Muhammad Arshad

Javed iqbal
Tahir Idrees
Abdul Samad

Rehman Ullah
Shoib ur Rehman

 The cognitive .

The affective.
The psychomotor.

 Blooms Taxonomy is a chart of ideas

Named after
the creator,
Benjamin
Bloom

A Taxonomy is an
arrangement of
ideas
or a way to
group things
together

 He was a teacher,

thinker, & inventor

He worked at a college
He created a list about
how we think about
thinking you may
want to read that
again!

1913-1999

 Bloom's Taxonomy is a classification of learning

objectives within education proposed in 1956 by a

committee of educators chaired by Benjamin Bloom
who also edited the first volume of the standard text,
Taxonomy of educational objectives: the classification
of educational goals (1956).
Bloom's Taxonomy divides educational objectives into
three "domains": Cognitive, Affective, and
Psychomotor (sometimes loosely described as
knowing/head, feeling/heart and doing/hands
respectively).

Creating

Evaluation
Analysising
Applying
Understanding
Knowledge/Remembering

 A goal of Bloom's Taxonomy is to motivate educators

to focus on all three domains, creating a more holistic

form of education

 The cognitive domain involves knowledge and the

development of intellectual skills (Bloom, 1956). This

includes the recall or recognition of specific facts,
procedural patterns, and concepts that serve in the
development of intellectual abilities and skills. There
are six major categories, which are listed in order
below, starting from the simplest behavior to the most
complex. The categories can be thought of as degrees
of difficulties.

 Blooms Taxonomy

is an order of
learning with six
levels.

Synthesis

Analysis
Application

Comprehension

Knowledge

Evaluation

 Some people have

renamed these levels to

make them easier to
remember

Knowledge- Remembering

Comprehension- Understanding

Application- Applying

Some people even

switch the last two

levels around

Analysis- Analyzing

Synthesis- Creating

Evaluation- Evaluation

 There are six levels of

learning according to Dr.

Bloom
The levels build on one
another. The six levels all
have to do with thinking.
Level one is the lowest
level of thinking of
thinking
Level six is the highest
level of thinking

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

 Exhibit memory of previously learned materials by

recalling facts, terms, basic concepts and answers

. Knowledge of specifics - terminology, specific facts
Knowledge of ways and means of dealing with

specifics - conventions, trends and sequences,

classifications and categories, criteria, methodology
Knowledge of the universals and abstractions in a field
- principles and generalizations, theories and
structures

 Demonstrate understanding of facts and ideas by

organizing, comparing, translating, interpreting,

giving descriptions, and stating the main ideas
Translation
Interpretation

Extrapolation
Questions like: Compare the health benefits of eating

apples vs. oranges

 Using new knowledge. Solve problems in new

situations by applying acquired knowledge, facts,

techniques and rules in a different way.
Questions like: Which kinds of apples are best for
baking a pie, and why?

 Examine and break information into parts by

identifying motives or causes. Make inferences and

find evidence to support generalizations.
Analysis of elements
Analysis of relationships
Analysis of organizational principles
Questions like: List four ways of serving foods made
with apples and explain which ones have the highest
health benefits. Provide references to support your
statements

 Compile information together in a different way by

combining elements in a new pattern or proposing

alternative solutions.
Production of a unique communication
Production of a plan, or proposed set of operations
Derivation of a set of abstract relations
Questions like: Convert an "unhealthy" recipe for
apple pie to a "healthy" recipe by replacing your choice
of ingredients. Explain the health benefits of using the
ingredients you chose vs. the original ones.

Synthesis or Creating

 Present and defend opinions by making judgments

about information, validity of ideas or quality of work

based on a set of criteria.
Judgments in terms of internal evidence
Judgments in terms of external criteria
Questions like: Do you feel that serving apple pie for
an after school snack for children is healthy?

Evaluation
Synthesis

Analysis
Application
Comprehension

Knowledge

 Skills in the affective domain describe the way people

react emotionally and their ability to feel another living

thing's pain or joy. Affective objectives typically target the
awareness and growth in attitudes, emotion, and feelings.
There are five levels in the affective domain moving
through the lowest order processes to the highest
The affective domain (Krathwohl, Bloom, Masia, 1973)
includes the manner in which we deal with things
emotionally, such as feelings, values, appreciation,
enthusiasms, motivations, and attitudes. The five major
categories are listed from the simplest behavior to the most
complex:

 The lowest level; the student passively pays attention.

Without this level no learning can occur. Receiving is

about the student's memory and recognition as well
listen to teacher or trainer, take interest in session
open to experience, willing to hear
learning experience, take notes, turn up, make time for
learning experience, participate passively

 The student actively participates in the learning

process, not only attends to a stimulus; the student

also reacts in some way
react and participate actively participate actively in
group discussion, active participation in activity,
interest in outcomes, enthusiasm for action, question
and probe ideas, suggest interpretation

 The student attaches a value to an object,

phenomenon, or piece of information. The student

associates a value or some values to the knowledge he
acquired
Attach values and express personal opinions
Decide worth and relevance of ideas, experiences;
accept or commit to particular stance or action

 The student can put together different values,

information, and ideas and accommodate them within

his/her own schema; comparing, relating and
elaborating on what has been learned
reconcile internal conflicts; develop value system
qualify and quantify personal views, state personal
position and reasons, state beliefs

 The student holds a particular value or belief that now

exerts influence on his/her behaviour so that it

becomes a characteristic.
adopt belief system and philosophy
self-reliant; behave consistently with personal value
set

 Skills in the psychomotor domain describe the

ability to physically manipulate a tool or instrument

like a hand or a hammer. Psychomotor objectives
usually focus on change and/or development in
behavior and/or skills.
The psychomotor domain (Simpson, 1972) includes
physical movement, coordination, and use of the
motor-skill areas. Development of these skills requires
practice and is measured in terms of speed, precision,
distance, procedures, or techniques in execution. The
seven major categories are listed from the simplest
behavior to the most complex:

 The ability to use sensory cues to guide motor

activity. This ranges from sensory stimulation,

through cue selection, to translation.
Examples: Detects non-verbal communication cues.
Estimate where a ball will land after it is thrown and
then moving to the correct location to catch the ball
Adjusts heat of stove to correct temperature by smell
and taste of food. Adjusts the height of the forks on a
forklift by comparing where the forks are in relation to
the pallet.

 Readiness to act.

It includes mental, physical, and emotional sets.

These three sets are dispositions that predetermine a

person's response to different situations (sometimes

called mindsets).
Examples: Knows and acts upon a sequence of steps
in a manufacturing process.
Recognize one's abilities and limitations. Shows desire
to learn a new process (motivation

 The early stages in learning a complex skill that

includes imitation and trial and error.

Adequacy of performance is achieved by practicing
Examples: Performs a mathematical equation as
demonstrated. Follows instructions to build a model.
Responds hand-signals of instructor while learning to
operate a forklift.
Key Words: copies, traces, follows, react, reproduce,
responds

 This is the intermediate stage in learning a complex

skill.
Learned responses have become habitual and the
movements can be performed with some confidence
and proficiency.
Examples: Use a personal computer. Repair a leaking
faucet. Drive a car.
Key Words: assembles, calibrates, constructs,
dismantles, displays, fastens, fixes, grinds, heats,
manipulates, measures, mends, mixes, organizes,
sketches.

 This is the intermediate stage in learning a complex

skill.
Learned responses have become habitual and the
movements can be performed with some confidence
and proficiency.
Examples: Use a personal computer. Repair a leaking
faucet. Drive a car.
Key Words: assembles, calibrates, constructs,
dismantles, displays, fastens, fixes, grinds, heats,
manipulates, measures, mends, mixes, organizes,
sketches.

 The skillful performance of motor acts that involve

complex movement patterns

. Proficiency is indicated by a quick, accurate, and
highly coordinated performance, requiring a
minimum of energy.
This category includes performing without hesitation,
and automatic performance.
Examples: Maneuvers a car into a tight parallel
parking spot. Operates a computer quickly and
accurately. Displays competence while playing the
piano.

 Key Words: assembles, builds, calibrates, constructs,

dismantles, displays, fastens, fixes, grinds, heats,

manipulates, measures, mends, mixes, organizes,
sketches

 Skills are well developed and the individual can

modify movement patterns to fit special requirements.

Examples: Responds effectively to unexpected
experiences. Modifies instruction to meet the needs of
the learners. Perform a task with a machine that it was
not originally intended to do (machine is not damaged
and there is no danger in performing the new task).
Key Words: adapts, alters, changes, rearranges,
reorganizes, revises, varies.

 Creating new movement patterns to fit a particular

situation or specific problem.

. Learning outcomes emphasize creativity based upon
highly developed skills.
Examples: Constructs a new theory. Develops a new
and comprehensive training programming.
Key Words: arranges, builds, combines, composes,

constructs, creates, designs, initiate, makes, originates.

 Imitation

Manipulation
Precision
Articulation

Naturalization

 copy action of another; observe and repeat it.

Example; watch teacher or trainer and repeat action,

process or activity.
Key words: copy, follow, replicate, repeat, adhere

 Reproduce activity from instruction or memory

Example : carry out task from written or verbal

instruction.
Key words : re-create, build, perform, execute,
implement
.

 execute skill reliably, independent of help

Example :perform a task or activity with expertise and

to high quality without assistance or instruction; able

to demonstrate an activity to other learners
.Key words : demonstrate, complete, show, perfect,
calibrate, control,

 Adapt and integrate expertise to satisfy a non-standard

objective.
Example :relate and combine associated activities to
develop methods to meet varying, novel requirements
Key words :construct, solve, combine, coordinate,
integrate, adapt, develop, formulate, modify, master

 automated, unconscious mastery of activity and

related skills at strategic level .

Example :define aim, approach and strategy for use of
activities to meet strategic need .
Key words :design, specify, manage, invent, projectmanage