The interrelationships among the basic elements within a larger structure that enable them to function together. How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methods.
Identify strategies for retaining information. Construct meaning from instructional messages, including oral, written and graphic communication. Use techniques that match one's strengths. Select the most complete list of activities. Judge efficiency of sampling techniques. Put elements together to form a coherent whole; reorganize into a new pattern or structure. New York: Longman. Overview The authors of the revised taxonomy underscore this dynamism, using verbs and gerunds to label their categories and subcategories rather than the nouns of the original taxonomy.
A statement of a learning objective contains a verb an action and an object usually a noun. The verb generally refers to [actions associated with] the intended cognitive process. The object generally describes the knowledge students are expected to acquire or construct.
Anderson and Krathwohl, , pp. Table 2. The Knowledge Dimension. Factual knowledge of terminology knowledge of specific details and elements. Conceptual knowledge of classifications and categories knowledge of principles and generalizations knowledge of theories, models, and structures. Procedural knowledge of subject-specific skills and algorithms knowledge of subject-specific techniques and methods knowledge of criteria for determining when to use appropriate procedures.
Metacognitive strategic knowledge knowledge about cognitive tasks, including appropriate contextual and conditional knowledge self-knowledge. Bloom's Revised Taxonomy Model. Your email address will not be published. Actually i started this website for my own preparation , and got inspired due to teachers interest and support for this website. Read more…. He believed students have an innate Read more…. Categories: Pedagogy. Leave a Reply Cancel reply. A student who reaches this level can interpret the materials, and demonstrate comprehension of the material.
That could come in the form of collaborative group projects or the composition of a blog. Here, students can draw connections between ideas, utilize critical thinking, and break down knowledge into the sum of its parts. This can include using logical deduction to figure out how a piece of equipment works, or finding fallacies in the reasoning of an argument.
Key verbs for measurement include analyze, break down, compare, contrast, differentiate, deconstruct and infer. They might be able to draw diagrams or deconstruct thought processes. That could include finding an effective solution to a problem, or justifying a specific decision and being able to back up that justification with knowledge. Tools like surveys and blogs can help in this particular level. That could include writing a manual or report on a particular topic, designing a piece of machinery, or revising a process to improve the results.
Verbs to use include categorize, combine, compile, devise, design, generate, modify and write. Projects can range from detailed essays that put parts of the learning together to form a whole concept or idea, or networking with others to discuss the merits of a study.
These are also referred to by the acronym KSA, for Knowledge cognitive , Skills psychomotor , and Attitudes affective. The goal is that by the end of a learning session, the student will have acquired new knowledge, skills and attitudes towards a subject.
They should be able to place more value on something, and have a greater appreciation for it, along with different motivations and attitudes. In a medical or caregiving setting, students might be able to demonstrate empathy towards patients or children. Students can be assessed in several ways when it comes to the affective domain, such as their ability to listen with respect and provide their unwavering attention, actively participate in class discussions, resolve conflicts and exhibit consistent and pervasive behaviors that reflect their internalized values.
There are three versions: physical movement, coordination and the use of motor skills. A student in a medical setting might demonstrate psychomotor development by properly stitching a wound; a student of construction through an understanding of how to operate a backhoe. Psychomotor skills can represent basic manual tasks, like washing a car or planting a garden, as well as more complex activities, like operating heavy machinery or following choreographed dance steps.
Psychomotor skills are measured in terms of speed, precision, distance, procedures and technique. This way, students can have clear, concise, and measurable goals to achieve. They answer questions and complete tasks based on which objective is the focus at the time, using measurable verbs like the ones previously noted for each level to elicit the proper types of responses.
Mobile devices and online course materials are the norms. In this way, you can help students take responsibility for their learning. For instance, in a marketing class, teachers can instruct students that, by the middle of the term, they should not only know the components of an effective TV commercial, but why each is important, and how they holistically work together to achieve the goals of the company placing the advertisement.
Develop concrete learning objectives for each stage, and give the students clear expectations. Identify what action a student should be taking with your assignment, and to which level it applies. Then, match suggested assessment techniques and questions to the lecture, and choose activities that will encourage results.
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