p0
http://hs.riverdale.k12.or.us/~dthompso/exhibition/blooms.htm
Bloom , B. S. (Ed.). ( 1956 ). Taxonomy of educational objectives, handbook 1: Cognitive domain.
New York: Longman.
Buckley, W., & Smith, A. (2007). Application of multimedia technologies to enhance distance
learning. RE:View, 39(2), 57-65.
Business balls. com. (2006-2009). Bloom's taxonomy - learning domains. Retrieved from
http://www.businessballs.com/bloomstaxonomyoflearningdomains.html
Google Images. (2013). Google Images. Retrieved from http://www.google.com/images
Lusk, D. L., Evans, A. D., Jeffrey, T. R., Palmer, K. R., Wikstrom, C. S., & Doolittle, P. E. (2009).
Multimedia learning and individual differences: Mediating the effects of working memory
capacity with segmentation. British Journal of Educational Technology, 40(4), 636-651.
doi:10.1111/j.1467-8535.2008.00848.x
Stavredes, T. (2011). Effective online teaching: Foundations and strategies for student success.
San Francisco, CA: Jossey-Bass.
Wilder, B. (2009, July). Learning objectives that produce results. Retrieved from
https://www.youtube.com/watch?v=RdqD7KMY3p0
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