Bloom’s Taxonomy was created by Benjamin Bloom in 1956. Bloom identified that there were three categories of learning. Cognitive: Mental skills (knowledge) Affective: Growth in feelings or emotional areas (attitude) Psychomotor: Manual or physical skills (skills).
Bloom and his committee created these learning domains strictly for academic context. The design was used to develop a system of learning behaviors to assist in designing educational learning. Teachers can use this theory in the classroom each and every day.
These different levels or categories of learning can help the teachers to assess students in different areas. Bloom’s Taxonomy gives more options instead of just test students by written papers or multiple choice questions. Within the domains of course, learning is based on a higher level system. In order for one to attain knowledge on a topic, there has to be some sort of prerequisite knowledge and skills mastered at a lower level. This type of learning creates a more holistic form of education and can really challenge students to learn to the maximum extend of their ability.
Knowledge: Remembering previously learned material Comprehension: Grasping the meaning of informational materials Application: The use of previously learned information in new and concrete ways to solve problems Analysis: Break down information into components and examine information to develop conclusions Synthesis: Creatively apply prior knowledge and skills to produce a new or original whole Evaluation: Judging the value of material based on personal values or opinions Updated Bloom’s Taxonomy was slightly altered in 2001 by Anderson and Krathwohl.
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This revision was to help teachers to really understand and be able to implement a standards-based curriculum. The three domains of learning, cognitive, affective and psychomotor have not been affected since Bloom’s discovery. The revision has not really changed much. It gave each of the six levels slightly different names so they were easier to identify. Remember (was knowledge) Understand (was comprehension) Apply (was application) Analyze (was analysis) Evaluate (was evaluation) Create (was synthesis) Another difference that not a lot of people notice is that the last two categories have been changed.
Create is now the most complex level where as Evaluation was the most complex level in Bloom’s original Taxonomy. Questions: My field of study is physical education. These questions are all based on sports that I would teach in my class. Remember: How many feet is it from home to first base? How many feet is it from home to home again? Understand: If baseball team (A) is on defense, and they turn 2 double plays, catch 3 fly balls, and have 6 ground ball outs, what inning are they in now, and how many outs are there in the inning? Apply: Show up to 5 different ways a batter could hit .
247 and then show up to 5 different ways a pitcher could have a K-BB ratio of 6-5. Analyze: Distinguish the difference between Albert Pujols’ batting average, 357 hits in 749 at bats if he were to get 8 hits in his next 10 at bats. Evaluate: Do you think adding 20 games to the baseball season is a good or bad thing? Explain the possible effects on batting average and on ERA. Create: Invent a new game with, rules/regulations, size and dimensions of the field of play, goals and objectives, equipment needed, and finally be able to demonstrate the movements performed in the game.
Teachers can use this taxonomy to really increase the thought process of their students. It will help the teachers to really question their student’s knowledge. Each level of thinking can create different types of questions. A teacher can now ask questions to test to see if a student has learned the information, and can apply the information into different scenarios. They can also ask the student to expound on the information at hand or to create something relative to the information given. It is significant to know these levels of cognitive development for a few different reasons.
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First off, you can determine how far along a student is in his or her academics. It can also provide answers as to why a student cannot perform at a higher level yet. This could be because he or she is struggling with a previous level and cannot move on yet. Finally, it provides a basis of how a child should be learning and how a teacher should be teaching. It will provide an understanding of where students are in there cognitive development and help to further develop them. The teacher can now understand where each individual is at and help the child grow from there.
