Blooms taxonomy professional edition




















Conceptual knowledge of classifications and categories knowledge of principles and generalizations knowledge of theories, models, and structures. Procedural knowledge of subject-specific skills and algorithms knowledge of subject-specific techniques and methods knowledge of criteria for determining when to use appropriate procedures.

Metacognitive strategic knowledge knowledge about cognitive tasks, including appropriate contextual and conditional knowledge self-knowledge. Bloom's Revised Taxonomy Model. Factual The basic elements a student 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. The Cognitive Process Dimension. Remember Retrieve relevant knowledge from long-term memory. List primary and secondary colors.

Recognize symptoms of exhaustion. Recall how to perform CPR. Understand Construct meaning from instructional messages, including oral, written and graphic communication.

Summarize features of a new product. Classify adhesives by toxicity. Clarify assembly instructions. Apply Carry out or use a procedure in a given situation. Respond to frequently asked questions. Provide advice to novices. Carry out pH tests of water samples. Analyze Carry out or use a procedure in a given situation. Differentiate high and low culture.

The framework elaborated by Bloom and his collaborators consisted of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. While each category contained subcategories, all lying along a continuum from simple to complex and concrete to abstract, the taxonomy is popularly remembered according to the six main categories. The authors of the revised taxonomy underscore this dynamism, using verbs and gerunds to label their categories and subcategories rather than the nouns of the original taxonomy.

Vanderbilt University Center for Teaching. The authors of the revised taxonomy suggest a multi-layered answer to this question, to which the author of this teaching guide has added some clarifying points: Objectives learning goals are important to establish in a pedagogical interchange so that teachers and students alike understand the purpose of that interchange. Organizing objectives helps to clarify objectives for themselves and for students. Hours: a. Monday - Friday. Loading Comments



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