Week 8

Learning Objectives
Benjamin Bloom
Benjamin Bloom (February 21, 1913 -
September 13, 1999) was an American
educational psychologist who made significant
contributions to the classification of educational
objectives and the theory of mastery learning.
His research, which showed that educational
settings and home environments can foster
human potential, transformed education.
Benjamin Bloom
Bloom developed a "taxonomy of educational
objectives" which classified the different learning
objectives and skills that educators set for students.
Bloom divided educational objectives into three
"domains:" Affective, Psychomotor, and Cognitive. It is
hierarchical, like other taxonomies, meaning that
learning at the higher levels is dependent on having
attained prerequisite knowledge and skills at lower
levels. Bloom intended that the Taxonomy motivate
educators to focus on all three domains, creating a
more holistic form of education.
Background
 In 1956, Benjamin Bloom with
collaborators published a framework for
categorizing educational goals: Taxonomy
of Educational Objectives.
 The framework elaborated by Bloom
consisted of 6 major categories:
Knowledge, Comprehension, Application,
Analysis, Synthesis and Evaluation
The Original Taxonomy (1956)
 Knowledge “ involves the recall of specifics and
universals, the recall of methods and processes,
or the recall of a pattern, structure, or setting.”
 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 or seeing its fullest
implications.”
The Original Taxonomy (1956)
 Application refers to the “use of
abstractions in particular and concrete
situations
 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 expresses are
made explicit.”
The Original Taxonomy (1956)
 Synthesis involves “putting together of
elements and parts so as to form a
whole.”
 Evaluation engenders “ judgments
about the value of magerial and
methods for given purposes.”
 The Cognitive Domain (Bloom’s Taxonomy)

Level and Definition Examples

1. Knowledge: Rote •Reciting

memorizing of definitions of terms
information in a •Remembering lists
basically word-for- of items
word fashion
2. comprehension: • rewording a
translating definition
information into •Paraphrasing a rule
one’s own
words. •Applying
3. Application: psychological
using theories of learning
information in a to educational
new situation practice
4. Analysis : Breaking • discovering the
information down assumptions underlying
into its constituent a philosophical essay
parts
5. Synthesis: •Developing a theory
Constructing • presenting a logical
something new by defense of a particular
integrating several viewpoint within a
pieces of debate
information
6. Evaluation: • critiquing a
placing a value theory
judgment on • examining the
data internal and
external
validity of an
experiment
BLOOM’S TAXONOMY (REVISED)
by Anderson and Krathwohl (2001)

I. REMEMBER (KNOWLEDGE) – shallow

processing: drawing out factual answers,
testing recall and recognition
II. UNDERSTAND (COMPREHENSION) – translating,
interpreting and extrapolating
III. APPLY – knowing when to apply; why to
apply; and recognizing patterns of transfer to
situations that are new, unfamiliar or have a
new slant for students
BLOOM’S TAXONOMY (REVISED)
by Anderson and Krathwohl (2001)
IV. ANALYZE – breaking down into
parts, forms
V. EVALUATE – according to some
set of criteria, and state why
VI. CREATE (SYNTHESIS) – combining
elements into a pattern not clearly
there before
REMEMBER
Verbs for Objectives Model Questions Instructional Strategies

Arrange Who? Highlighting

Choose Where? Rehearsal
Cite Which one? Memorizing
Describe What? Mnemonics
Define How?
Draw What is the best one?
Duplicate Why?
Identify How much?
Indicate When?
Label What does it mean?
List
Locate
Match
Memorize
Name
REMEMBER
Verbs for Objectives Model Questions Instructional Strategies

Omit Who? Highlighting

Order Where? Rehearsal
Point Which one? Memorizing
Quote What? Mnemonics
Recite How?
Recognize What is the best one?
Record Why?
Recall How much?
Repeat When?
Select What does it mean?
State
Tell
Trace
Write
UNDERSTAND

Verbs for Objectives Model Questions Instructional

Strategies
Associate State in your own
Classify words . . Key examples
Compare Which are facts? Emphasize
Compute What does it mean? connections
Defend Is this the same as. . .? Elaborate concepts
Describe Give an example Summarize
Demonstrate Select the best Paraphrase
Discuss definition STUDENTS
Distinguish Condense this explains
Explain paragraph STUDENTS state the
Express State in one word rule
Extend What restrictions Why does this
Give example would you add? example. . .?
UNDERSTAND
Verbs for Objectives Model Questions Instructional Strategies

Illustrate What would Create visual

Indicate happen if . . .? representations
Interrelate Explain what is (concept maps,
Interpret happening outlines, flow charts,
Infer What part doesn’t fit? organizers, analogies,
Judge Read the graph pro/con grids)
Match What are they saying?
Paraphrase This represents. .
Represent What seems to be. . . ?
Restate What seem likely?
Rewrite Show in a graph
Select Which statements
Show support. . .?
Summarize
Tell
Translate
APPLY
Verbs for Objectives Model Questions Instructional
Strategies
Apply Predict what would
Change happen if Modeling
Choose Choose the best Cognitive
Complete statement that apply apprenticeships
Demonstrate Judge the effects “Mindful”
Dramatize What would result practice and not just
Employ Tell what would “routine” practice
Examine happen Part and whole
Explain Tell how, when, sequencing
Generalize where, why Authentic situations
Illustrate Tell how much change “Coached” practice
Interpolate there would be Simulations
Interpret Identify the results of algorithms
Manipulate
Modify
APPLY
Verbs for Objectives Model Questions Instructional
Strategies
Order Predict what would
Organize happen if Modeling
Paint Choose the best Cognitive
Predict statement that apply apprenticeships
Prepare Judge the effects “Mindful”
Produce What would result practice and not just
Relate Tell what would “routine” practice
Report happen Part and whole
Review Tell how, when, sequencing
Select where, why Authentic situations
Schedule Tell how much change “Coached” practice
Show there would be Simulations
Sketch Identify the results of algorithms
Solve
Translate
Use
Write
ANALYZE
Verbs for Objectives Model Questions Instructional
Strategies
Analyze What is the function
Breakdown of . . .? Models of thinking
Categorize What’s fact? Opinion? Challenging
Classify What assumptions? assumptions
Compare What motive is Retrospective
Contrast there? analysis
Debate What conclusions? Reflection through
Differentiate What does the author journaling
Distinguish believe? assume? Debates
Examine Make a distinction Discussions and other
Experiment State the point of collaborating
Infer view learning activities
Inspect Decision-making
situations
ANALYZE
Verbs for Objectives Model Questions Instructional
Strategies
Model What is the function
Outline of . . .? Models of thinking
Point out What’s fact? Challenging
Question Opinion? assumptions
Relate What assumptions? Retrospective
Select What motive is analysis
Subdivide there? Reflection through
Summarize What conclusions? journaling
Survey What does the Debates
Test author believe? Discussions and
assume? other collaborating
Make a distinction learning activities
State the point of Decision-making
view situations
EVALUATE
Verbs for Model Questions Instructional
Objectives Strategies
What fallacies,
Appraise consistencies, Challenging
Argue inconsistencies assumptions
Assess
Conclude
appear? Journaling
Critique Which is more Debates
Defend important, moral, Discussions and
Determine better, logical, other
Diagnose valid, collaborating
Estimate
appropriate? learning activities
Evaluate
Explain Find the errors Decision-making
Grade situations
EVALUATE
Verbs for Model Questions Instructional
Objectives Strategies
Judge What fallacies,
Justify consistencies, Challenging
Interpret
Measure
inconsistencies assumptions
Predict appear? Journaling
Rank Which is more Debates
Relate important, moral, Discussions and
Recommend better, logical, other
Revise valid, collaborating
Score
Select appropriate? learning activities
Summarize Find the errors Decision-making
Support situations
Test
Value
CREATE
Verbs for Objectives Model Questions Instructional Strategies

Arrange How would you test? Modeling

Assemble Propose an alternative Challenging assumptions
Collect Solve the following Reflection through
Combine How else would you. . .? journaling
Compose State a rule Debates
Construct Discussions and other
Create collaborating learning
Design activities
Develop Design
Devise Decision-making situations
Formulate
Generate
Generalize
Hypothesize
Integrate
Invent
Manage
CREATE
Verbs for Objectives Model Questions Instructional Strategies

Organize How would you test? Modeling

Plan Propose an alternative Challenging assumptions
Prepare Solve the following Reflection through
Produce How else would you. . .? journaling
Propose State a rule Debates
Rearrange Discussions and other
Reconstruct collaborating learning
Reorganize activities
Revise Design
Rewrite Decision-making situations
Set up
Specify
Summarize
Synthesize
Tell
Write
Affective Learning
 Growth in feelings or emotional areas
 Belief – an accepting of something or someone
as true or reliable without asking for proof
 Attitude – a particular feeling or way of
thinking about something
 Values - important and enduring beliefs or
ideals shared by the members of a culture
about what is good or desirable and what is not.
Affective Domain (Adapted from Krathwohl, Bloom and
Masia, 1964)
1. Receiving: • recognizing that
Being aware of, or there may be two
paying attention to sides of the story
something • knowing that
there are
differences among
people of different
cultural
backgrounds
2. Responding: Making • obeying playground
an active and willing rules
response to something • reading books for
pleasure

3. Valuing: Consistently • writing a letter to a

demonstrating interest newspaper regarding an
in a particular activity so issue one feels strongly
that ongoing about
involvement or • consistently eating a
commitment in the balanced diet
activity is reflected
4. Organization: Integrating • forming judgments about
a new value into one’s the directions in which
existing set of values and society should move
building a value system • setting priorities for one’s
life
5. Characterization by a • perceiving situations
value or value complex: objectively, realistically,
consistently behaving in and with tolerance
accordance with an • relying increasingly on
organized value system and scientific methods to
integrating that system into answer question about the
a total philosophy of life world and society
 Verbs for Affective Domain
Accept Initiate Read
Adopt Investigate Realize
Advocate Join Recommend
Annotate Keep (preserve) Reflect
Ask Obey Reject
Attempt Object Seek
Attend Offer Select
Challenge Organize Specify
Choose Participate Share
Consult Persevere Suggest
Delay Propose Support
Design Promote Test
Dispute Qualify Try
Evaluate Query Visit
Exemplify Questions Volunteer
Weigh (Judge)
Psychomotor Learning

 Manual or physical skills

 Capacity – the innate facility or power to produce,
perform or deploy
 Ability – competence in an activity or occupation
because of ones’ skill, training or other qualification; is
learned
 Skill – learned capacity to carry out predetermined
results often with the minimum outlay of time, energy
or both
Levels of Psychomotor Learning
Perception – the • Adjusts heat of
ability to use stove to correct
sensory cues to temperature by
guide motor smell or taste of
activity food
Levels of Psychomotor Learning
 Set – readiness to • A volleyball player
act. Includes who has trained
mental, physical, religiously all season
and emotional sets. is confident during a
These three sets are tournament
dispositions that
predetermined a
person’s response to
different situations.
Levels of Psychomotor Learning
 Guided Response – • Follows instruction to
early stage in build a model
learning a complex
skill that includes
imitation and trial
and error. Adequacy
of performance is
achieved by
practicing
Levels of Psychomotor Learning
 Mechanism – this is • Uses a computer;
the intermediate drives a car
stage in learning a
complex skill.
Learned responses
had become habitual
and the movements
can be performed
with some confidence
and proficiency.
Levels of Psychomotor Learning
 Complex covered • Displays competence
Response – skillful while playing the
performance or motor piano
acts that involves
complex movement
patterns. Proficiency
is indicated by a
quick, accurate and
highly coordinated
performance requiring
minimum energy
Levels of Psychomotor Learning
 Adaptation – skills • Modifies
are well developed instructions to
and the individual meet the needs of
can modify the learners
movement
patterns to fit
special
requirements
Levels of Psychomotor Learning
 Origination – • Develops a new
creating new and comprehensive
movement training program
patterns to fit a
particular situation
or specific
problem
 Verbs for Psychomotor Domain
SIMPLE
Add Expel Pipet Shake

Adjust Filter Place Smear

Agitate Guide Plot Smell
Aspirate Handle Pour Stain
Cleanse Imitate Prepare Start
Collect Invert Prick Stop
Combine Label Puncture Stopper
Copy Lyse Record Streak
Dilute Mark Repeat Tilt
Dispose Measure Rinse Titrate
Drain Mix Scrape Transfer
Draw Mount Seal Use
Duplicate Obtain Select Wash
Emulsify Pass Set up Wipe
 Verbs for Psychomotor Domain

COMPLEX
Build Incise Palpate
Calibrate Inject Percuss
Construct Innoculate Perform
Create Make Produce
Demonstrate Maintain Remove
Exercise Manipulate Suture
Illustrate Operate
 VERBS TO BE ABOIDED WHEN WRITING
OBJECTIVES

Appreciate Enjoy Really understand

Be acquainted with Fully appreciate Realize
Be aware of Grasp the significance Remember
of
Be familiar with Have faith in Sympathize with
Believe Know Understand
Comprehend Learn