higher order thinking skills: bloom’s taxonomy of learning objectives michael jhon m. tamayao,...

Higher Order Thinking Skills:Bloom’s Taxonomy of Learning

ObjectivesMichael Jhon M. Tamayao, MPhil

Objectives

• At the end of the session, the participants must be able to:– Discuss Bloom’s original and revised taxonomy of

learning objectives– Prepare their own learning objectives– Analyze a learning objective– Evaluate their old learning objectives– Design a new set of learning objectives according to

Bloom’s taxonomy (workshops/exercises)

Topics

• Definition of terms• Learning objectives• Domains of Learning and their corresponding

taxonomy– Cognitive– Affective– Psychomotor

…compare…categorize…reward the fast learners

Benjamin Bloom

• Against horse race education– Time is a constant– No opportunity for the underprivileged– Against geneticism

• Believed in the molding power of the environment

• Goal attainment system– Students are not to be compared; they

should be helped– Time is a variable

Benjamin Bloom

• Education must be: – Scientific– Measurable– Standardized

• Education must promote social justice.– Giving more time to those who

have less

Definition of Terms

• Learning– Form of change: Behavior, Thinking, Feeling– Purposeful– Result of experience– Multifaceted– Active Process

Definition of Terms

• Taxonomy – classification• Learning objectives – statements that identify what the

learner will know and be able to do by the end of a course or program.

• Taxonomy of learning objectives – classification of forms and levels of learning– It is an epistemological hierarchy; one level leads to the other

• Domain of learning – expressions of the taxonomy; each is organized as a series of levels or pre-requisites; sequential

Domains of Learning

• Cognitive domain– Mental skills (knowledge)

• Affective domain– Growth in feelings or emotional areas (Attitude)

• Psycho-motor domain– Manual of physical skills (Skills)

HOTs

• Higher Order Thinking Skills• Cognitive process: synthesizing, analyzing,

reasoning, comprehending, application, evaluation.

• Activities: problem solving• For cognitive development

HOTs

• Also Known As: Critical Thinking. Bloom's Taxonomy of Thinking Skills.

• Examples:• Instead of asking “what is” or “what are” type

questions, HOTs is asking questions like: what was the impact of........explain why.........evaluate the significance of, why do you think.....etc.

Learning Objectives

• Format

• Example:

By the end of this seminar, the participants will be able to:

Action Word -> Learning -> Criteria

By the end of this seminar, the participants will be able to:Construct sound learning objectives for their

own respective disciplines (Graded recitation/individual exercises)

Learning Objectives

• Remember the acronym, SMART, when writing learning objectives:

• S – Specific • M – Measurable • A – Achievable • R – Relevant • T - Timely

Learning Objectives

• Verbs to avoid: – Understand – Enjoy– Know – Realize– Be aware of – Perceive

Learning Objectives

• Instead try SMART verbs: – Demonstrate – Develop – Analyze – Express – Evaluate– Organize

– Create – Write – Plan – Apply– Produce – Implement – Compile – Incorporate – Construct

Learning Objectives

• Learning Objective SMARTification Learning Objective as

Originally StatedLearning Objective after

“SMARTification”Justification for the

“SMARTification”

This course has the following objective: 1. To introduce you to some elementary concepts and questions in the philosophy of social science.

By the end of this course, you will be able to: 1. Describe foundation concepts and questions in the philosophy of social science (final exam)

- Learner-centred vs. topiccentred - Active versus passive - Explicitly linked to assessment

Learning Objectives

• Learning Objective SMARTification Learning Objective as

Originally StatedLearning Objective after

“SMARTification”Justification for the

“SMARTification”

This course has the following objective: 1. To develop your capacity to compute, analyze and interpret basic descriptive and inferential statistics

By the end of this course, you will be able to: 1. Compute basic descriptive and inferential statistics (individual exercises/final exam) 2. Analyze basic descriptive and inferential statistics computations (individual exercises/final exam) 3. Interpret basic descriptive and inferential statistics analyses (individual exercises/final exam)

- Different knowledge units and levels, so better dealt with as distinct (use one action-verb per objective, at the minimum acceptable level.) - Explicitly linked to assessment - Active versus passive

Learning Objectives

• A statement of a learning objective contains a verb (an action) and an object (usually a noun).– The verb generally refers to [actions associated

with] the intended cognitive process.– The object generally describes

the knowledge students are expected to acquire or construct.

Taxonomy of Learning Objectives

• The 3 Domains with their corresponding taxonomy:

Encouraging students

to think and so

lve

problems

methodically

Leading students to more

interaction with peers, as

well as self-confidence

Activities in classroom leading to experiential learning

COGNITIVE SKILLS Thinking, problem-solving

AFFECTIVE SKILLSEmotional growth,

interpersonal development

PSYCHOMOTOR SKILLS

Physical activities

Cognitive Domain

• Bloom

Cognitive DomainCATEGORIES DEFINITIONKnowledge Remember previously learned

information.Comprehension Demonstration and understanding of the

FactsApplication Apply knowledge to actual situations.

Analysis Break down objects or ideas into simpler parts and find evidence to support generalizations.

Synthesis Compile component ideas into a new whole or propose alternative solutions.

Evaluation Make and defend judgments based on internal evidence or external criteria.

Cognitive Domain

Examples of objectives classified low level of difficulty

1. The student will identify/locate seven continents and four oceans. (knowledge)

2. The student will describe the method for making a color wheel. (knowledge)

3. In a given music example, the student should be able to identify all of the basic elements of music. (knowledge)

4. The student will identify independent and dependent variables within a given situation (knowledge)

5. After instruction, the student will state Newton's second law of motion as described in the physics textbook. (knowledge)

6. After review, the student will list three rock types. (knowledge)

Cognitive Domain

Examples of objectives classified middle level of difficulty

1. Given a map, the student will find physical features using latitude and longitude. (application)

2. Students will be able to read a full musical score, describing how the elements of music are used. (application)

3. The student will solve two-variable linear equations. (application)

4. The students in the alto (tenor, soprano, etc) section of the choir will identify incorrect diction pronunciation of the recorded choral selection. (application)

5. After instruction, the student will prepare a graph showing temperature changes of rising and sinking air. (application)

Cognitive Domain

Examples of objectives classified high level of difficulty

1. The student will evaluate the recorded band selection for correct interpretation of musical dynamics. (evaluation)

2. The student will evaluate ten volleyball serves. (evaluation)3. The student will compare and contrast the way in which the

elements of music are used in diverse genres. (analysis)4. The student will generate real world problems that represent

one-or two- linear equations. (synthesis)5. Using materials provided, the student will design an

experiment to solve an original scientific problem. (synthesis)

Cognitive Domain1) Knowledge

1) Knowledge of specifics1) Knowledge of terminology2) Knowledge of specific facts

2) Knowledge of ways and means of dealing with specifics

1) Knowledge of conventions2) Knowledge of trends and sequences3) Knowledge of classifications and

categories4) Knowledge of criteria5) Knowledge of methodology

3) Knowledge of universals and abstractions in a field

1) Knowledge of principles and generalizations

2) Knowledge of theories and structures

2) Comprehension1) Translation

2) Interpretation3) Extrapolation

3) Application4) Analysis

1) Analysis of elements2) Analysis of relationships3) Analysis of organizational principles

5) Synthesis1) Production of a unique

communication2) Production of a plan, or proposed set

of operations3) Derivation of a set of abstract relations

6) 6.0 Evaluation1) Evaluation in terms of internal

evidence2) Judgments in terms of external criteria

Cognitive Domain1) Knowledge

1) Knowledge of specifics1) Knowledge of terminology2) Knowledge of specific facts







2) Comprehension1) Translation

2) Interpretation3) Extrapolation

3) Application4) Analysis

1) Analysis of elements2) Analysis of relationships3) Analysis of organizational principles

5) Synthesis1) Production of a unique

communication2) Production of a plan, or proposed set

of operations3) Derivation of a set of abstract relations

6) 6.0 Evaluation1) Evaluation in terms of internal

evidence2) Judgments in terms of external criteria

1) Knowledge1) Knowledge of specifics

1) Knowledge of terminology2) Knowledge of specific facts







Revised Cognitive Domain

Bloom’s Original Taxonomy, 1950s

Anderson and Krathwohl’s Taxonomy, 1990s


KNOWLEDGE

Bloom’s Original Taxonomy, 1950s

Anderson and Krathwohl’s Taxonomy, 1990s

Two Dimensional Taxonomy

remember understand apply analyze evaluate create

Factual

Conceptual

Procedural

Metacognitive

Cognitive ProcessKnowledge


• by Anderson and Krathwohl

The cognitive processes dimension — categories, cognitive processes (and alternative names)

lower order thinking skills higher order thinking skills


recognizing(identifying)

recalling(retrieving)

interpreting(clarifying,

paraphrasing, representing,

translating)exemplifying

(illustrating, instantiating)

classifying(categorizing,

subsuming)summarizing

(abstracting, subsuming)

inferring(concluding,

extrapolating, interpolating,

predicting)comparing

(contrasting, mapping,

matching)explaining

(constructing models)

executing(carrying out)

implementing(using)

differentiating(discriminating, distinguishing,

focusing, selecting)

organizing(finding

coherence, integrating,

outlining, parsing, structuring)

attributing(deconstructing)

checking(coordinating,

detecting, monitoring,

testing)critiquing

(judging)

generating(hypothesizing)

planning(designing)

producing(construct)


Metacognitive

Procedural

Conceptual

Factual

• Knowledge

Revised Cognitive DomainCATEGORY DEFINITION

FACTUAL The basic elements that students must know to be acquainted with a discipline or solve problems in it

CONCEPTUAL The interrelationships among the basic elements within a larger structure that enable them to function together

PROCEDURAL How to do something; methods of inquiry, and criteria for using skills, algorithms, techniques, and methods.

METACOGNITIVE Knowledge of cognition in general as well as awareness and knowledge ofone's own cognition

The knowledge dimension — major types and subtypes

concrete knowledge abstract knowledge

factual conceptual procedural metacognitive

knowledge of terminology

knowledge of specific details and elements

knowledge of classifications and categories

knowledge of principles and generalizations

knowledge of theories, models, and structures

knowledge of subject-specific skills and algorithms

knowledge of subject-specific techniques and methods

knowledge of criteria for determining when to use appropriate procedures

strategic knowledge

knowledge about cognitive tasks, including appropriate contextual and conditional knowledge

self-knowledge



Factual

Conceptual

Procedural

Metacognitive

Cognitive ProcessKnowledge



Factual

Conceptual

Procedural

Metacognitive

VERBNOUN



Factual List

Conceptual Recognize

Procedural Recall

Metacognitive Identify

VERBNOUN



Factual Protein rich foods

Conceptual Response of body to protein rich foods

Procedural How to marinate a steak

Metacognitive Aesthetic choice in the presentation of food

VERBNOUN



Factual List protein rich foods



Metacognitive Aesthetic choice in the presentation of food

VERBNOUN




Conceptual Recognize the response of body to protein rich

foodsProcedural How to marinate a

steakMetacognitive Aesthetic choice in the

presentation of food

VERBNOUN




Conceptual Recognize the response of the body to protein

rich foodsProcedural Recall how to marinate

a steakMetacognitive Aesthetic choice in the

presentation of food

VERBNOUN




Conceptual Recognize the response of the body to protein

rich foodsProcedural Recall how to marinate

a steakMetacognitive Identity one’s Aesthetic

choice in the presentation of food

VERBNOUN

VerbsRemember Understand Apply Analyze Evaluate Create

Verbs ArrangeCountDefineDescribeDrawDuplicateIdentifyLabelListMatchMemorizeName OrderOutlinePointQuoteReadRecallReciteRecognizeRelateRecall

AssociateClassifyComputeConvertDefendDiscussDistinguishEstimateExplainExpressExtendExtrapolateGeneralizeGive examplesIndicateInferLocateParaphrasePredictRewriteReviewSummarizeTranslate

AddApplyCalculateChangeChooseClassifyCompleteComputeDemonstrateExamineFacilitateGraph IllustrateInterpretManipulateModifyOperatePrepareProduceShowSolveSubtractTranslateUse

AnalyzeArrangeBreakdownCalculateCategorizeCombineCompareContrastCriticizeDesignDetectDevelopDiagramDifferentiateDiscriminateDistinguishIllustrateInferModelOutlinePoint outQuestionRelateSelectSeparateSubdivideTest

AppraiseArgueAssessCompareConcludeContrastCriticizeCritiqueDefendDetermineDiscriminateEstimateEvaluateExplainGradeInterpretJudgeJustifyMeasureRankRateSelectSummarizeSupportTestValue

ArrangeAssembleCategorizeCollectCombineCompileComposeCreateDesignDevelopDeviseExplainFormulateGenerateGroup IntegrateModifyOrder OrganizePlanProposeReconstructReorganizeReviseRewriteSummarizeTransformSpecify



Factual Protein rich foods Features of a new product

Parts of a poem

Parts of an argument

Conceptual Response of body to protein rich

foods

Adhesive’s toxicity Advice to novices

High and low culture


Assembly instructions

PH Tests of water samples

Compliance with new

regulations

Metacognitive Aesthetic choice in the presentation of

food

One’s response to culture shock

Techniques that match

one’s strengths

One’s biases

Activity: Provide VERBS to complete the learning objectives

NOUN



Factual Protein rich foods Discuss the features of a new

product

Show the parts of a

poem

Analyze parts of an argument


Explain adhesive’s

toxicity

Provide advice to novices

Differentiate high and low culture


Summarize the assembly

instructions

Graph PH Tests of water

samples

Integrate compliance with new

regulations

Metacognitive Aesthetic choice in the presentation of

food

Review one’s response to

culture shock

Use technique

s that match one’s

strengths

Deconstruct one’s biases

Activity: Provide VERBS to complete the learning objectives

NOUN

Exercises

Taxonomy of Learning Objectives

Tell what’s wrong with the formulation of the following learning objectives:

• This talk has the following objectives:1. Know the meaning of economics.2. Understand the relationship of economics and

politics.3. Perceive the benefits of economics in the lives of

citizens.4. Understand better components of management.5. Realize the worth of the commercial industry.

SMARTified learning objectives:

• By the end of the talk, the students must be able to:1. Define the meaning of economics.2. Associate economics and politics.3. Apply the benefits of economics in one’s life.4. Analyze the major components of management.5. Assess how business licenses are issued by the

local government.



Factual 1. Define the meaning of economics.

4. Analyze the major

components of management.

Conceptual 2. Associate economics and

politics.

Procedural 5. Assess how business licenses are issued by the local government.

Metacognitive 3. Apply the benefits of

economics in one’s life.

VERB

NOUN

Affective Domain

• Kratwohl, Bloom and Masia

Affective Domain

• It includes the manner in which we deal with things emotionally – feelings, values, appreciation, enthusiasms,

motivations, and attitudes.

• The five major categories are listed from the simplest behavior to the most complex.

Affective DomainCATEGORY DEFINITION

Receiving Phenomena Awareness, willingness to hear, selected attention.

Responding to Phenomena Active participation on the part of the learners. Attends and reacts to a particular phenomenon.

Valuing The worth or value a person attaches to a particular object, phenomenon, or behavior. This ranges from simple acceptance to the more complex state of commitment.

Organization Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating an unique value system.

Internalizing values Has a value system that controls their behavior.

Affective DomainCATEGORY Examples and Key Words

Receiving Phenomena 1. Listen to others with respect. 2. Listen for and remember the name of newly introduced people.

Key Words: asks, chooses, describes, follows, gives, holds, identifies, locates, names, points to, selects, sits, erects, replies, uses

Responding to Phenomena 1. Participates in class discussions. 2. Gives a presentation. 3. Questions new ideals, concepts, models, etc. in order to fully understand them. 4. Know the safety rules and practices them.

Key Words: answers, assists, aids, complies, conforms, discusses, greets, helps, labels, performs, practices, presents, reads, recites, reports, selects, tells, writes.

Affective DomainCATEGORY Examples and Key words

Valuing 1. Demonstrates belief in the democratic process. 2. Shows the ability to solve problems. 3. Proposes a plan to social improvement and follows through with commitment. 4. Informs management on matters that one feels strongly about.

Key Words: completes, demonstrates, differentiates, explains, follows, forms, initiates, invites, joins, justifies, proposes, reads, reports, selects, shares, studies, works.

Organization 1. Recognizes the need for balance between freedom and responsible behavior. 2. Accepts professional ethical standards. Creates a life plan in harmony with abilities, interests, and beliefs. 3. Prioritizes time effectively to meet the needs of the organization, family, and self.

Key Words: adheres, alters, arranges, combines, compares, completes, defends, explains, formulates, generalizes, identifies, integrates, modifies, orders, organizes, prepares, relates, synthesizes.

Internalizing values Has a value system that controls their behavior.

Affective DomainCATEGORY Examples and Key words

Internalizing values 1. Shows self-reliance when working independently. 2. Cooperates in group activities (displays teamwork). 3. Uses an objective approach in problem solving. 4. Displays a professional commitment to ethical practice on a daily basis. 5. Values people for what they are, not how they look.

Key Words: acts, discriminates, displays, influences, listens, modifies, performs, practices, proposes, qualifies, questions, revises, serves, solves, verifies.

Psycho-Motor Domain

• Bloom, skill acquisition

Psycho-Motor Domain

• It 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.

Psychomotor DomainCATEGORY DEFINITION

1. Perception The ability to use sensory cues to guide motor activity. This ranges from sensory stimulation, through cue selection, to translation.

2. Set Readiness to act. It includes mental, physical, and emotional sets.

3. Guided Response The early stages in learning a complex skill that includes imitation and trial and error. Adequacy of performance is achieved by practicing.

4. Mechanism 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.

5. Complex Overt Response 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.

Psychomotor DomainCATEGORY DEFINITION

6. Adaptation Skills are well developed and the individual can modify movement patterns to fit special requirements.

7. Origination Creating new movement patterns to fit a particular situation or specific problem. Learning outcomes emphasize creativity based upon highly developed skills.

Psychomotor DomainCATEGORY Examples and Key words

1. Perception 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.Key Words: chooses, describes, detects, differentiates, distinguishes, identifies, isolates, relates, selects.

2. Set 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). NOTE: This subdivision of Psychomotor is closely related with the “Responding to phenomena” subdivision of the Affective domain.Key Words: begins, displays, explains, moves, proceeds, reacts, shows, states, volunteers.


3. Guided Response 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

4. Mechanism 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.

5. Complex Overt Response

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.


6. Adaptation 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.

7. Origination Examples: Constructs a new theory. Develops a new and comprehensive training programming. Creates a new gymnastic routine.Key Words: arranges, builds, combines, composes, constructs, creates, designs, initiate, makes, originates.

There is meaning to

what I perceive…

Exercises

In what domain of learning does the topic fall into?

• Cooking• Management Accounting• Hotel Management• Economics• Aesthetics• NTSP

In what domain of learning does the topic fall into?

• Cooking (Skills Domain)• Management Accounting (Cognitive Domain)• Hotel Management (Skills/Cognitive)• Economics (Cognitive)• Aesthetics (Affective)• NTSP (Cognitive/Affective)

How will the learning be measured?

• Cooking – Psychomotor Taxonomy• Management Acctng – Cognitive Taxonomy• Hotel Management – Psycho-Cog Taxonomy• Economics – Cognitive Taxonomy• Aesthetics – Affective Taxonomy• NTSP – Affective/Cognitive Taxonomy

How will the learning be measured?

• Cooking – Naturalization (Complex)• Management Acctng – Apply (HOTS)• Hotel Mngt – Nat./Apply (Complex/HOTS)• Economics – Remember (LOTS)• Aesthetics – Receiving (Simple)• NTSP – Remember/Responding (LOTS/Simple)

Summary

• Lower Level TS– Focus on Facts– Rote Learning– Short Term Memory

• HOTS– Focus on Meaning– Aims at understanding– Long term Memory

higher order thinking skills: bloom’s taxonomy of learning objectives michael jhon m. tamayao,...

Documents

objectives domains of

learning objectives

old learning objectives

new set of learning

domain of learning expressions

stated learning objective

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