FIELD STUDIES 2

GUIDE NOTES
Taxonomy of Objectives for the Three Domains of Learning

Bloom’s Taxonomy (Cognitive) (KC ApAnSE)

1. Knowledge “involves the recall of specifics and universals, the recall of methods and
processes, or the recall of a pattern, structure, or setting.”
2. Comprehension “refers to a type of understanding or apprehension such that the
individual knows what is being communicated and can make use of the material or idea
being communicated without necessarily relating it to other material or seeing its fullest
implications.”
3. Application refers to the “use of abstractions in particular and concrete situations.”
4. Analysis represents the “breakdown of a communication into its constituent elements or
parts such that the relative hierarchy of ideas is made clear and/or the relations between
ideas expressed are made explicit.”
5. Synthesis involves the “putting together of elements and parts so as to form a whole.”
6. Evaluation engenders “judgments about the value of material and methods for given
purposes.”

Revised Version of Bloom’s Taxonomy (Anderson & Krathwohl)

1. Remembering
- Retrieve relevant knowledge from long-term memory.
2. Understanding
- Construct meaning from instructional messages, including oral, written and graphic
communication.
3. Applying
- Carry out or use a procedure in a given situation.
4. Analyzing
- Carry out or use a procedure in a given situation.
5. Evaluating
- Make judgments based on criteria and standards.
6. Creating
- Put elements together to form a coherent whole; reorganize into a new pattern or
structure.
Kendall and Marzano’s New Taxonomy
I. Cognitive System
a. Knowledge Retrieval - Recall execution
b. Comprehension - Synthesis representation
c. Analysis – Matching; classifying; error analysis; generalizing; specifying
d. Knowledge Utilization - Decision Making Problem Solving Experimental Inquiry
Investigation
II. Metacognitive System - Specifying learning goals; monitoring the execution of
knowledge
III. Self-System - Beliefs about the importance of knowledge; beliefs about efficacy

Simpson’s Taxonomy (Psychomotor)

1. Perception - Sensory cues guide motor activity.
2. Set - Mental, physical, and emotional dispositions that make one respond in a certain way
to a situation.
3. Guided Response - First attempts at a physical skill. Trial and error coupled with
practice lead to better performance.
4. Mechanism - The intermediate stage in learning a physical skill. Responses are habitual
with a medium level of assurance and proficiency.
5. Complex Overt Response - Complex movements are possible with a minimum of
wasted effort and a high level of assurance they will be successful.
6. Adaptation - Movements can be modified for special situations.
7. Origination - New movements can be created for special situations.

Dave’s Taxonomy (Psychomotor)

1. Imitation - Observing and copying someone else.
2. Manipulation - Guided via instruction to perform a skill.
3. Precision - Accuracy, proportion and exactness exist in the skill performance without the
presence of the original source.
4. Articulation - Two or more skills combined, sequenced, and performed consistently.
5. Naturalization - Two or more skills combined, sequenced, and performed consistently
and with ease. The performance is automatic with little physical or mental exertion.

Harrow’s Taxonomy (Psychomotor)

1. Reflex movements - Automatic reactions.
2. Basic fundamental movements - Simple movements that can build to more complex
sets of movements.
3. Perceptual - Environmental cues that allow one to adjust movements.
4. Physical activities - Things requiring endurance, strength, vigor, and agility.
5. Skilled movements - Activities where a level of efficiency is achieved.
6. Non-discursive communication - Body language.
Krathwohl’s Taxonomy (Affective)
1. Receiving: shows awareness, willingness to listen, controlled attention, notices values,
dispositions, and attitudes in life and literature.
2. Responding: accepts responsibility and duty to comply
3. Valuing: accepts the values and expresses a preference for the values and attitudes
4. Organization: holds and expresses an organization of a system of inter-related values
and attitudes
5. Characterization: aligns behaviors and values, acts out of one‟s values, develops a
consistent philosophy of life and adopts a professional identity

EDGAR DALE’S CONE OF LEARNING

EXPERIENCE

Meaningful Learning vs. Rote Learning

Meaningful learning refers to the concept that the learned knowledge is fully understood by the
individual and that the individual knows how that specific fact relates to other stored facts

Rote learning is where you memorize something without full understanding and you don't know
how the new information relates to your other stored knowledge
Convergent vs. Divergent Thinking

Converging (closed) questions are those which can be answered with one or two words,
generally just „yes‟ or „no‟. They are good at establishing facts and forcing choices, but are not
effective at creating a proper relationship.

Diverging (open) questions cannot be answered with simple „yes‟ or „no‟ answers. They are
useful for gaining a greater level of knowledge and information, whilst also being good at
building relationships.

Type of Questions
1. Convergent – Answers to these types of questions are usually within a very finite range
of acceptable accuracy. What are words that are example of an adjectives?
2. Divergent – These questions allow students to explore different avenues and create many
different variations and alternative answers or scenarios. What is the purpose or functions
of an adjectives in a sentence?
3. Evaluation – These types of questions usually require sophisticated levels of cognitive
and/or emotional judgment. How does differ adjectives from adverb?
4. Inference – The process of deriving the strict logical consequences of assumed premises.
An adverb describes a verb, how about adjectives?
5. Affective - What can you feel when you describe something?
6. Comparison - What is the difference between adjectives and adverb?

Question Types

 Managerial: questions which keep the classroom operations moving;

 Rhetorical: questions used to emphasize a point or to reinforce an idea or statement;
 Closed: questions used to check retention or to focus thinking on a particular point; and
 Open: questions used to promote discussion or student interaction.

I. Probing Questions
- Series of questions which require students to go beyond the first response. Subsequent
teacher questions are formed on the basis of the student's response.

Types:
1. Clarifying – Ex: "What, exactly do you mean?"
2. Increasing Critical Awareness – Ex: "What are you assuming?"
3. Refocusing – Ex: "If this is true, what are the implications for?
4. Prompting – Ex: Teacher: "John, what's the square root of 94?"

John: "I don't know."

Teacher: "Well, what's the square root of 100?"

John: "Ten."
Teacher: "And the square root of 81?"
John: "Nine."
Teacher: "Then what do we know about the square root of 94?"
John: "It's between nine and ten."

5. Redirecting to Another Student

II. Factual Questions

- Questions which require the student to recall specific information s(he) has previously
learned. Often these questions use who, what, when, where, etc.
III. Divergent Questions
- Questions with no right or wrong answers, but which encourage exploration of
possibilities. Requires both concrete and abstract thinking to arrive at an appropriate
response
IV. Higher Order Questions
- Questions which require students to figure out answers rather than remember them.
Requires generalizations related to facts in meaningful patterns.

Types:

1. Evaluation: Requires judgment, value or choice based upon comparing of ideas or

objects to established standards.
2. Inference: Requires inductive or deductive reasoning
Inductive: Discovery of a general principle from a collection of specific facts.
Deductive: Logical operation in which the worth of a generalization is tested with
specific issues
3. Comparison: Requires student to determine if ideas/objects are similar, dissimilar,
unrelated, or contradictory.
4. Application: Requires student to use a concept or principle in a context different from
that in which she/he learned it.
Concept = Classification of events/objects that have common characteristics.
Principle = A relationship between two or more concepts.

5. Problem-solving: Requires a student to use previously learned knowledge to solve a

problem.

V. Affective Questions
- Questions which elicit expressions of attitude, values, or feelings of the student.
VI. Structuring Questions
- Questions related to the setting in which learning is occurring.

PEDAGOGICAL APPROACHES
1. Constructivist – connected to past experiences of learners; learners constructed new lesson
meanings
2. Inquiry-based – teaching approach that emphasizes students' questions, ideas and
observations
3. Developmentally appropriate – learning activities that fit the developmental stage of
children
4. Reflective - when the coach enables the client to think about their situation in a deeper way,
see things in a new light and possibly develop new perspectives
5. Inclusive – no learner was excluded; teacher taught everybody
6. Collaborative – students worked together
7. Integrative – lesson was multidisciplinary