Reprint of: The vision of Developmental Teaching and Learning and Bloom's Taxonomy of educational objectives

2020 ◽  
Vol 27 ◽  
pp. 100473
Author(s):  
Igor M. Arievitch
Keyword(s):  
Teaching And Learning ◽  
Bloom's Taxonomy ◽  
Educational Objectives ◽  
Bloom’S Taxonomy

The Cognitive, Affective, and Psychomotor Domains

2010 ◽  
pp. 52-68 ◽  
Author(s):  
Lawrence A. Tomei
Keyword(s):  
Classification System ◽  
Teaching And Learning ◽  
Bloom's Taxonomy ◽  
Learning Objectives ◽  
Cognitive Domain ◽  
Educational Objectives ◽  
Bloom’S Taxonomy

The Taxonomy of Educational Objectives, better known as Bloom’s Taxonomy, is a classification system that governs how learning objectives are designed, implemented and assessed. First proposed in 1956, Benjamin Bloom began his scrutiny into educational objectives by exploring the cognitive domain (which will serve as the focus for this chapter). Later, with other colleagues including Lorin W. Krathwohl and S. R. Kibler, he considered the affective and psychomotor domains to round out his body of study. Bloom’s taxonomy differentiates six levels of teaching and learning: (1) knowledge, (2) comprehension, (3) application, (4) analysis, (5) synthesis, and (6) evaluation. This chapter offers a perspective for developing instruction purposely targeting the traditional learner.

scholarly journals Aplikasi Ranah Kognitif Anderson & Krahthwohl dalam Pengajaran dan Pembelajaran Pantun di Sekolah Dasar

2021 ◽  
Vol 3 (3) ◽  
pp. 110-118
Author(s):  
Ros Anita Kartini Mohamed ◽  
Abdul Halim Ali ◽  
Muhammad Nasir
Keyword(s):  
Elementary Schools ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Bloom's Taxonomy ◽  
Affective Domain ◽  
School Level ◽  
Cognitive Domain ◽  
Educational Objectives ◽  
Bloom’S Taxonomy

Taksonomi adalah klasifikasi benda mengikut ciri-ciri tertentu. Taksonomi dalam bidang pendidikan digunakan untuk mengklasifikasikan tujuan pendidikan, penyusunan penilaian dan kurikulum. Bloom telah mengkategorikan tiga ranah dalam pembelajaran, yaitu; ranah kognitif, ranah afektif dan ranah psikomotor. Taksonomi Bloom fokus pada terminologi (1) pengetahuan; (2) pemahaman; (3) penerapan; (4) analisis; (5) sintesis; dan (6) evaluasi. Sedangkan terminolginya berubah dengan adanya Taksonomi Revisi pada tahun 2001 oleh Anderson & Krathwohl dengan terminologi (1) mengingat; (2) memahami; (3) mengaplikasikan; (4) menganalisis; (5) menilai; dan (6) mencipta. Terminologi ini berubah dengan mempertimbangkan keperluan holistik agar lebih mudah dalam penerapannya oleh guru di sekolah. Fokus utama makalah ini adalah membahas ranah kognitif Revisi Anderson & Krathwohl 2001 dan penerapannya dalam pengajaran dan pembelajaran pantun di sekolah dasar.   Anderson & Krahthwohl Cognitive Applications in Teaching and Learning Pantun in Elementary Schools Abstract: Taxonomy is the classification of things according to certain characteristics. Taxonomy in education is used to classify educational objectives, assessment and curriculum preparation. Bloom has categorized three domains in learning, namely; cognitive domain, affective domain and psychomotor domain. Bloom’s taxonomy focuses on the terminology of (1) knowledge; (2) understanding; (3) application; (4) analysis; (5) synthesis; and (6) evaluation. While the terminology changed with the introduction of the Revised Taxonomy in 2001 by Anderson & Krathwohl with the terminology (1) recalling; (2) understand; (3) apply; (4) analyze; (5) evaluate; and (6) create. This terminology changes by considering the holistic need to make it more relevant in its application by teachers at the school level. The main focus of this paper is a discussion on the cognitive domain of the 2001 Anderson & Krathwohl Revision and its application in the teaching and learning of verse in primary schools. Keywords: Bloom's Taxonomy, Cognitive Area, Poetry, Revised Taxonomy.

scholarly journals The Effectiveness of the Assignment of Dialogue with Shiah and Apostacy Groups via Facebook in the Coursework of Dakwah Information Technology

2016 ◽  
pp. 1-15
Author(s):  
Muhamad Faisal Ashaari ◽  
Azimah Misrom ◽  
Badlihisham Mohd Nasir
Keyword(s):  
Information Technology ◽  
New Media ◽  
Teaching And Learning ◽  
Bloom's Taxonomy ◽  
The Third ◽  
Bloom’S Taxonomy ◽  
Third Stage ◽  
Bloom Taxonomy

Nowadays, there are parties who deliberately spread doubts about Islam through the new media. Moreover, they attack Islam emotionally. Given that, students who pursue the course “Da'wah through Information Technology” in UKM are disclosed with those doubts and they are assigned to have dialogues with Shiite groups and apostate through Facebook. Indeed, the dialogue is a method of teaching and learning that can pass at least the third stage of Bloom Taxonomy and at the same time it can hone their skill of arguing. Students were asked to have dialogues with both groups to examine, to evaluate, to discuss, and to answer any doubt that they rise. This article discusses the findings of research on 50 students who pursue this course in Semester 1, 2013/14. The study found that this task really challenge the ability in arguing and students’ knowledge. Although they have tried the best, many feel that they could not convince their dialogue partners. Throughout the course, they have been using various means to develop the existing knowledge mainly referring the problem to friends and teachers in order to defend the argument in the dialogue. Therefore, this assignment can pass at least the third level of Bloom's Taxonomy and they feel that this is a good assignment and should be resumed for the next semester. This study recommends appointing the instructor to guide students in managing dialog efficiently.

scholarly journals Examining the Reliability of a Culminating Teacher Education Assessment and Discovering Areas for Reform

2014 ◽  
Vol 2 (2) ◽  
pp. 3-18
Author(s):  
Lisa D. Murley ◽  
Rebecca Stobaugh ◽  
Pamela Jukes ◽  
Janet Tassell
Keyword(s):  
Learning Process ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Bloom's Taxonomy ◽  
Comprehensive University ◽  
Work Sample ◽  
Education Assessment ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy ◽  
Teacher Work

The purpose of this article is to provide an overview of the process used to examine the inter-rater reliability of the Teacher Work Sample (TWS) Scoring Rubric involved with the senior culminating experience for teacher candidates used at a large comprehensive university.     The study compared holistic and analytic scores reported by Student Teacher Seminar course instructors to those of trained participants to determine the consistency of ratings between the two groups.  The study resulted in several clear areas for revising the TWS for reliability and created a foundation for future revisions.  What may prove to be the most important finding of the study, however, is the need to examine the differences among scoring practices of raters because scoring varies among people.  Common errors include misinterpretation of scoring rubrics, prompts, the teaching and learning process, and even concepts such as revised Bloom’s Taxonomy.  This finding could be generalized to other universities as all education programs utilize scoring prompts and rubrics to measure teacher candidate performance and most all use  revised Bloom’s Taxonomy in the teaching and learning process.

scholarly journals Introducing NFT Model as a pedagogy using Dale’s and Bloom’s Taxonomy: A complementary tool for learning instruction

2020 ◽  
Author(s):  
Nisi Thusi ◽  
King Costa
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Bloom's Taxonomy ◽  
Integrated Approach ◽  
Active Role ◽  
Relevant Information ◽  
Assessment Process ◽  
Learning Performance ◽  
Innovative Teaching ◽  
Bloom’S Taxonomy

Advanced pedagogy is the way to enhance teaching and learning performance for non-financial students. There are different methods in use across the globe for innovative teaching of higher learning students. The use of multimedia and technology empowers educational processes by increasing interaction between teachers and students. Hybrid teaching and blended learning follow an integrated approach to teaching that blends with students' interests and teacher's personality that needs curriculum-appropriate methods. This includes e-learning in addition to the face-to-face teaching that is customarily used in teaching . While teachers are still an authority figure in a student-centered teaching model, they both play an equally active role in the learning process. Teachers should thus apply themselves to utilizing innovative methods so that the students’ learning process is as free-flowing and that the methodology used creates an atmosphere adaptable to conducive learning environment. The application of innovative teaching and learning methods is critical if we are to motivate and enculturate a spirit of learning and cooperation by encouraging others and doing your share on the part of students. The role of education is to ensure that while academic personal are involve in active teaching, an effort is made to ensure alignment between what is taught and what is comprehensible in relation to students. Linguistically diverse, cultural backgrounds and the familiarity with the expected standards have profound effects on teaching methods. Students must frequently engage in collaborative learning activities such as selecting, organizing, locating, synthesizing and using relevant information sources to construct meaning about some particular knowledge. Such activities have been assumed to lead to higher levels of knowledge acquisition and learning. The goal of this study is an ongoing and progressive examine of how Edger Dale's Cone of Experience and Bloom's taxonomy is employed to positively influence student learning. In this conceptual research the methodology used was hinged on analytic processes for material already published in this area. Key variables under investigation forecast on integration of Dales and Blooms theories for theoretical perspectives with the researchers pedagogy known as the NFT. The researcher implemented the NFT pedagogy in an academic setting to non-financial student in a period of 12 months and observed positive results.The researcher anticipates that the findings of this study will contribute to the enhancement of both teaching-learning and assessment process, which hopefully will uplift the learner to learn at a deeper level in a manner that incorporates small-group learning, achieve higher grades, retain information longer, acquire greater communication and teamwork skills, and gain a better understanding of the module.

Sign in / Sign up

Export Citation Format

Share Document