eS Module, challenge yourself ¢o attain the follow taxonomy. the use of technology apps in applying the revised taxonomy. Tymagine that you are already working as a teacher. How would you ffyou enter your classroom without specific learning outcomes? How mld you proceed without clear and specific targets? Being sure about jearning outcomes will help you to facilitate learning &fectively. fii appropriate, clear and specific leaming,outcomes, you do not need guess nor grope in the dark on what to accomplish. This Module will present the original and the revised Bloom’s Tuonomy of Educational Objectives. Although the revised taxonomy tame out years ago, it is important to still present both the old and the Heised to have a complete understanding and better appreciati fmonomy’s use in education. Benjamin Bloom ion of the 4913-1999 He was the Associate Director of the Board for Examination in the University of The Original Bloom's Taxonomy oa Chicago. They needed a.way y of cassiying #Six Levels of Bloom's Taxonomy ‘questions shared eens cnerecamcncnanas bby faculty members a - to form a test bank. je For six years, from Revised Taxonomy "4949 to 1956, he led a group of exper to come Up wi a framework to classy objectives.combine, formulate, dese take apart, examing, compe uuse, work with, utiling describe, retell, explain enumerate, list, define Clues separate, compare, organize practice, implement, show We hope the clues helped you get them all right! explain, discuss, defin recall, name, li Are the answers in Group B nouns or verbs?_ Nur _ Read the answers again. What do you notice about the order by which the words in Group A and B were presented? Write the answers here again“The words you unscrambled in Grot ‘ - omain of the old Bloom’s Taxonomy, You ae = ae aoe See Group A ate all nouns. ‘The words in Group B are the levels in the cognitive domain in the Revised Taxonomy. You are right again, The words in G B are verbs. This is one of the main differences of the old and the revised taxonomies Read on to lear about the old and the revised Bloom’s taxonomy. You will definitely find this very relevant and useful to you as a future teacher. Old Taxonomy In 1956, the Taxonomy of Educational Objectives: The Classification of Rducational Goals Handbook 1: Cognitive Domain was published. Initially, the purpose was simply to have a framework to classify test questions that faculty members shared. Eventually, it became so relevant and useful in education. Since then, it has been used. in planning the curriculum, planning learning, activities and assessment. Bloom and his colleagues published Handbook If, The Affective Domain in 1964. Eventually, other experts published a taxonomy for the psychomotor domain in 1966, 1970 and 1972. This Module will focus more on the cognitive domain. Bloom’s taxonomy was a model that deseribed the different levels of .d competencies the teachers aim: learning outcomes that target what skills an 2 develop in the learners. The taxonomy in the cognitive domain containsand principles, these are broken down in re contrast, classify, further investigag = evel of thinking. > ete, F thinking is when students put together elem, ed ina new way (synthesis). They come up with fntegrated, or even new view oF perspective gh [grasp of what was learned, the students can now assess g, ist of standards, on what they have learned (evaluation, “cognitive domain levels. or thinking levels also have subcategories for that of application. The next Table shows the original taxonomy s levels, subcategories and sample verbs. vare'some examples of learning outcomes using the taxonomy: The Original Bloom’s Taxonomy Cognitive Domain Levels and their Subcategories Sample Vi define, describe, draw, inden label, locate, memorize, name, reciti e, Select, state, write nowledge of ways and means of dealing with ae specifics 1.2.1 conventions 1.2.2 trends and sequences “1.2.3 classifications and categories 1.24 criteria 12,5 methodology ledge of universals and abstractions in the gal 3.1 prneiples and generalizations [.3.2_theories“and structures paraphrase, summarize, restate, tetell, illustrate apply, change, prepare, produce,production ofa plan, or operations PK 53___derivation ofa set of as in terms of internal evi io terms of teael aed tthe end of the unit, the students wi sari Tumerate the characters in “The gene ~ Summarize the story (compreheset on SU APB” (knowledge) ~ apply the rules of subject-v. =e sion) of tlie story (application) _ compare and contrast the qualiti (analysis) qualities of _ write a song expressi (synthesis) Pressing the message or lesson of the story = write a critique of the author's writing style (evaluation) ‘greement when writing a summary the characters in the story pevised Taxonomy After 45 years since the publication of Bloom’s taxonomy, Lorin Anderson {Bloom's former student) and David Krathwohl led a new group of experts work together. The result was what is now called the revised taxonomy. Below are the salient differences between the old and the revised taxonomies (You may refer to Figure 1 on page 174 while you are reading this.): 1. Levels or categories of thinking in the old taxonomy were nouns, while in the revised taxonomy they are verbs. The use of action words instead: of nouns was done to highlight that thinking is an active process. For example, evaluate instead of evaluation, or analyze instead of analysis. 2. While the revised taxonomy remains to be in hierarchical levels of increasing complexity, itis intended to be more flexible, in that it allows the categories to overlap. For example some action words in understand level, like explain, may appear to be more complex than the action word, show in the apply level. However, when we look into the six levels from remember to create, we ‘will still find that, over-all, the taxonomy proceeds in a hierarchical order. ‘ 3. The knowledge level was changed to remember. The change was made because knowledge does not refer to a cognitive or ‘thinking.on includes four knowledge categories: fygy “metacognitive, The knowledge that teachery “™h Tearn can be about facts, concepts, Procedures s mentor ming objectives, you consider what Gun) ae vathia achieve, and aisn er Fe. or wledge it is you want to teach. of When we write aleamingobjetve, the level of thinking is reps, by the verb, while the knowledge dimensions is represented by the noun, ; [the example, “at the end ofthe lesson, the leamer will be able to: explain Photosynthesis process,” explain is the action word which will fall under Second cognitive dimension level, understand, and photosynthesis isthe nyt that will fall under procedural knowledge. ‘ Below is a table that shows how the cognitive and knowledge dimensiog ‘Pair t0 form various kinds of leaming objectives and activities. An examys for each pairing is given. Study each one to learn more. Knowledge Dimension oo Conceptual Procedural | Metacognitive Subject- Strategie specific skills, | knowledge, algorithms, cognitive tasks. techniques and | contextual and conditional Classifications, ogy, specific | categories, details, ele- | principles and ‘ments generalizations, theories, mod- | methods, els, structures | criteria for knowledge, determining _| self-knowledge when to use the procedures Remember- | Remember- Remember- Metacognitive Knowledge Remember- Facts Concepts Procedures Ex. Listthe | Ex.Describe | Ex, Recall the | Ex. Review ingredients | kare-kare as a | steps in cooking | tasks | ofkare-kare | Filipino dish | kare-kare accomplished in cooking kare-kareT Analyze smart phone model Apply- Facts Ex. Use facts in answering questions, ‘Analyze- differentiate, organize, autribute Facts Ex. Iden- tify the key words in the definition of anger Ex. Iden- tify triggers of anger among teenagers 5. Evaluate Check, critique Evaluate- | Facts Ex. Select the most | complete list of investment banks Evaluate- Concepts Ex. Critique the different views about financial literacyUsing the Revised Taxonomy When you are ready to plan your units, lessons or activities, Bloom's taxonom, ing you formulate your learning objectives. Below is a collciaa ‘very usefil in help ° action words and possible activities or work which you can use for your Plan, [Cognitive ‘Sample Action Words Suggested Activities, On or Outcomes mal Recitations, worksheets, ‘Remember | Dimension Levels | Gecalling information) | List Desoribe Locate Write State Find Tell Underline Reproduce Define Recall ‘Name definitions, fact charts, lists Understand (explaining information and concepts Explain Describe Translate Define Interpret Report Discuss Predict Story problems, drawing show and tell, s paraphrasing Apply new way) (using information ina Use Practice Solve Execute Implement Demonstrate Construct Dramatize Presentation, role-playing, simulation, collection, model, scrapbook, product Analyze distinguishing different parts of a whole Compare Contrast Distinguish Separate Investigate Differentiate Infer Sequence Chart, plan, questionnaire, spreadsheet, summary, survey Evaluate (defending a concept’ Assess ‘Appraise Debate Check . | Defend Decide Dispute Justify Judge Rate Change Design Formulate Improve Plan Propose Invent Devise Generate Compose Combine Opinion, judgment, recommendation, report, self- evaluation, position paper, critique Framework, model, story, , multimedia presentation, poem, haiku, song, essay‘think of topic you are really inte, it on this topic. at least 10 leaming outcomes: | Whee veoh wor 1 ond whey yun con ed” ‘Leaming Outcomes VeKaning Ge aierere, Yawern 4d, Nay). ond 995 Give cromges A atlids, Kavide ord gp sth COS aS bY" vtehr thes, o Oa, ligula Voudiln he dotadanca, of Id Virion We drorodeatties ch Wald. | deat Ne dowordaie 1 __ 98 Tesodge . the REA, NALCO, gon oF Cowity aixds ad nds 05 91d) gud