Bloom's+Taxonomy


 * Bloom's Taxonomy =** A classification of learning objectives within education proposed in 1956 by a committee of educators chaired by Benjamin Bloom. Classifies the different objectives that educators set for students - learning objectives. Divides education objectives into three domains: Cognitive, Affective, and Psychomotor. Within these domains, learning at higher levels is dependent on having attained prerequisite knowledge and skills at lower levels. The goal is to motivate educators to focus on all three domains, creating a holistic form of education.

Six levels: 1. Knowledge - specifics, terminology, facts, conventions, trends, sequences, classifications, categories, criteria, methodology, principles, theories, structures 2. Comprehension - organizing, comparing, translating, interpreting, describing, main ideas, translation 3. Application - solve problems to new situations by applying acquired knowledge, facts, techniques and rules 4. Analysis - examine and break information into parts by identifying motives/causes, analysis of elements/relationships/organizational principles 5. Synthesis - compile information together in a different way by combining elements in a new pattern or proposing alternative solutions, production of communication/plan/set of operations 6. Evaluation: present and defend opinions by making judgments about information, validity of ideas, or quality of work based on criteria
 * Cognitive Domain:** Skills revolve around knowledge, comprehension, and critical thinking of a particular topic. Traditional education emphasizes skills in this domain.

Five Levels: 1. Receiving - student passively pays attention (no learning can occur) 2. Responding - student actively participates in learning process, not only attends to stimulus; student reacts in some way 3. Valuing - student attaches value to an object, phenomenon, or piece of information 4. Organization - student can put together different values, information, and ideas to accommodate within his/her own schema; comparing, relating, and elaborating on what has been learned 5. Characterizing - student holds a particular value or belief that exerts influence on his/her behavior so that it becomes a characteristic
 * Affective Domain:** skills that describe the way people react emotionally and their ability to feel another living thing's pain or joy, target awareness and growth in attitudes/emotions/feelings

Seven Levels: 1. Perception - ability to use sensory cues to guide motor activity (sensory stimulation, cue selection, translation) (ex: detect non-verbal communication cues) 2. Set - readiness to act (mental, physical, emotional - dispositions that predetermine a person's response to different situations (ex: acts upon a sequence of steps in a manufacturing process) 3. Guided Response - early stages in learning a complex skill that includes imitation and trial/error, adequacy of performance achieved by practicing (ex: performs a mathematical equation as demonstrated) 4. Mechanism - intermediate stage in learning a complex skill, learned responses become habitual and movements can be performed with confidence and proficiency (ex: use a personal computer, repair a leaking faucet, drive a car) 5. Complex Overt Response - skillful performance of motor acts that involve complex movement patterns; quick, accurate, highly coordinated, requiring minimum energy (ex: hitting a tennis ball, parallel parking) 6. Adaption - skills well developed and individual can modify movement patterns to fit special requirements (ex: responds effectively to unexpected experiences) 7. Origination - creating new movement patterns to fit a particular situation or specific problem (ex: construct a new theory, create a gymnastics routine)
 * Psychomotor Domain:** skills describe the ability to physically manipulate a tool or instrument; focus on change/development in behavior and skills