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Bloom

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Involves knowledge and the development of intellectual skills. ... by using questions, active listening, clarification, and activities. ... – PowerPoint PPT presentation

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Title: Bloom


1
Blooms
  • Cognitive and Affective
  • Taxonomies

2
Three Types of Learning
  • Cognitive mental skills or knowledge
  • Affective growth in feelings or emotional areas
    such as attitude
  • Psychomotor manual or physical skills

3
Cognitive
  • Involves knowledge and the development of
    intellectual skills.
  • Includes the recall or recognition of specific
    facts, procedural patterns, and concepts that
    serve in the development of intellectual
    abilities and skills.
  • The six major categories can be thought of as
    degrees of difficulty with a need for the first
    one to be mastered before mastery of the next one
    can occur.

4
Affective
  • Includes the manner in which we deal with things
    emotionally, such as feelings, values,
    appreciation, enthusiasms, motivations, and
    attitudes.

5
Psychomotor
  • 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 technique in execution.

6
Six Levels of Cognitive
  • Knowledge Remembering previously learned
    material.
  • Comprehension The ability to grasp the meaning
    of material.
  • Application The ability to use learned material
    in new and concrete situations.
  • Analysis The ability to break down material into
    its component parts so that its organizational
    structure may be understood.
  • Synthesis The ability to put parts together to
    form a new whole.
  • Evaluation The ability to judge the value of
    material for a given purpose.

7
Five Levels of Affective
  • Receiving Awareness, willingness to hear,
    selected attention.
  • Responding Active participation, attends and
    reacts to phenomenon, has a willingness or
    satisfaction to respond.
  • Valuing worth or value a person attaches to an
    object, phenomenon or behavior.
  • Organization Organizes values into priorities by
    contrasting different values, resolving conflicts
    between them, and creating a unique value system.
    Emphasis is on comparing, relating, and
    synthesizing values.
  • Characterization of Values Has a value system
    that controls their behavior. The behavior is
    pervasive, consistent, predictable, and most
    importantly, characteristic of the learner.

8
Receiving Affective
  • Student has an attitude of interest, openness,
    curiosity, preparedness, attentiveness, and/or
    willingness to engage in a learning process.
  • Teacher provides an effective learning
    environment with a process that will engage the
    students interest, is interested in each student
    and gives each the respect they deserve by their
    presence.
  • Student is attentive and interested in the
    learning process and those involved.

9
Knowledge/Remembering Cognitive
  • Students reads, listens, watches or observes,
    takes notes, and is able to recall information,
    ask and respond to questions. Practices
    self-help.
  • Teacher introduces, shows, presents information,
    and provides resources.
  • Student can define by stating who, what, where,
    why, and how.

10
Responding Affective
  • Student is thinking about the info/skills being
    shared, and is realizing how it connects w/ other
    info/skills while interacting during the learning
    experience. Practices self-help.
  • Teacher provides opportunities to participate,
    encourages participation by using questions,
    active listening, clarification, and activities.
  • Student interacts w/ others, desiring to learn
    and to accomplish tasks. Begins to realize the
    connections between new learning and what is
    already known.

11
Comprehension/Understanding Cognitive
  • Student understands the info or skill and can
    recognize it in other forms. Can explain it to
    others and make us of it.
  • Teacher observes, listens, questions, evaluates,
    guides, and responds to student.
  • Student can give personal or original examples
    related to new information.

12
Valuing Affective
  • Students recognizes learning process and new
    info/skills, its ability to be used separately or
    w/ existing info/skills to accomplish desired
    results. Desires others to be involved in the
    learning process.
  • Teacher provides the process for student to make
    connections between existing and new info/skills.
    Provides application and interaction
    opportunities.
  • Student appreciates new info/skills and desires
    to use them and encourages others to use new
    info/skills.

13
Application/Problem Solving Cognitive
  • Student can apply prior knowledge and
    understanding to new situations. Practices
    self-help.
  • Teacher observes, coaches, facilitates, and
    questions work being done.
  • Student can solve problems on own.

14
Organization by Values Affective
  • Student understands what can be accomplished with
    info/skills, realizes the importance for self and
    others now, and for possible future use.
  • Teacher observes, probes, guides, asks critical
    questions, and acts in a manner to assist
    students and provide opportunities to use
    info/skills in a team environment.
  • Student works in a learning environment with the
    new info/skills with an understanding of the
    importance as compared to existing info/skills.
    Values how to best use the info/skills
    effectively.

15
Analysis/Logical Ordering Cognitive
  • Student examines process, breaks down info into
    component parts and can explain individual parts,
    knows how and when to put the parts back together
    so that the organization of the whole becomes
    clearer. Practices self-help.
  • Teacher observes, probes, guides, asks critical
    questions, and acts as a guide.
  • Student can teach the knowledge or skill
    effectively to another person and act as a
    resource for others. Can compare/contrast the
    information or skill with other knowledge or
    skills.

16
Synthesis/Creating Cognitive
  • Student uses all knowledge, understanding, and
    skills to develop new tools, plan effectively,
    and create alternatives. Practices self-help.
  • Teacher supports, guides, stimulates, and
    facilitates assessment.
  • Student combines, develops and creates.

17
Characterization by Values Affective
  • Student realizes that the info/skills have become
    a part of self understanding, and a new way to
    view the world. Behavior has changed because of
    new info/skills.
  • Teacher supports, guides, stimulates, actively
    listens, discusses, challenges, and accepts.
  • Student acts responsibly toward team/class
    members, with behavior characterizing the values
    held in a consistent manner.

18
Evaluation Cognitive
  • Student is open to and appreciative of the values
    of ideas, procedures, and methods and can make
    well-supported judgments, backed up by knowledge,
    understanding, and skills. Practices self-help.
  • Teacher listens, discusses, challenges, and
    accepts.
  • Student formulates and presents well-supported
    judgments, displays consideration of others,
    examines personal options, and can make wise
    choices.

19
Practice
  • Differentiate between the various types of
    testing/assessment that teachers give.
  • Write a sample question for each cognitive
    category.
  • Identify situations where the affective domains
    would be used.
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