Taxonomy of Learning

Irfannuddin

Learning Objectives

Understand the taxonomy of learning

Describe the taxonomy
Utilize the taxonomy in methods of
learning

Key Questions

What is taxonomy ?
Why do we need the taxonomy in
medical education ?
What are the most popular taxonomy
of learning ?
How are their taxonomy of learning

What is taxonomy ?

.
.
.

Why do we need the taxonomy

of learning ?

Determine the goals of learning process

Guidance of instructional design
Determine the students achievement

Guidance of assessments and evaluations

After the training session, the learner

should have acquires new .

What are the most popular taxonomy of

learning ?

Blooms Taxonomy
Gagnes Taxonomy

Blooms Taxonomy
3 Domain of educational activity

Cognitive (knowledge)

Affective (attitude)

Mental skill
Growth in feelings/emotional area

Psychomotor (skills)

Manual/physical skills

Cognitive

Knowledge and the development of

intellectual skills
Recall or recognition of specific facts,
procedural patterns, concepts
6 major categories
1.
2.
3.
4.
5.
6.

Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation

C1: Knowledge

Recall/remember data or information

Key words:

Defines, describes, knows, recall, list,

names, states

I know

The ritual activity to clean the penis is

called circumcision

C2: Comprehension

Understand the meaning or interpretation of

topics.
States the topics with ones own words
Key words:

Comprehend, explain, gives examples, interpret,

review

I understand

Circumcision is a surgery procedure that cutting

the preputium to clean the smegma

C3: Application

Use / apply the concept to a new situation or

to solve problems
Key words:

Apply, use, adopt, demonstrate, illustrate, show

I demonstrate circumcision procedures

1.
2.
3.

Antiseptic
Anesthetic
Cutting preputium

4.
5.
6.

Dorsum method
Circum method

Stop bleeding
Suture wound
Wound toilet

C4: Analysis

Breaking the topics in to parts: understanding

the parts, analyze / distinguish between parts
Key words;

Analyze, break down, compare, find the

relationships, infer, select, identify

I can see the comparison

I analyze steps of circumcision, I compare
both of cutting methods (dorsum-circum), and
I found that circum method more simple,
faster, but higher risk.

C5: Evaluation

Judging/asses the value of the topics

Key word:

Accept, appraise, conclude, critique,

judge, evaluate, justify, summarize

I can judge / I conclude

I conclude that dorsum method is
better for the amateur and circum
method is better for the master.

C6: Synthesis

Ability to formulate new idea/ creating a new

meaning/ creating something new by putting
part to a whole one
Combine, create, compile, design, plan,
reform, revise, produce
I can create
I can create a new combination of circum
method, that safer but still simple and faster

Affective

The manner in which we deal with topics

emotionally
Express the feelings, values, attitudes,
appreciations, enthusiasms, and motivation
5 major categories:
1.
2.
3.
4.
5.

Receiving phenomena
Responding phenomena
Valuing
Organization
Internalizing value

A1: Receiving Phenomena

Awareness, willingness to hear, selected

attention
Key word:

Ask, follow, name, select

Examples

Attendance to the lecture

Listen to others with respect
Listen for/ remember the name of newly
introduced

A2: Responding to phenomena

Active participation to part of the learners.

React/ responding to the phenomena

Key word:

Answer, assist, present, report, tell, write

Examples
Participate in discussion

Gives presentation
Ask the question
Answer the question

A3: Valuing

The worth or value a person attaches

to a particular phenomena
Key word:

Complete, demonstrate, join, invite, share

Examples: in debate
Show ability to solve the problem
Propose to improvement

A4: Organization

Organize value into priorities by contrasting

different value
Resolving conflicts between them
Key words:

Adhere, alter, arrange, combine, modifier,

prepare, organize

Example:

Prioritizes topics effectively to meet the need of

all members

A5: Internalizing values

Characterization according value

system that control behaviors
Key words:

Perform, practice, qualify, revise, solve

Example:

Change behavior in light of new evidence

Revised judgments, value people for
what they are, now how they look

Psychomotor

Physical movement, coordination, and use

of the motor-skill area
Require practice
Measured by speed, precision, distance,
procedures or techniques in execution
5 Major (Daves)

Imitation
Manipulation
Precision
Articulation
Naturalization

P1: Imitation

Observing & patterning behavior after

someone else
Performance: May be low of quality
Example:

Copying a work art

P2: Manipulation

Being able to perform actions by

following instruction and practicing
Performance: begin to follow the goal
Example:

Creating work after taking lesson/ reading

manual

P3: Precision

Refining, becoming more exact

Performance: Few error are apparent
Example:

Working and reworking, so it will be just

right

P4: Articulation

Coordinating a series of action,

achieving harmony and internal
consistency
Performance: Consistence to their own
style
Example: Producing a video that
involve music, drama, sound ect.

P5: Naturalization/Origination

Become natural, without needing to think

much, and some times special
Performance:
Highest level of performance
Example:

Style of Michael Jordan playing Basket Ball

Style of David Beckham kicking the ball
Style of Zidane / Ronaldinho controlling the ball

GAGNES TAXONOMY

5 Domains
1.
2.
3.
4.
5.

Motor skills
Attitude
Verbal information
Cognitive strategy
Intellectual skills

Motor skills

Bodily movements involving muscular

activity
Starting a car, shooting a target.
Swinging racquet

Attitude

Internal state which effects an

individuals choice of action toward
some object, person
Choosing to visit art museum, writing
letters with poetry words

Verbal information

Labels and Fact:

Naming / making verbal response

Vocal or written response : name, talk

Bodies of Knowledge:

Recalling a large body of interconnected

facts

Paraphrasing the meaning of textual material/

rule/ regulation

Cognitive Strategy

Control his/her own way of thinking &

learning

Engaging in self-testing to decide how

much study in need
Answering the responded questions

Intellectual Skills

4 Levels:
1.
2.
3.
4.

Discrimination
Concrete concept
Rule using
Problem solving

Discrimination

Making different responses to the

different member
Example: distinguish colors of traffic
light

Concrete concept

Responses in a single way to all

members of particular class of the
topics
Example:

When hearing Indra Lesmana Music, he

knew the music is Jazz music

Rule Using

Applying a rule to a given situation

Using antipyretic to improve the pever

Problem Solving

Combining lower level rules to solve

problems
May involve generating new rules
Process: trial and error until the one to
solve the problem is found

Task:

Task
Make 4 MCQ from topic of adult
learning which consist of C1-C4
Blooms level cognitive.

THANK YOU