Devotion
Aaron Louise A. Palacay Educational Technology 1
2012 – 200204 Ms. Monica Delos Reyes

Blooms Taxonomy Of Learning In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. During the 1990 's a new group of cognitive psychologists, lead by Lorin Anderson (a former student of Bloom), updated the taxonomy to reflect relevance to 21st century work. Bloom 's Taxonomy was primarily created for academic education, however it is relevant to all types of learning. Interestingly, at the outset, Bloom believed that education should focus on 'mastery ' of subjects and the promotion of higher forms of thinking, rather than a utilitarian approach to simply transferring facts. Bloom demonstrated decades ago that most teaching tended to be focused on fact-transfer and information recall - the lowest level of training - rather than true meaningful personal development, and this remains a central challenge for educators and trainers in modern times. Much corporate training is also limited to non-participative, unfeeling knowledge-transfer, (all those stultifyingly boring powerpoint presentations...), which is reason alone to consider the breadth and depth approach exemplified in Bloom 's model.
• REVISED ANDERSON AND KRATHWOHL COGNITIVE TAXONOMY

Three Domains of Objectives
1. Cognitive domain (intellectual capability, ie., knowledge, or 'think ') 2. Affective domain (feelings, emotions and behaviour, ie., attitude, or 'feel ') 3. Psychomotor domain (manual and physical skills, ie., skills, or 'do ')

Verbs Use in 3 Domains of Objectives
ACTION VERBS APPROPRIATE FOR EACH LEVEL OF BLOOM’S/ANDERSON & KRATHWOHL’S TAXONOMY (Cognitive Domain)

References:
2012 – 200204 Ms. Monica Delos Reyes

Blooms Taxonomy Of Learning In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. During the 1990 's a new group of cognitive psychologists, lead by Lorin Anderson (a former student of Bloom), updated the taxonomy to reflect relevance to 21st century work. Bloom 's Taxonomy was primarily created for academic education, however it is relevant to all types of learning. Interestingly, at the outset, Bloom believed that education should focus on 'mastery ' of subjects and the promotion of higher forms of thinking, rather than a utilitarian approach to simply transferring facts. Bloom demonstrated decades ago that most teaching tended to be focused on fact-transfer and information recall - the lowest level of training - rather than true meaningful personal development, and this remains a central challenge for educators and trainers in modern times. Much corporate training is also limited to non-participative, unfeeling knowledge-transfer, (all those stultifyingly boring powerpoint presentations...), which is reason alone to consider the breadth and depth approach exemplified in Bloom 's model.
• REVISED ANDERSON AND KRATHWOHL COGNITIVE TAXONOMY

Three Domains of Objectives
1. Cognitive domain (intellectual capability, ie., knowledge, or 'think ') 2. Affective domain (feelings, emotions and behaviour, ie., attitude, or 'feel ') 3. Psychomotor domain (manual and physical skills, ie., skills, or 'do ')

Verbs Use in 3 Domains of Objectives
ACTION VERBS APPROPRIATE FOR EACH LEVEL OF BLOOM’S/ANDERSON & KRATHWOHL’S TAXONOMY (Cognitive Domain)

References:
References: Dave, R.H., in R. J. Armstrong et al., Developing and Writing Behavioral Objectives(Tucson, AZ:Educational Innovators Press, 1970). Harrow, A.J. (1972). A taxonomy of the psychomotor domain.New York: David McKay Co. Simpson, E. (1972). The classification of educational objectives in the psychomotor domain: The psychomotor domain.Vol. 3. Washington, DC: Gryphon House.