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    This document discusses Bloom's Taxonomy, which is a framework for classifying educational learning objectives into levels of complexity and specificity. It was originally developed in 1956 by Benjamin Bloom and revised in 2001. The taxonomy structures learning objectives according to their cognitive complexity, from simple recall or comprehension to more complex skills such as analysis, synthesis, and evaluation. The document outlines the original and revised versions of Bloom's Taxonomy and explains how it provides a common language for teachers to discuss learning objectives and assessments.

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    This document discusses Bloom's Taxonomy, which is a framework for classifying educational learning objectives into levels of complexity and specificity. It was originally developed in 1956 by Benjamin Bloom and revised in 2001. The taxonomy structures learning objectives according to their cognitive complexity, from simple recall or comprehension to more complex skills such as analysis, synthesis, and evaluation. The document outlines the original and revised versions of Bloom's Taxonomy and explains how it provides a common language for teachers to discuss learning objectives and assessments.

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    95 views18 pages

    In This Module, You Will Be Introduced To Bloom's Taxonomy As A Logical

    Uploaded by

    Chasalle Joie GD
    This document discusses Bloom's Taxonomy, which is a framework for classifying educational learning objectives into levels of complexity and specificity. It was originally developed in 1956 by Benjamin Bloom and revised in 2001. The taxonomy structures learning objectives according to their cognitive complexity, from simple recall or comprehension to more complex skills such as analysis, synthesis, and evaluation. The document outlines the original and revised versions of Bloom's Taxonomy and explains how it provides a common language for teachers to discuss learning objectives and assessments.

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    of 18

    NORTHERN LUZON ADVENTIST COLLEGE

    The School that Prepares for Life


    Artacho, Sison ,Pangasinan

    SCHOOL OF TEACHER EDUCATION

    SUBJECT: FACILITATING LEARNER-CENTERED TEACHING


    TEACHER: Marites P. Salvador

    MODULE 9: BLOOM’S TAXONOMY OF EDUCATIONAL OBJECTIVES

    I. INTRODUCTION

    In this module, you will be introduced to Bloom’s Taxonomy as a logical framework for teaching and
    learning goals that would help you and educators understand the fundamental ways in which people acquire and
    develop new knowledge, skills, and understandings.This will serve as a guide in formulating the learning
    objectives of the lesson.

    II. LEARNING OUTCOMES


    At the end of the lesson, the students are able to:
    a. define Bloom’s Taxonomy.
    b. enumerate and explain the Bloom’s Taxonomy of objectives in the cognitive domain.
    c. make learning objectives in your chosen topic applying the Bloom’s taxonomy .

    III. INTEGRATION OF FAITH


    Love is patient and kind; love does not envy or boast; it is not arrogant 1 Corinthians 13:4

    IV. TOPICS FOR READING

    Bloom’s taxonomy ​is a classification system used to define and distinguish different levels of human
    cognition—i.e., thinking, learning, and understanding. Educators have typically used Bloom’s taxonomy to
    inform or guide the development of assessments (tests and other evaluations of student learning), curriculum
    (units, lessons, projects, and other learning activities), and instructional methods such as questioning strategies.

    Original Taxonomy
    Bloom’s taxonomy was originally published in 1956 by a team of cognitive psychologists at the University of
    Chicago. It is named after the committee’s chairman, Benjamin Bloom (1913–1999). The original taxonomy
    was organized into three domains: ​Cognitive, Affective, and Psychomotor.​ Educators have primarily focused
    on the Cognitive model, which includes six different classification levels: Knowledge, Comprehension,
    Application, Analysis, Synthesis, and Evaluation. The group sought to design a logical framework for teaching
    and learning goals that would help researchers and educators understand the fundamental ways in which people
    acquire and develop new knowledge, skills, and understandings. Their initial intention was to help academics
    avoid duplicative or redundant efforts in developing different tests to measure the same educational objectives.
    The system was originally published under the title Taxonomy of Educational Objectives: The Classification of
    Educational Goals, Handbook 1: Cognitive Domain.
    Some users of the taxonomy place more emphasis on the hierarchical nature of the framework, asserting that
    the first three elements—Knowledge, Comprehension, and Application—represent lower levels of cognition
    and learning, while Analysis, Synthesis, and Evaluation are considered higher-order skills. For this reason, the
    taxonomy is often graphically represented as a pyramid with higher-order cognition at the top.

    While Bloom’s taxonomy initially received little fanfare, it gradually grew in popularity and attracted further
    study. The system remains widely taught in undergraduate and graduate education programs throughout the
    United States, and it has also been translated into multiple languages and used around the world.

    Revised Taxonomy
    In 2001, another team of scholars—led by Lorin Anderson, a former student of Bloom’s, and David Krathwohl,
    a Bloom colleague who served on the academic team that developed the original taxonomy—released a revised
    version of Bloom’s taxonomy called A Taxonomy for Learning, Teaching, and Assessing: A Revision of
    Bloom’s Taxonomy of Educational Objectives. The “Revised Bloom’s Taxonomy,” as it is commonly called,
    was intentionally designed to be more useful to educators and to reflect the common ways in which it had come
    to be used in schools.

    In the revised version, three categories were renamed and all the categories were expressed as verbs rather than
    nouns. Knowledge was changed to Remembering, Comprehension became Understanding, and Synthesis was
    renamed Creating. In addition, Creating became the highest level in the classification system, switching places
    with Evaluating. The revised version is now​ Remembering, Understanding, Applying, Analyzing,
    Evaluating, and Creating, in that order.

    Bloom's taxonomy was developed to provide a common language for teachers to discuss and exchange learning
    and assessment methods. Specific learning outcomes can be derived from the taxonomy, though it is most
    commonly used to assess learning on a variety of cognitive levels.
    Source: ​https://www.edglossary.org/blooms-taxonomy/
    https://www.slideshare.net/jam18/blooms-taxonomy-complete-25087750

    V. ACTIVITIES

    VI. ASSESSMENT

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