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Revised bloom's handout

jonacuso
jonacuso

This document provides an overview of a revised taxonomy for learning objectives created by Anderson and Krathwohl that builds upon Bloom's original taxonomy. It describes the two main dimensions - the Cognitive Process dimension and the Knowledge dimension. The Cognitive Process dimension involves six categories of cognitive complexity from lower to higher order thinking skills. The Knowledge dimension classifies four types of knowledge from concrete to abstract. The taxonomy provides a framework to determine learning objectives involving different combinations of cognitive processes and knowledge.

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A Model of Learning Objectives based on A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives *Metacognitive knowledge is a special case. In this model, metacognitive knowledge is knowledge of [ones own] cognition and about oneself in relation to various subject matters . . . (Anderson and Krathwohl, 2001, p. 44). (Table 1 adapted from Anderson and Krathwohl, 2001, p. 46.) Table 1. The Knowledge Dimension major types and subtypes factual conceptual procedural metacognitive* concrete knowledge abstract knowledge knowledge of terminology knowledge of speci鍖c details and elements knowledge of subject-speci鍖c skills and algorithms knowledge of subject-speci鍖c techniques and methods knowledge of criteria for determining when to use appropriate procedures strategic knowledge knowledge about cognitive tasks, including appropriate contextual and conditional knowledge self-knowledge knowledge of classi鍖cations and categories knowledge of principles and generalizations knowledge of theories, models, and structures Among other modi鐃ications, Anderson and Krathwohls (2001) revision of the original Blooms taxonomy (Bloom & Krathwohl, 1956) rede鐃ines the cognitive domain as the intersection of the Cognitive Process Dimension and the Knowledge Dimension. This document offers a three-dimensional representation of the revised taxonomy of the cognitive domain. Although the Cognitive Process and Knowledge dimensions are represented as hierarchical steps, the distinctions between categories are not always clear-cut. For example, all procedural knowledge is not necessarily more abstract than all conceptual knowledge; and an objective that involves analyzing or evaluating may require thinking skills that are no less complex than one that involves creating. It is generally understood, nonetheless, that lower order thinking skills are subsumed by, and provide the foundation for higher order thinking skills. The Knowledge Dimension classi鐃ies four types of knowledge that learners may be expected to acquire or construct ranging from concrete to abstract (Table 1).
The Cognitive Process Dimension represents a continuum of increasing cognitive complexityfrom lower order thinking skills to higher order thinking skills. Anderson and Krathwohl (2001) identify nineteen speci鐃ic cognitive processes that further clarify the scope of the six categories (Table 2). (Table 2 adapted from Anderson and Krathwohl, 2001, pp. 6768.) Table 2. The Cognitive Processes dimension categories & cognitive processes and alternative names remember understand apply analyze evaluate create lower order thinking skills higher order thinking skills This taxonomy provides a framework for determining and clarifying learning objectives. Learning activities often involve both lower order and higher order thinking skills as well as a mix of concrete and abstract knowledge. interpreting clarifying paraphrasing representing translating exemplifying illustrating instantiating classifying categorizing subsuming summarizing abstracting generalizing inferring concluding extrapolating interpolating predicting comparing contrasting mapping matching explaining constructing models executing carrying out implementing using di鍖erentiating discriminating distinguishing focusing selecting organizing 鍖nding coherence integrating outlining parsing structuring attributing deconstructing checking coordinating detecting monitoring testing critiquing judging generating hypothesizing planning designing producing constructing recognizing identifying recalling retrieving
In this model, each of the colored blocks shows an example of a learning objective that generally corresponds with each of the various combinations of the cognitive process and knowledge dimensions. Remember: these are learning objectivesnot learning activities. It may be useful to think of preceding each objective with something like: Students will be able to . . . Model created by: Rex Heer Iowa State University Center for Excellence in Learning and Teaching Updated January, 2012 Licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. For additional resources, see: www.celt.iastate.edu/teaching/RevisedBlooms1.html *Anderson, L.W. (Ed.), Krathwohl, D.R. (Ed.), Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., & Wittrock, M.C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's Taxonomy of Educational Objectives (Complete edition). New York: Longman. A statement of a learning objective contains a verb (an action) and an object (usually a noun). The verb generally refers to [actions associated with] the intended cognitive process. The object generally describes the knowledge students are expected to acquire or construct. (Anderson and Krathwohl, 2001, pp. 45) List primary and secondary colors. Summarize features of a new product. Respond to frequently asked questions. Select the most complete list of activities. Check for consistency among sources. Generate a log of daily activities. Recognize symptoms of exhaustion. Classify adhesives by toxicity. Provide advice to novices. Di鍖erentiate high and low culture. Determine relevance of results. Assemble a team of experts. Design an e鍖cient project work鍖ow. Recall how to perform CPR. Clarify assembly instructions. Carry out pH tests of water samples. Integrate compliance with regulations. Judge e鍖ciency of sampling techniques. Identify strategies for retaining information. Predict ones response to culture shock. Use techniques that match ones strengths. Deconstruct ones biases. Re鍖ect on ones progress. Create an innovative learning portfolio.

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Revised bloom's handout

  • 1. A Model of Learning Objectives based on A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives *Metacognitive knowledge is a special case. In this model, metacognitive knowledge is knowledge of [ones own] cognition and about oneself in relation to various subject matters . . . (Anderson and Krathwohl, 2001, p. 44). (Table 1 adapted from Anderson and Krathwohl, 2001, p. 46.) Table 1. The Knowledge Dimension major types and subtypes factual conceptual procedural metacognitive* concrete knowledge abstract knowledge knowledge of terminology knowledge of speci鍖c details and elements knowledge of subject-speci鍖c skills and algorithms knowledge of subject-speci鍖c techniques and methods knowledge of criteria for determining when to use appropriate procedures strategic knowledge knowledge about cognitive tasks, including appropriate contextual and conditional knowledge self-knowledge knowledge of classi鍖cations and categories knowledge of principles and generalizations knowledge of theories, models, and structures Among other modi鐃ications, Anderson and Krathwohls (2001) revision of the original Blooms taxonomy (Bloom & Krathwohl, 1956) rede鐃ines the cognitive domain as the intersection of the Cognitive Process Dimension and the Knowledge Dimension. This document offers a three-dimensional representation of the revised taxonomy of the cognitive domain. Although the Cognitive Process and Knowledge dimensions are represented as hierarchical steps, the distinctions between categories are not always clear-cut. For example, all procedural knowledge is not necessarily more abstract than all conceptual knowledge; and an objective that involves analyzing or evaluating may require thinking skills that are no less complex than one that involves creating. It is generally understood, nonetheless, that lower order thinking skills are subsumed by, and provide the foundation for higher order thinking skills. The Knowledge Dimension classi鐃ies four types of knowledge that learners may be expected to acquire or construct ranging from concrete to abstract (Table 1).
  • 2. The Cognitive Process Dimension represents a continuum of increasing cognitive complexityfrom lower order thinking skills to higher order thinking skills. Anderson and Krathwohl (2001) identify nineteen speci鐃ic cognitive processes that further clarify the scope of the six categories (Table 2). (Table 2 adapted from Anderson and Krathwohl, 2001, pp. 6768.) Table 2. The Cognitive Processes dimension categories & cognitive processes and alternative names remember understand apply analyze evaluate create lower order thinking skills higher order thinking skills This taxonomy provides a framework for determining and clarifying learning objectives. Learning activities often involve both lower order and higher order thinking skills as well as a mix of concrete and abstract knowledge. interpreting clarifying paraphrasing representing translating exemplifying illustrating instantiating classifying categorizing subsuming summarizing abstracting generalizing inferring concluding extrapolating interpolating predicting comparing contrasting mapping matching explaining constructing models executing carrying out implementing using di鍖erentiating discriminating distinguishing focusing selecting organizing 鍖nding coherence integrating outlining parsing structuring attributing deconstructing checking coordinating detecting monitoring testing critiquing judging generating hypothesizing planning designing producing constructing recognizing identifying recalling retrieving
  • 3. In this model, each of the colored blocks shows an example of a learning objective that generally corresponds with each of the various combinations of the cognitive process and knowledge dimensions. Remember: these are learning objectivesnot learning activities. It may be useful to think of preceding each objective with something like: Students will be able to . . . Model created by: Rex Heer Iowa State University Center for Excellence in Learning and Teaching Updated January, 2012 Licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. For additional resources, see: www.celt.iastate.edu/teaching/RevisedBlooms1.html *Anderson, L.W. (Ed.), Krathwohl, D.R. (Ed.), Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., & Wittrock, M.C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's Taxonomy of Educational Objectives (Complete edition). New York: Longman. A statement of a learning objective contains a verb (an action) and an object (usually a noun). The verb generally refers to [actions associated with] the intended cognitive process. The object generally describes the knowledge students are expected to acquire or construct. (Anderson and Krathwohl, 2001, pp. 45) List primary and secondary colors. Summarize features of a new product. Respond to frequently asked questions. Select the most complete list of activities. Check for consistency among sources. Generate a log of daily activities. Recognize symptoms of exhaustion. Classify adhesives by toxicity. Provide advice to novices. Di鍖erentiate high and low culture. Determine relevance of results. Assemble a team of experts. Design an e鍖cient project work鍖ow. Recall how to perform CPR. Clarify assembly instructions. Carry out pH tests of water samples. Integrate compliance with regulations. Judge e鍖ciency of sampling techniques. Identify strategies for retaining information. Predict ones response to culture shock. Use techniques that match ones strengths. Deconstruct ones biases. Re鍖ect on ones progress. Create an innovative learning portfolio.