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Bloom’s TaxonomyBloom’s Taxonomy Presentation by Presentation by

Prof.K.PrabhakarProf.K.Prabhakar

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Reflections on Teaching and LearningReflections on Teaching and Learning

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Some Questions for usSome Questions for us• How do we prepare for

our teaching sessions?• If you want to teach a

particular topic what is the thinking process undertaken by us?

• What are the variables that we take into consideration?

• How do we test the learning of the student?

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Arrange the following question tags in order of Arrange the following question tags in order of difficultydifficulty

1. Appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate

2. Arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state.

3. Classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate,

4. Apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write.

5. Analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.

6. Assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write.

Arrange your own order and give it to your coordinator.

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To what artifact you To what artifact you compare a teacher?compare a teacher?

• A Guide• Shaper of future • Philosopher • Sumaithangi• Surrogate Parents• Mile stone

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What is Learning?What is Learning?• Learning=Knowledge,Comprehension

,please add your words…• How do we know that a student has

LEARNED the topic.

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Knowledge Knowledge • Knowledge is defined as the remembering

of “previously learned material”. This may involve the “recall of a wide range of material”, from “specific facts to complete theories”, but all that is required is the bringing to mind “appropriate information”.

[This is the definition given by Bloom and not universal]

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Knowledge Knowledge • learning objectives at this stage are :• know common terms• know specific facts• know methods and procedures• know basic concepts • and know principles. • It is the lowest level that is expected out of

student after going through the text.

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Comprehension or Comprehension or understanding understanding

• Comprehension is defined “as the ability to grasp the meaning of material”. This may be shown by translating material from one form to another. These learning outcomes go one step beyond the simple remembering of material, and represent the lowest level of understanding.

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Learning Objectives at this stage areLearning Objectives at this stage are • understand facts and principles• interpret verbal material• interpret charts and graphs• translate verbal material to

mathematical formulae• estimate the future consequences

implied in data• justify methods and procedures

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Application Application • Application refers to the “ability to

use learned material in new and concrete situations”. This may include the application of such things as

• rules, methods, concepts, principles, laws, and theories.

•

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Application Application • Learning outcomes in this area

require a higher level of understanding than those under comprehension or understanding.

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Examples of learning objectives are:Examples of learning objectives are:

• Apply concepts and principles to new situations

• apply laws and theories to practical situations

• solve mathematical problems

• construct graphs and charts

• demonstrate the correct usage of a method or procedure.

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AnalysisAnalysis• Analysis refers to the ability “to

break down material into its component parts” so that its “organizational structure” may be understood. This may include the “identification of parts, analysis of the relationship between parts”, and recognition of the “organizational principles involved”.

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Identification of parts And understanding the Relationship between

Parts

Analysis

To break material In to component

parts

Understand the Organizational principle

involved

Organizational Structure is understood

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AnalysisAnalysis• . Learning outcomes here represent a

higher intellectual level than comprehension and application because they require an understanding of both the “content” and the “structural form” of the material.

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Examples of learning objectives are:Examples of learning objectives are:

• recognize unstated assumptions, recognizes logical fallacies in reasoning, distinguish between facts and inferences, evaluate the relevancy of data, analyze the organizational structure of a work.

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SynthesisSynthesis• Synthesis refers to the “ability to put

parts together to form a new whole”. This may involve the production of a unique communication (theme or speech), a plan of operations (research proposal), or a set of abstract relations (scheme for classifying information)

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Learning outcomes of SynthesisLearning outcomes of Synthesis

• in this area creative behavior, with major emphasis on the formulation of new patterns or structure.

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learning objectives of synthesis are:learning objectives of synthesis are:

• write a well organized theme, gives a well organized speech writes a creative short story (or poem or music), propose a plan for an experiment, integrate learning from different areas into a plan for solving a problem, formulates a new scheme for classifying objects (or events, or ideas).

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Evaluation Evaluation • Evaluation is concerned with the

ability to judge the value of material (statement, novel, poem, research report) for a given purpose. The judgments are to be based on definite criteria. The criteria may be internal criteria or external criteria.

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Learning outcomes Learning outcomes • Learning outcomes in this area are

highest in the cognitive hierarchy because they contain elements of all the other categories, plus conscious value judgments based on clearly defined criteria.

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Examples of learning objectives are:Examples of learning objectives are:

• judge the logical consistency of written material, judge the adequacy with which conclusions are supported by data, judge the value of a work (art, music, writing) by the use of internal criteria, judge the value of a work (art, music, writing) by use of external standards of excellence.

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When you ask this question what you are testing?When you ask this question what you are testing?

• Which one of the following persons is the author of "Das Kapital"?

• 1. Mannheim• 2. Marx• 3. Weber• 4. Engels• 5. Michels

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Test 2Test 2According to the microgenesis of perception concept, the threshold of awareness consists of a hierarchy of thresholds. Which one of the Sequences shown below are correct?

1. Recognition thresholds > physiological thresholds > detectionthresholds.

2. Physiological thresholds > detection thresholds > recognition thresholds.

3. Physiological thresholds > recognition thresholds > detection thresholds.

4. Recognition thresholds > detection thresholds > physiological thresholds.

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Test 3Test 3Which one of the following describes what takes place in the

so-called PREPARATION stage of the creative process, as applied to the solution of a particular problem?1. The problem is identified and defined.2. All available information about the problem is collected.3. An attempt is made to see if the proposed solution to the problem is acceptable.4. The person goes through some experience leading to a general idea of how the problem can be solved.5. The person sets the problem aside, and gets involved with some other unrelated activity.

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Test 4Test 4Which one of the following values

approximates best to thevolume of a sphere with radius 5m?

a. 2000m³b 1000m³c. 500m³d 250m³e. 125m³

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Answer Answer • In order to answer this question, the

formula 4[pi]r³ /3 must be known (recall of knowledge) and the meaning of the various symbols in the formula understood (comprehension) in order to answer this question. The correct answer is #3.

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Test 5Test 5You are the sole owner and manager of a Lakshmana Enterprises,Erodeemploying 25workers. One of these, Rama, (who has beenworking for you for the past year and has somewhat of ahistory of absenteeism), arrives late for work one Wednesdaymorning, noticeably intoxicated. Which one of the followingactions is the most appropriate in the circumstances? What level of cognition

the student is supposed to use and what is the correct answer. 1. You terminate Rama's employment on the spot, paying him the wages still due to him. 2. You parade Rama in front of the other workers, to teach them all a lesson. 3. You give Rama three weeks' wages in lieu of notice, and sack him. 4. You wait until Rama is sober, discuss his problem, and give him a final written warning, should it be required. 5. You call Rama's wife to take him home and warn her that this must not happen again.

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Answer Answer • The correct answer

is #4 why?

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Test and Understand 6Test and Understand 6"The story is told of the famous German Organic ChemistAuguste Kékulé who was struggling with the problem of howthe six carbon atoms of benzene were linked together. He wasgetting nowhere with the problem, and one day fell asleep infront of the fireplace while he was pondering on it. Hedreamt of molecules twisting and turning around like snakes.Suddenly, one of the snakes swallowed its own tail androlled around like a hoop. Kékulé woke up with a start, andrealized that his problem could be solved if the six carbonatoms of benzene were attached to each other to form a ring.Further work showed that this was entirely correct."The above passage illustrates a particular phase of thecreative process. Which one is it? 1. preparation 2. incubation 3. orientation 4. illumination 5. verification

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Correct answer is #4Correct answer is #4• Why?

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Test 7Test 7"The basic premise of pragmatism is that questions posed byspeculative metaphysical propositions can often be answeredby determining what the practical consequences of theacceptance of a particular metaphysical proposition are inthis life. Practical consequences are taken as the criterionfor assessing the relevance of all statements or ideas abouttruth, norm and hope." 1. The word "acceptance" should be replaced by

"rejection". 2. The word "often" should be replaced by "only". 3. The word "speculative" should be replaced by

"hypothetical". 4. The word "criterion" should be replaced by "measure".

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Answer is 2Answer is 2• Why?

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We reached the end of We reached the end of presentation. presentation.

• Let us summarize our learning. • What is different levels of cognitive

abilities that we expect our students to go through?

• How do we design our classroom lecture for the same?

• How we test his various levels of attainment?

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12point Process12point Process1. What is the topic I am going to discuss? [length and breath of your topic]2. What are the prerequisites for the topic? If it is learnt at 10th, +2 or under

graduation please get hold of the book or material. If it is not, then you are going to give a brief of it.

3. Prepare a set of objectives for each of the lectures.4. Document all your efforts( you need to do it only once) the rest is just

updating. 5. reading exercise from the text book you are going to teach. 6. Know how the author wanted you to deliver in the class.7. Is it possible for me to go to world wide web and get some help?8. Can I go to my MENTOR ask if I do not understand?9. What is the level of attainment of my students? Go through their marks

analysis. What is their Psychogical profile10.Which students will be able to respond to your questions after your

delivery?11.Reflect on your interaction in the class and then document. Share with your

colleagues. Bolg them so that your students can share.12.Prepare different methods of reaching students, there are 40methods

devised by your colleagues, You can add some more. Design tests that are innovative and to the each of the dimension of Bloom’s Taxonomy.

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References webReferences web• http://

www.coun.uvic.ca/learn/program/hndouts/bloom.html

• http://cleo.murdoch.edu.au/gen/aset/confs/edtech98/pubs/articles/abcd/dalgarno.html

• http://152.30.11.86/deer/Houghton/learner/think/bloomsTaxonomy.html

• http://amath.colorado.edu/courses/7400/1996Spr/bloom.html

• http://www.stedwards.edu/cte/blooms.htm • http://quarles.unbc.edu/lsc/bloom.html • http://www.dlrn.org/library/dl/guide4.html • (some of the links are not active, please do inform

Prof.K.Prabhakar for any broken link)

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Thank you Thank you Dedicated to Prof.Amartaya Sen

Please send your Comments to kprabhakar75@yahoo.com