Benjamin Bloom was an influential academic Educational Psychologist. His main contributions to the area of education involved mastery learning, his model of talent development, and his Taxonomy of Educational Objectives in the cognitive domain
He focused much of his research on the study of educational objectives and, ultimately, proposed that any given task favours one of three psychological domains: cognitive, affective, or psychomotor. The cognitive domain deals with our ability to process and utilize (as a measure) information in a meaningful way. The affective domain is concerned with the attitudes and feelings that result from the learning process. Lastly, the psychomotor domain involves manipulative or physical skills.
Benjamin Bloom headed a group of Cognitive psychologists at the University of Chicago who developed a taxonomic hierarchy of cogntive-driven behavior deemed to be important to learning and measurable capablity. For example, an objective that begins with the verb "describe" is measurable but one that begins with the verb "understand" is not.
He focused much of his research on the study of educational objectives and, ultimately, proposed that any given task favours one of three psychological domains: cognitive, affective, or psychomotor. The cognitive domain deals with our ability to process and utilize (as a measure) information in a meaningful way. The affective domain is concerned with the attitudes and feelings that result from the learning process. Lastly, the psychomotor domain involves manipulative or physical skills.
Benjamin Bloom headed a group of Cognitive psychologists at the University of Chicago who developed a taxonomic hierarchy of cogntive-driven behavior deemed to be important to learning and measurable capablity. For example, an objective that begins with the verb "describe" is measurable but one that begins with the verb "understand" is not.
Bloom’s taxonomy in theory helps teachers better prepare objectives and, from there, derive appropriate measures of learned capability.The fact is that most teachers have very little understanding of the meaning and intent of Bloom's Taxonomy (or subsequent taxonomys). Curriculum design, which is usually a State (i.e., governmental) practice, has not reflected the intent of such a taxonomy until the late 1990s. It is worth noting that Bloom was an American Academic and that his constructs will not be universally embraced.
Remembering: can the student recall or remember the information?define, duplicate, list, memorize, recall, repeat, reproduce state
Understanding: can the student explain ideas or concepts?classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase
Applying: can the student use the information in a new way?choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write.
Analysing: can the student distinguish between the different parts?appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.
Evaluating: can the student justify a stand or decision?appraise, argue, defend, judge, select, support, value, evaluate
Creating: can the student create new product or point of view?assemble, construct, create, design, develop, formulate, write.
MY THOUGHTS
something that i have learnt from Bloom's theory is his taxonomy of learning, and the notion of higher order thinking. As a teacher I must strive to get higher order thinking our of my students. When students are given the opportunity of higher order thinking they are able to use higher order thinking and can learn the way which best suits them.
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