Bloom & Gagnè Theories of Learning Bloom’s Taxonomy Cognitive Domain Affective Domain Psychomotor...
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Transcript of Bloom & Gagnè Theories of Learning Bloom’s Taxonomy Cognitive Domain Affective Domain Psychomotor...
Bloom & Gagnè
Theories of Learning
Bloom’s Taxonomy
• Cognitive Domain
• Affective Domain
• Psychomotor Domain
Cognitive Domain
• Recall/memorization
• Conceptual thought
• Critical analysis
Affective Domain
• Attitude – choice of action
• Draws from cognitive domain information
• Measurement difficulties
Psychomotor Domain
• Learn skill; Refine it (cognitive)– Breakdown into components– Practice each step until natural
The Memory Process
• Sensory stimulation
• Short-term memory
• Internal operations– Decision to retain– Organization/association
Gagnè’s Learned Capability Hierarchy
Facts
Concepts
Rules (Principles)
Problem Solving
Behavioral Objectives
• Action • Object
Type a report
Write a sentence
Name a country
New Taxonomies
• Proposed in 2007– Robert Marzano and John Kendall
• The New Taxonomy of Educational Objectives– Proposes revising Bloom’s
New Theory
• Separates various types of knowledge from the mental processes that operate on them
• Divided into 6 levels
• Psychomotor and Affective domains are included in the levels of processing
Level 1
• Retrieval (Cognitive system)– Recognition, recall, or execution of knowledge– No in-depth analysis of information
• When presented with statements about specific details, the student validates their accuracy (recognition)
• When asked about specific details, the student produces related information (recall)
Level 1
• When asked, the student performs the mental skill without significant error (example: map reading) (Executing tasks)
• The student performs the psychomotor skill without significant error (Properly stretching muscles) (Executing tasks)
Level 2
• Comprehension (Cognitive System)– Includes the integration and symbolic
representation of more important aspects of knowledge.
Level 2
• The student describes the logic of the steps involved in a mental skill (Integrating tasks)
• The students identifies essential vs. nonessential elements of specific details (Integrating tasks)
– i.e. Identify those events that happened at the Alamo that were critical to its outcome versus those that were not
• The students describes the logic of the steps involved in a psychomotor skill (Integrating tasks)
Level 2
• The student accurately represents the major aspects of details in nonlinguistic or abstract form (Symbolizing tasks)
– i.e. Using the program Inspiration, represent the key events from the play Death of a Salesman
– i.e. Design a graph that represents the generalization that “dictators rise to power when countries are weak by promising them strength”
Level 3
• Analysis (Cognitive system)– Five analysis processes
• Matching, classifying, analyzing errors, generalizing, and specifying
Level 3
• The student identifies errors made during the execution of a mental skill (Analyzing errors)
• The student constructs and defends new generalizations and principles based on specific information (Generalizing)
• The student makes and defends inferences about what might happen or must happen under certain conditions relative to a mental skill (Specifying)
Level 4
• Knowledge Utilization– Used or applied knowledge in specific
situations• 4 Processes
– Decision making, problem solving, experimenting, and investigating
Level 4
• What is the best location of the three provided areas for the new waste disposal plant? (Decision making)
• The school play production has no budget for set materials, only boxes are available for construction. Draw a sketch of the stage for a particular scene and explain your use of the boxes (Problem solving)
• Develop a test hypothesis regarding public transportation vs. individual vehicles (Experimenting)
Level 4 continued
• Identify one of the conflicting accounts of the JFK assassination and investigate what is known about it (Investigating)
Level 5
• Metacognition– 4 categories
• Specifying one’s own goals of understanding
• Process monitoring
• Monitoring clarity
• Monitoring accuracy
Level 5
• Metacognition– Specifying one’s own goals of understanding
• What is a goal you have or might have relative to your ability to use PowerPoint?
– Process monitoring• We have been studying the history of space flight.
Select some aspects that you would like to understand better
Level 5
• Metacognition– Monitoring clarity
• Identify those aspects of using PowerPoint about which you are confused. What is causing confusion?
– Monitoring accuracy• Identify those aspects of using PowerPoint about
which you are sure you are correct. Provide evidence.
Level 6
• Self-system Thinking– 4 aspects
• Examining importance
• Examining efficacy
• Examining emotional response
• Examining motivation
Level 6
– Examining importance• Analyzing the extent in which one believes that
specific knowledge is important
– Examining efficacy• Extent individual can improve understanding,
competence, or effective use of information
Level 6
– Examining emotional response• Analyzing the extent in which one identifies what
emotions, if any, relate to specific knowledge
– Examining motivation• Analyzing overall motivation to improve one’s
understanding of or competence in a specific type of knowledge
Marzano, Robert J., and John S. Kendall. (2007). The New Taxonomy of Educational Objectives, 2nd ed. California: Corwin Press.