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    Blooms Taxonomy Cognitive Affective Psychomotor

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    Bloom's Taxonomy classifies educational objectives into three domains: cognitive, affective, and psychomotor. The cognitive domain involves thinking skills and ranges from basic recall or comprehension to more complex skills like analysis, synthesis, and evaluation. The affective domain describes attitudes, values, and emotions. The psychomotor domain involves physical skills and manipulations. Teachers can use Bloom's taxonomy to create stimulating classroom discussions by asking questions at different levels of thinking from basic recall to more complex analysis and evaluation.

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    Blooms Taxonomy Cognitive Affective Psychomotor

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    sabitavabi
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    Bloom's Taxonomy classifies educational objectives into three domains: cognitive, affective, and psychomotor. The cognitive domain involves thinking skills and ranges from basic recall or comprehension to more complex skills like analysis, synthesis, and evaluation. The affective domain describes attitudes, values, and emotions. The psychomotor domain involves physical skills and manipulations. Teachers can use Bloom's taxonomy to create stimulating classroom discussions by asking questions at different levels of thinking from basic recall to more complex analysis and evaluation.

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    Bloom's Taxonomy classifies educational objectives into three domains: cognitive, affective, and psychomotor. The cognitive domain involves thinking skills and ranges from basic recall or comprehension to more complex skills like analysis, synthesis, and evaluation. The affective domain describes attitudes, values, and emotions. The psychomotor domain involves physical skills and manipulations. Teachers can use Bloom's taxonomy to create stimulating classroom discussions by asking questions at different levels of thinking from basic recall to more complex analysis and evaluation.

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    © All Rights Reserved
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    Download as pdf or txt
    3K views2 pages

    Blooms Taxonomy Cognitive Affective Psychomotor

    Uploaded by

    sabitavabi
    Bloom's Taxonomy classifies educational objectives into three domains: cognitive, affective, and psychomotor. The cognitive domain involves thinking skills and ranges from basic recall or comprehension to more complex skills like analysis, synthesis, and evaluation. The affective domain describes attitudes, values, and emotions. The psychomotor domain involves physical skills and manipulations. Teachers can use Bloom's taxonomy to create stimulating classroom discussions by asking questions at different levels of thinking from basic recall to more complex analysis and evaluation.

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    Bloom’s Taxonomy of Educational Objectives

    A teacher’s task is to try to continually move students to higher levels of human learning and development.
    Planning for this development occurs through content and activities, moving students through advancing
    levels once the basic steps are mastered. These various levels are defined in Benjamin Bloom’s
    taxonomies or classification systems of educational objectives: cognitive, affective, and psychomotor.

    Cognitive objectives emphasize memory and reasoning, affective objectives emphasize emotional, and
    psychomotor objectives emphasize physical ability. The major categories in each domain are found in the
    following chart that illustrates the hierarchy of levels:

    Cognitive Domain Affective Domain Psychomotor Domain


    Thinking Skills Attitudes, feelings, and values Manipulative and motor skills
    Knowledge Receiving Reflex movements
    Remembering terms, facts, Being aware of something in the Involuntary response to
    and details without environment. Beginning to have stimulus (blinking)
    necessarily understanding the favorable feelings toward it
    concept
    Comprehension Responding Basic movements
    Summarizing and describing Showing belief in the values and Combination of reflex
    main ideas in own words becomes committed or involved movements (walking)
    without necessarily relating it in it
    to anything
    Application Valuing Perceptual abilities
    Applying or transferring Showing definite commitment or Translation of stimuli
    learning to own life or other involvement received through the senses
    situations into appropriate movements
    (jumping rope)
    Analysis Organizing Physical abilities
    Analyzing, breaking material Integrating a new value into Basic movements
    into parts, describe patterns one’s general values prerequisite to higher skills
    and relationships (weight lifting)
    Synthesis Internalizing of values Skilled movements
    Creating something new by Acting consistently with the new Complex movements
    combining ideas value. Becomes a way of life embodying efficiency (dance)

    Evaluation Nondiscursive
    Judging, expressing own communication
    opinion, based on criteria Ability to communicate
    through body movement
    (facial expressions, gestures)
    Bloom (1956) Krathwohl, Bloom, & Masia (1964) Harrow (1977)

    Teachers are able to use Bloom’s taxonomy of Cognitive Objectives to create stimulating classroom
    discussions at any grade level and with any topic. Asking different types of questions from the lower level
    (knowledge and comprehension) questions to the higher level (application, analysis, synthesis, and
    evaluation) questions stimulates the thinking processes. Higher level questions require students to
    manipulate and use information in some manner.

    Major categories in the Cognitive Domain of Bloom's Taxonomy and the verbs used for stating specific
    behavioral learning outcomes are found in the following chart. Cognitive objectives specify what the
    learner will be able to do intellectually as a result of instruction.

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