Blooms Taxonomy by Domains and Level of Learning Lecture

Blooms taxonomy by domain& level of learning Dr. Nahla Shehabelden.Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com Learning outcome Define the competency Determine the levels of Bloom’s taxonomy Understanding the 4 stages of learning...

Blooms taxonomy by domain& level of learning Dr. Nahla Shehabelden.Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com Learning outcome Define the competency Determine the levels of Bloom’s taxonomy Understanding the 4 stages of learning Identify the model of learning education  Out Line What is competency Bloom’s taxonomy Cognitive domain Psychomotor domain Affective domain Levels of learning Model of leaning education  What is competency *A combination of skills, knowledge and attitude that enables an individual to perform a task to the standards required for successful job performance. Deals with "what is expected in the workplace." Emphasis on performing an actual job and not gaining knowledge or skills for their own sake.  Bloom's taxonomy Bloom's taxonomy refers to a classification of the different objectives that educator set for students *It divides educational objectives into three "domains": cognitive "knowing/head" , affective "feeling/heart", and psychomotor "doing/hands"  cognitive domain *Skills in the cognitive domain revolve around knowledge, comprehension, and critical thinking on a particular topic. There are six levels in the taxonomy, moving through the lowest order processes to the highest cognitive domain  Knowledge *The ability of repeat the content of learned materials from memory by recalling facts, terms, basic concepts and answers. Some terms used in this level are: Define, List, Label, outline, recall, state, tell ……..etc. Questions like: What are the health benefits of eating apples? Define ischemic heart disease. list 4 causes of ischemic heart disease.  Comprehension It is an interpretation of what has been leaned. change of knowledge to another form, or prediction of outcomes and effects. Some terms used in this level are: Translate, describe, discuss, explain, express, identify, report, compare….ect Questions like: Compare the health benefits of eating apples vs. oranges. Discuss the importance of the following aseptic technique in wound dressing. Describe the structure of the skin.  Application Using acquired knowledge. Solve problems in new situations by applying acquired knowledge, facts, techniques and rules in a different way. Some terms used in this level are: implement, operate, use, solve. Questions like: Which kinds of apples are best for baking a pie, and why? Design a nutritional plan for diabetic patient by following a food guide pyramid group.  Analysis * Examine and break information into parts, clarifying the relationship and organizing its parts, noting similarities and differences. Make inferences and find evidence to support generalizations. Some terms used in this level are; analyze, criticize, differentiate, distinguish. Questions like: List four ways of serving foods made with apples and explain which ones have the highest health benefits. Provide references to support your statements. Distinguish between stable& unstable angina. Differentiate between chronic and acute diarrhea.  Synthesis * Apply information together in a different way by combining elements in a new pattern or proposing alternative solutions and Production of a unique communication. Some terms used in this level are: construct, design, organize, create, plan. Questions like: Convert an "unhealthy" recipe for apple pie to a "healthy" recipe by replacing your choice of ingredients. Explain the health benefits of using the ingredients you chose vs. the original ones.  Evaluation The highest level in cognitive domain, the student will be able to judge the value of work, the logical sequence of a written data or the adequacy of a conclusion. Some terms used in this level are: assess, measure, judge, critique, evaluate. Questions like: Do you feel that serving apple pie after school snack for children is healthy? Critique 4 research articles. Activity: Think, Pair and Share What is the lowest levels in cognitive domain? What is the Highest levels in cognitive domain? Activity: Think, Pair and Share What is the lowest levels in cognitive domain? Knowledge& Comprehension What is the Highest levels in cognitive domain? Synthesis& Evaluation  Psychomotor domain *Skills in the psychomotor domain describe the ability to physically manipulate a tool or instrument like a hand or a hammer. Psychomotor objectives usually focus on change and/or development in behavior and/or skills. Psychomotor domain Preparation level  Perception The ability to use sensory cues to guide motor activity. This ranges from sensory stimulation, through cue selection, to translation. It requires the learner to demonstrate an awareness or knowledge of the behaviors needed to carry out the skill. Key Words: Estimate, chooses, describes, detects, differentiates, distinguishes, identifies, isolates, relates, selects. Examples: Estimate where a ball will land after it is thrown and then moving to the correct location to catch the ball.  Set Readiness to act. It includes mental, physical, and emotional sets that make you respond in a certain way to a situation. Key Words (Verbs) — Begins, Displays, Explains, Moves, Proceeds, Reacts, Shows, States, Volunteers, Demonstrate, Assumes a position. Examples: Shows desire to learn a new process (motivation). Recognizes one’s abilities and limitations.  Guided response * The early stages in learning a complex skill that includes imitation and trial and error. Adequacy of performance is achieved by practicing. Key Words (Verbs) — Copies, Follows, Reacts, Responds, Attempts, Imitates, Tries. Examples: Performs a mathematical equation as demonstrated. Follows instructions to build a model.  Mechanism * This is the intermediate stage in learning a complex skill. Learned responses have become habitual and the movements can be performed with a medium level of proficiency, assurance and confidence. Key Words (Verbs) — Assembles, Calibrates, Constructs, Displays, Fixes, Grinds, Heats, Manipulates, Measures, Mixes, Organizes, Sketches. Examples: Use a personal computer. * Drive a car.  Complex overt response(Expert) Is the ability to skillfully perform complex movements correctly. Complex movements are performed quickly, accurately and with a minimum wasted effort. This category includes automatic and highly coordinated performance without hesitation. Key Words (Verbs) — The key words are the same as Mechanism, but will have adverbs or adjectives that indicate that the performance is quicker, better, more accurate, etc. e.g. Calibrates accurately, Fixes tightly. Example: Operates a computer quickly and accurately. Displays competence while playing the piano.  Adaptation Skills are well developed, and the individual can modify movement patterns to fit special requirements. Key Words (Verbs) — Adapts, Alters, Changes, Rearranges, Reorganizes, Revises, Modifies, Varies. Examples: Responds effectively to unexpected experiences. Modifies instruction to meet the needs of the learners.  Origination Origination is the ability to create new movement for a special situation or problem. You are able to develop an original skill from a learned skill. In other words, learning outcomes emphasize creativity based upon highly developed skills. Key Words (Verbs) — Arranges, Builds, Constructs, Creates, Designs, Initiate, Makes, Originates. Examples: The learner composes a new symphony. Develops a new and comprehensive training program. Activity: Think, Pair and Share What is the preparation levels of psychomotor domain? What is the intermediate stage of psychomotor domain? Activity: Think, Pair and Share What is the preparation levels of psychomotor domain? Perception& set What is the intermediate stage of psychomotor domain? Mechanism  Affective domain *Skills in the affective domain describe the way people react emotionally and their ability to feel other living things' pain or joy. There are five levels in the affective domain moving through the lowest order processes to the highest. Affective domain  Receiving * The lowest level, this refers to a willingness to receive information e.g. the individual listens to others with respect, show sensitivity to social problem. Example : Listening and remembering the names of your classmates when you meet them on the first day of school.  Responding This refers to the individual actively participating in his or her own learning e.g. show interest in the subject participate in class discussions. Example : Participating in a class discussion.  Valuing * The value that is associated with a particular object or piece of information, ranging from basic acceptance to complex commitment, values are somehow related to prior knowledge and experience. Example : Valuing diversity and being sensitive to other people’s backgrounds and beliefs.  Organizing Sorting values into priorities and creating a unique value system with an emphasis on comparing and relating previously identified values. Example : Accepting professional ethical standards. Recognizes the need for balance between freedom and responsibility in a democracy.  Characterizing The highest level. At this level the individual has a value system in terms of their beliefs ideas and attitudes that control their behavior in a consistent manner , so that it becomes a characteristic. Example : Displays a professional commitment to ethical standards in the workplace. Maintains good health habits. Activity: Think, Pair and Share What is the lowest level in affective domain? What is the Highest level in Affective domain? Activity: Think, Pair and Share What is the lowest level in affective domain? Receiving What is the Highest level in Affective domain? Characterizing Activity : Write the suitable domain Level Domain Set Knowledge Valuing Analysis Origination Responding Characterizing Synthesis Complex overt response Activity : Write the suitable domain Level Domain Set Psychomotor Knowledge Cognitive Valuing Affective Analysis Cognitive Origination Psychomotor Responding Affective Characterizing Affective Synthesis Cognitive Complex overt response Psychomotor Stages of learning  Understanding the 4 stages of learning Martin M. Broadwell’s 4 stages of learning gives us a valuable conceptual framework to understand how we learn anything:  4 stages of learning 1. UNCONSCIOUS INCOMPETENCE (ignorance) We don’t know that we don’t know. Most of us never had extensive feedback about our interpersonal skills are at this state of unconscious incompetence. Example: An energetic two year old boy wants to ride a bike that he sees his older brother riding. But he doesn’t know that he doesn’t know how to ride it.  4 stages of learning 2. CONSCIOUS INCOMPETENCE (awareness) We know that we don’t know. Here we learn that we are not competent at something. This often comes as a rude awakening. Example: The two year old boy gets on a bike and falls off. He has immediately gone from stage one to stage two and knows that he does not know how to ride a bike.  4 stages of learning 3. CONSCIOUS COMPETENCE (learning) We work at what we don’t know. Here we consciously make an effort to learn a new skill. Practice, drill and repetition are at the forefront. This is where most learning takes place. It takes effort and work. Example: The little boy carefully steers and balances and pedals and thinks of what he is doing, step by step.  4 stages of learning 4. UNCONSCIOUS COMPETENCE (mastery) We don’t have to think about knowing it. Here the skill set happens automatically at an unconscious level. Example: The little boy rides his bike without even thinking about it. He can whistle, talk, sing, or do other things with his mind at the same time. Activity: Matching Statement Stage of learning.We work at what we don’t know A. CONSCIOUS INCOMPETENCE.We don’t know that we don’t know B. UNCONSCIOUS COMPETENCE We don’t have to think about knowing it C. CONSCIOUS COMPETENCE.We know that we don’t know D. UNCONSCIOUS INCOMPETENCE Activity: Matching Statement Stage of learning We work at what we don’t know. (C) A. CONSCIOUS INCOMPETENCE We don’t know that we don’t know. (D) B. UNCONSCIOUS COMPETENCE We don’t have to think about knowing it. (B) C. CONSCIOUS COMPETENCE We know that we don’t know. (A) D. UNCONSCIOUS INCOMPETENCE Level of learning  Kirkpatrick Model 4 levels of learning education  Kirkpatrick Model 4 levels of learning education Level 1: Reaction ❖ The first level of criteria is “reaction,” which measures whether learners find the training engaging, favorable, and relevant to their jobs. ❖ This level is most commonly assessed by using an after-training survey (often referred to as a “smile sheet”) that asks students to rate their experience.  Kirkpatrick Model 4 levels of learning education Level 2: Learning ❖ Measures the learning of each participant based on whether learners acquire the intended knowledge, skills, attitude, confidence and commitment to the training. ❖ Learning can be evaluated through both formal and informal methods, and should be evaluated through pre-learning and post-learning assessments to identify accuracy and comprehension. ❖ Methods of assessment include exams or interview-style evaluations.  Kirkpatrick Model 4 levels of learning education Level 3: Behavior ❖ One of the most crucial steps in the Kirkpatrick Model, Level 3 measures whether participants were truly impacted by the learning and if they’re applying what they learn. ❖ Assessing behavioral changes makes it possible to know not only whether the skills were understood, but if it's logistically possible to use the skills in the workplace. ❖ A lack of behavioral change may not mean training was ineffective, but that the organization’s current processes and cultural conditions aren’t fostering an ideal learning environment for the desired change.  Kirkpatrick Model 4 levels of learning education Level 4: Results ❖ The final level, Level 4, is dedicated to measuring direct results. Level Four measures the learning against an organization's outcomes— the Key Performance Indicators (KPI) that were established before learning was initiated. ❖ Using the Kirkpatrick Model creates an actionable measurement plan to clearly define goals, measure results and identify areas of notable impact. Activity: Matching Statement Kirkpatrick Model Measures whether learners acquire the intended A. Behavior knowledge and skills Measures the learning against an organization's B. Reaction outcomes (KPI) Referred to as a smile sheet C. Results Measures whether participants were truly impacted D. Learning by the learning and applying what they learn Activity: Matching Statement Kirkpatrick Model Measures whether learners acquire the intended A. Behavior knowledge and skills. D Measures the learning against an organization's B. Reaction outcomes (KPI). C Referred to as a smile sheet. B C. Results Measures whether participants were truly impacted D. Learning by the learning and applying what they learn. A  Factors that affect learning Motivation Factors that Mental group affect Practice learning Environment  Factors that affect learning Motivation ❖ The encouragement one gets to complete a task, to achieve a goal is known as motivation. It is a very important aspect of learning as it acts gives us a positive energy to complete a task. Example ❖ The coach motivated the players to win the match.  Factors that affect learning Practice ❖ We all know that ”Practice makes us perfect”. In order to be a perfectionist or at least complete the task, it is very important to practice what we have learnt. Example ❖ We can be a programmer only when we execute the codes we have written.  Factors that affect learning Environment ❖ We learn from our surroundings, we learn from the people around us. They are of two types of environment – internal and external. Example ❖ A child when at home learns from the family which is an internal environment, but when sent to school it is an external environment.  Factors that affect learning Mental group ❖ It describes our thinking by the group of people we chose to hang out with. In simple words, we make a group of those people with whom we connect. It can be for a social cause where people with the same mentality work in the same direction. Example ❖ A group of readers, travelers, etc. Activity zone: Makes us perfect Learn from Factors that People with the same mentality our affect work in the same surroundings learning direction The encouragement one to complete a task  Activity zone: Makes us Practice perfect Environment Learn from Factors that People with the same mentality Mental our affect work in the same group surroundings learning direction The encouragement Motivation one to complete a task Five-step cycle to improve learning in the classroom Prior Knowledge Repetition Presentation Feedback Challenge  Five-step cycle to improve learning in the classroom Step 1: Prior Knowledge Is the knowledge that the student has before to starting the topic. Our understanding of how the brain makes memories tells us that the student can only understand what are telling them if they can link it to something they already know. This means that assessing the student's prior knowledge is a vital first step to ensure the words do not ‘fall on deaf ears’. If find that prior knowledge is missing, repairing this is an important first step in their learning.  Five-step cycle to improve learning in the classroom Step 2: Presenting new material This step includes methods and important considerations to use when presenting new material to the students. These include: 1. Recognizing the Working Memory limit to ensure that the students do not overload with too much new information at one time. 2. Linking to Prior Knowledge to help students make connections which lead to good long-term memories. 3. Using a Multi-sensory approach to make use of more parts of the students’ brains for learning. 4. Linking Abstract ideas to Concrete Examples to enable students to understand the more difficult teaching ideas.  Five-step cycle to improve learning in the classroom Step 3: Challenge These are ways to set the students tasks make their learning of the new material effective. 1. Set the tasks which are not just words by setting Graphical and other Non-linguistic tasks. 2. If students work effectively in groups, Cooperative or Collaborative methods are effective to promote thinking. 3. Thinking tasks, such as problem solving and hypothesis testing can deepen the students’ knowledge and consolidate the surface thinking.  Five-step cycle to improve learning in the classroom Step 4: Feedback These are methods to show the student how to improve. Note the importance that they implement the feedback, not simply receive it! There is no ‘best’ way to give (and receive) feedback. Could give it verbally or written.  Five-step cycle to improve learning in the classroom Step 5 Repetition These are methods which give the student the opportunity to develop long-term memories by revisiting the new material over time. The evidence, both from the classroom and from neuroscience, is that spaced repetitions are vital to create long term memories. Activity zone: The knowledge that the student has before to starting the topic Develop long-term Ensure that the students do not overload with too much memories new information at one time Show the student Set the tasks which are how to improve not just words Activity zone: The knowledge that the Prior student has before to Knowledge starting the topic Develop long-term Ensure that the students do Repetition not overload with too much Presentation memories new information at one time Show the student Set the tasks which are Feedback Challenge how to improve not just words 69