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Bloom's Taxonomy is a framework developed in 1956 by Benjamin Bloom and colleagues to classify cognitive skills for learning, promoting higher-order thinking. It was revised in 2001 to update its structure and terminology, emphasizing action-oriented verbs for cognitive levels. The taxonomy aids educators in setting clear learning objectives, designing assessments, and fostering critical thinking in students.

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14 views15 pages

Maths Powerpoint

Bloom's Taxonomy is a framework developed in 1956 by Benjamin Bloom and colleagues to classify cognitive skills for learning, promoting higher-order thinking. It was revised in 2001 to update its structure and terminology, emphasizing action-oriented verbs for cognitive levels. The taxonomy aids educators in setting clear learning objectives, designing assessments, and fostering critical thinking in students.

Uploaded by

kwaneletembe67
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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SURNAMES & INITIALS STUDENT NUMBER

BUTHELEZI TT 231931325

NDEBELE NS 221281950

NGEMA LG 222005523

NHLENGETHWA TM 218076033

SANGWENI AP 223810896

TEMBE KB 224576137
ANALYSIS OF BLOOM’S
TAXONOMY.
WHAT IS BLOOM’S TAXONOMY?

• Bloom’s Taxonomy is a framework that classifies different levels of cognitive skills required
for learning. It helps educators create clear learning objectives and assess students'
understanding.
Cognitive Domains:
• - Remembering: Recall facts and basic concepts.
• - Understanding: Explain ideas or concepts.
• - Applying: Use information in new situations.
• - Analyzing: Draw connections among ideas.
• - Evaluating: Justify decisions or courses of action.
• - Creating: Produce new or original work.
HISTORY OF BLOOM’S TAXONOMY.

- Origins: Developed in 1956 by a team of psychologists led by


Benjamin Bloom.
- Purpose: The taxonomy was created to encourage higher
forms of thinking in education, beyond just rote memorization.
- First Edition: The original framework categorized cognitive
objectives into six levels: Knowledge, Comprehension,
Application, Analysis, Synthesis, and Evaluation.
WHO DEVELOPED BLOOM’S TAXONOMY?

- Lead Developer: Dr. Benjamin Bloom, an educational


psychologist at the University of Chicago.
- Team Members: The original team included educational
psychologists Max Englehart, Edward Furst, Walter Hill, and
David Krathwohl.
- Contribution: Bloom's Taxonomy was designed to promote
higher-order thinking and help guide educators in formulating
educational goals.
WHEN WAS IT REVISED?

- Revision Date: In 2001, the taxonomy was revised by a group of


cognitive psychologists led by Lorin Anderson (former student of Bloom).
- Purpose of Revision: The revision aimed to update the taxonomy to
reflect modern educational practices and research.
- Revised Taxonomy:
- Changed “Synthesis” to “Creating.”
- The levels were also renamed from noun-based to verb-based (e.g.,
Knowledge became Remembering, Synthesis became Creating).
CHANGES / AMENDMENTS IN THE
REVISED VERSION
- Level Change: “Synthesis” became “Creating,” placing emphasis on the generation of new ideas or
products.
- Naming Change: The cognitive levels transitioned from nouns (e.g., Knowledge, Comprehension) to
verbs (e.g., Remembering, Understanding), making the taxonomy more action-oriented.
Revised Structure:
- Remembering
- Understanding
- Applying
- Analyzing
- Evaluating
- Creating
PURPOSE OF BLOOM’S TAXONOMY IN
EDUCATION
- Setting Clear Learning Goals: Helps educators create clear, measurable
learning objectives for students.
- Assessment Design: Provides a guide for designing assessments that
measure different levels of understanding.
- Encouraging Higher-Order Thinking: Bloom’s Taxonomy promotes critical
thinking and problem-solving skills.
- Instructional Planning: Assists teachers in selecting appropriate teaching
strategies that align with the cognitive skills they want to develop in
students.
IS BLOOM’S TAXONOMY A THEORY?

- No, It’s Not a Theory:


- Bloom’s Taxonomy is not a theory but rather a framework or model
designed to organize and categorize different types of cognitive learning
objectives.
- It does not explain how learning occurs, but instead provides a structured
way to think about and assess different levels of learning.
- Motivation for Use: The taxonomy helps educators map out learning
progressions and guide instructional decisions, though it’s not a theory on
how the brain processes information.
HOW IS BLOOM’S TAXONOMY USED IN
ASSESSMENTS?
- Assessment Creation:
- Test Design: Teachers use the levels of Bloom’s Taxonomy to design
questions that assess different cognitive skills (e.g., recall for
Remembering, critical analysis for Evaluating).
- Formative Assessments: Helps assess students’ understanding at
different stages of learning.
- Summative Assessments: Ensures final exams or projects measure a
range of cognitive abilities, from basic recall to complex problem-solving.
HOW CAN A TEACHER USE BLOOM’S
TAXONOMY IN THE CLASSROOM?

- Lesson Planning: Teachers use Bloom’s levels to guide the


construction of lessons that progress from basic knowledge to
more complex skills.
- Questioning Techniques: Teachers ask questions at different
levels (e.g., "What is X?" for Remembering, "Why is Y
important?" for Evaluating) to challenge students.
- Differentiation: The taxonomy helps cater to different
learning needs by addressing various cognitive skill levels.
LIMITATIONS OF BLOOM’S TAXONOMY

- Linear Nature: The taxonomy may imply that cognitive skills


develop in a linear manner, but learning is often more fluid and
may not follow this progression.
- Over-Simplification: The taxonomy breaks down thinking into
distinct levels, but real-life learning often involves a
combination of skills across multiple levels.
- Cultural Bias: Some critics argue that Bloom’s Taxonomy may
not fully account for different cultural understandings of
cognition and learning.
CONCLUSION

- Summary: Bloom’s Taxonomy is an essential framework for


understanding and organizing cognitive skills in education. Its
historical development, revisions, and current applications
have had a significant impact on teaching and assessment
practices.
- Importance for Teachers: It helps educators design better
learning objectives, assessments, and teaching strategies that
foster critical thinking and problem-solving in students.
REFERENCES

- Books:
- Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956).
Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook
I: Cognitive Domain.
- Anderson, L. W., & Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching, and
Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives.
- Articles/Online Resources:
- Educational Resources and Research Journals (provide the links or references to the
resources you've used).
• Video link
• https://youtu.be/dlLZi_afcZQ?si=wyTmXdfurmh1JU1G

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