Socratic Dialogue Activity. Bloom s Taxonomy. Taxonomy. Why Develop a Taxonomy of Educational Objectives? To What Domains Can It Be Applied?

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1 Socratic Dialogue Activity Taxonomy A classification system Based on scientific theory and/or empirical data Typically hierarchical Bloom s Taxonomy A method for categorizing educational knowledge A structure used to design classroom activities, test questions, and educational objectives Why Develop a Taxonomy of Educational Objectives? Educational goal refinement Aid application of broad educational standards to individual courses Easier creation of assessments Facilitate exchange of test bank items Reduce exam creation time Cognitive To What Domains Can It Be Applied? Knowledge and thinking Affective Emotions and attitudes Psychomotor Physical skills 1

2 Cognitive Domain Cognitive Dimensions Recall and recognition of facts, procedures, and concepts Development of intellectual skills Original Knowledge Comprehension Application Analysis Synthesis Evaluation Revised Remember Understand Apply Analyse Evaluate Create Original: Bloom et al., 1956; Revised: Krathwohl, 2002 Remember Recalling and recognizing information stored in long-term memory Able to recite from memory Understand Comprehending the meaning of information stored in long-term memory Able to explain in one s own words Apply Using a formula or procedure in a novel situation Able to implement a pre-made schema Analyse Breaking down the organizational structure of a set of information Relating parts to each other and to a main point Able to recognize logical fallacies and use logical deduction Able to distinguish facts and inferences 2

3 Evaluate Making criteria-based judgments Able to select the most effective solution Create Forming novel ideas and products from constituent parts Able to design something new Overlap of Dimensions Cumulative hierarchy of dimensions Transcendence of process over content Overlap of Dimensions Cumulative hierarchy of dimensions Each new dimension adds a level of complexity, compared to the previous dimension Earlier dimensions involve simpler thinking and later dimensions involve more complex thinking Overlap of Dimensions Transcendence of process over content Tests of different content, at the same dimensional level, correlate more highly than tests of the same content, at different dimensional levels 3

4 Overlap of Dimensions Transcendence of process over content When students are capable of a given level of thinking, they can more easily apply that type of thinking to a novel type of content, compared to using a new type of thinking to act on the current content It is harder to learn a new type of thinking than to learn to apply a given level of thinking to new content Hierarchical Overlap of Dimensions Stoker & Kropp, 1971 Organization of Dimensions Two-Factor Framework: Knowledge and Cognitive Processing Factor 1: Knowledge Factor 2: Cognitive Processing Krathwohl, 2002 Knowledge Dimension Factual Conceptual Procedural Metacognitive Factual Knowledge Basic elements of a domain Knowledge of definitions and facts 4

5 Conceptual Knowledge Interrelationships between elements of factual knowledge Knowledge of categories, principles, and theories Procedural Knowledge Steps needed to create an end result Knowledge of algorithms, techniques, and decision-making criteria Metacognitive Knowledge Methods for observing processes from outside the grip of those processes Knowledge of available strategies, task context, and one s personal learning processes Feelings Values Motivations Attitudes Affective Domain Affective Dimensions Receiving phenomena Responding to phenomena Valuing Organization Internalizing values Krathwohl, Bloom, & Bertram,

6 Receiving Phenomena Willingness to listen Listening with respect Maintaining attention Responding to Phenomena Active participation Asks questions to enhance understanding Interested and involved Valuing Sensitive to individual and cultural differences Externally demonstrates internalized values Actions based on internal values, not external sanctions Actively creates social improvements Organization Prioritizes values Accepts responsibility for actions Integrates new and old values Resolves conflicts between values Actively creates an internal value system Internalizing Values Behaviors based on internal values Displays consistent and predictable actions Cooperates as part of a team Self-reliant Committed to daily ethical practice Values others for who they are 6

7 Psychomotor Domain Physical movement Coordination Psychomotor Dimensions Perception Set Guided Response Mechanism Complex Overt Response Adaptation Origination Simpson, 1972 Discuss take-home and poster assignments 7

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