Blooms taxonomy s a classification system used to define and distinguish different levels of human cognition i.e thinking ,learning and understanding

1. BLOOMS TAXONOMY
By
Mrs Jayashree Pujari
Asso Professor
BLDEA’s Shri B.M.PATIL INS VIJAYAPURA

2. Specific objectives
At the end of the session participants will be
able to
• State the three domains of education as per
Bloom.
• Identify the predominant domain in the given
objectives
• List the components of a Specific Learning
Objective

3. Background
• In 1956 ,Benjamin Bloom with collaborators
Max Englehart ,Edward Frust ,Water Hill and
David Krathwohi
• Published a framework for categorizing
educational goals: taxonomy of educational
objectives
• This framework has been applied by
generations of teachers and college
instructors in their teaching

4. Definition
• Blooms taxonomy s a classification system
used to define and distinguish different levels
of human cognition i.e thinking ,learning and
understanding

5. • Bloom and associates categorised learning under
three distinct, but largely overlapping areas,
which they termed as Domains. As they were
from psychology background, the terms that they
used stemmed from their professional moorings.
They classified learning into – knowledge area,
which they called Cognitive Domain;
• skill area, which they called Psychomotor
Domain;
• and a stretched area that encompassed values,
attitudes, communication, among others, which
they called Affective Domain.

6. Domains of blooms taxonomy
Domains
Affective
Domain
Psychomotor
domain
Cognitive
Domain

7. Cognitive Domain
[HEAD]
Affective Domain
[HEART]
Psychomotor Domain
[HAND

8. Levels of blooms taxonomy
Cognitive domain Affective domain Psychomotor domain
Remembering Receiving Imitation
Understanding Responding Manipulation
Application Valuing Precision
Analysis Organization Articulation
Evaluation Characterizing Naturalization
Creating

9. Educational Aim and Objective
• Aim can be defined as a Broad statement of
educational activity, e.g., to understand
disease.
• It describes what one intends to achieve at
the end of an educational activity.

10. OBJECTIVE
• Objective is a precise point in the direction of
aim, e.g., identify uncommon symptoms.
• It can be defined as a statement of intent in
an educational context.

11. Objectives make the process of teaching easy because the
complex concepts can beamed into easily understandable
chunks of information.
• Instead of saying the learner will be able to measure
blood pressure,
• It can be classified into Specific learning objectives like
 the learner will demonstrate the position patient is
expected to sit for measuring the blood pressure
 the learner will demonstrate the placing of the
manometer in relation to the patient
 the learner will explain the procedure of measuring
the blood pressure to the patient
 the learner will demonstrate tying the cuff to the
patient’s arm, etc

12. S No Aim Objective
1 It is a ultimate end goal which has to
be achieved
It is way through which the
aim can be achieved
2 It is end goal It is a step or a part through
which goal can be achieved
3 It is long term It is short term
4 It is a broad Statement Narrow and specific
5 Measurement is not possible Can be measured
6 No time limit There is a time bound

13. Specific learning objective
• Specific learning objective is the unit of
teaching – learning.
• These are derived from the 'aim’ for the topic
/ lesson. These have to conform to the
departmental goals, and ultimately the overall
course goals.
• The objectives should be written exclusive for
the three domains of Bloom’s Taxonomy,

14. COMPONENTS OF SPECIFIC LEARNING OBJECTIVES
Act Content
Condition Criterion

15. • Act: this states what the learner will be able ‘to do’ at the end
of a learning session. This could be stated in any of the three
domains. Depending on the domain, the appropriate verb has
to be identified to state the act.
• Content: It is the performance that learner is expected to
demonstrate.
• Condition: The conditions under which the performance is
done. It includes the enabling and restraining factors. It also
denotes the range of manoeuvrability

16. • Criterion: This is the quality of performance, or the precision
of performance. For example, when we state ‘measure the
blood pressure of a subject without causing much physical
inconvenience to him / her’, the quality of performance is also
stated. Similarly, when we state ‘list four causes of facial pain’,
the precision of performance is measured for ‘four’ causes.

17. Action verb examples
Cognitive domain :list ,explain ,mention
,describe ,define etc
Psychomotor domain : demonstrate perform
,conduct etc
Affective domain: explain ,counsel ,justify

18. Example of Aim and Objective
Aim: At the end of the class students will be able
to Provide holistic care to mentally retarded
child
Objectives:
• Understand the concept of mental retardation
• Assist for feeding to child with mentally
retarded
• Discuss the outcome of the disease with the
parent of the child with MR

19. I ) At the end of the class students will be able
to
• Aim: Explain the Immunization Schedule
prescribed by WHO
• Objectives:
• List the different types of vaccination to be
given for under five children
• Demonstrate the technique of administration
of vaccination
• Justify the need of immunizing the under five
children to the parents

20. Example of objectives in each of the three domains of Bloom’s
taxonomy with ‘act’, ‘content’, ‘condition’ and ‘criterion’
At the end of the class student will be able to provide
comprehensive care to the protein energy malnutrition children
• Cognitive domain: List down the ten causes for Protein
Energy Malnutrition among preschool children for treatment
planning
• Psychomotor domain: Record the weight of the preschool
children according weight for age to prepare the diet plan to
overcome from the protein energy malnutrition
• Affective domain: Explain to the parents of preschool
children regarding Hyderabad Mix Preparation in reduction of
protein energy malnutrition

21. Thank you