SABARISH

Thursday, 2 July 2015

Revised Bloom’s taxonomy-B.Ed Teaching notes

 Revised Bloom’s taxonomy
Prepared by
SABARISH-P
M.Sc., M.Ed., JRF & NET
Assistant professor in Physical Science, Arafa Institute for Teacher Education
Attur, Thrissur.

During the 1990's, a former student of Bloom's, Lorin Anderson, & Krathwol updated the taxonomy, hoping to add relevance for 21st century students and teachers. This new expanded taxonomy can help instructional designers and teachers to write and revise learning outcomes.
Ø  Major Changes
1)      Renaming and reorganizing of cognitive levels
2)      Nouns changed to verbs
3)      Structural change with two dimensions (the knowledge dimension and the cognitive process dimension)


1)      Renaming and reorganizing of cognitive levels
·         The word knowledge was inappropriate to describe a category of thinking and was replaced with the word remembering instead.
·         Comprehension and synthesis were retitled to understanding and creating respectively, in order to better reflect the nature of the thinking defined in each category.
·         Create took the place of Synthesis and moved to signify a more cognitively complex position on the matrix.


2)      Nouns changed to verbs
The names of six major categories were changed from noun to verb forms as shown below. The word knowledge was inappropriate to describe a category of thinking and was replaced with the word remembering instead.

3)      Structural change with two dimensions (the knowledge dimension and the cognitive process dimension)
·         The six revised categories are termed “Cognitive Process” categories and they exist along the Cognitive Process Dimension as shown in the figure.
·         The cognitive process dimension is found along the horizontal axis of the Taxonomy Table.
·         Knowledge became a separate dimension – The Knowledge Dimension
·         The knowledge dimension is found along the vertical axis of the Taxonomy Table.
·         So… there are two dimensions in the Revised Taxonomy.  This is now refer to as the Taxonomy Table

The two dimensions are part of a grid where the cognitive process dimension is spread horizontally across the top and the knowledge dimension is spread vertically. 


Ø  COGNITIVE PROCESS DIMENSION



The new terms are defined as:
Remembering
Retrieving, recognizing, and recalling relevant knowledge from long-term memory.
Understanding
Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
Applying
Carrying out or using a procedure through executing, or implementing.
Analyzing
Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.
Evaluating
Making judgments based on criteria and standards through checking and critiquing.
Creating
Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.
Ø  KNOWLEDGE DIMENSION
The Knowledge dimension have organized into four
1)      Factual Knowledge
2)      Conceptual Knowledge
3)      Procedural Knowledge
4)      Metacognitive Knowledge

1) Factual Knowledge
         The basic elements students must know to be acquainted with a discipline or solve problems in it.
        Knowledge of terminology
        Knowledge of specific details and elements
2) Conceptual Knowledge
         The interrelationships among the basic elements within a larger structure that enable them to function together.
        Knowledge of classifications and categories
        Knowledge of principles and generalizations
        Knowledge of theories, models and structures
3) Procedural Knowledge
         How to do something, methods of inquiry and criteria for using skills, algorithms, techniques and methods.
        Knowledge of subject-specific skills and algorithms
        Knowledge of subject-specific techniques and methods
        Knowledge of criteria for determining when to use appropriate procedures
4) Metacognitive Knowledge
         Knowledge of cognition in general as well as awareness and knowledge or one’s own cognition.
        Strategic knowledge
        Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge
        Self-knowledge

REVIEW ONE MORE TIME:
CHANGING EMPHASIS-IMPORTANCE OF RBT.
         Two dimensional
         Verb represents the cognitive process.
         Noun represents the focus of the knowledge dimension.
         Twenty-four cells that are all important and necessary for well-rounded understanding
         Authentic tool for curriculum planning, instructional delivery and assessment
         Allows for quick examination of CIA (Curriculum, Instruction and Assessment) alignment

         Non-hierarchical based on value– lower levels are not necessary for advancement through levels