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    EDU 552 Assignment

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    Påulinüs Afåm John
    This document provides instructional objectives for each of the six levels of Bloom's revised taxonomy of cognitive learning: remember, understand, apply, analyze, evaluate, and create. For each level, examples are given of learning objectives and common teaching methods. The levels progress from remembering facts to creating new ideas or products. The original taxonomy by Bloom and associates from 1956 was revised in 2001 by Anderson and Krathwohl to better reflect 21st century education.

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    EDU 552 Assignment

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    Påulinüs Afåm John
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    This document provides instructional objectives for each of the six levels of Bloom's revised taxonomy of cognitive learning: remember, understand, apply, analyze, evaluate, and create. For each level, examples are given of learning objectives and common teaching methods. The levels progress from remembering facts to creating new ideas or products. The original taxonomy by Bloom and associates from 1956 was revised in 2001 by Anderson and Krathwohl to better reflect 21st century education.

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    This document provides instructional objectives for each of the six levels of Bloom's revised taxonomy of cognitive learning: remember, understand, apply, analyze, evaluate, and create. For each level, examples are given of learning objectives and common teaching methods. The levels progress from remembering facts to creating new ideas or products. The original taxonomy by Bloom and associates from 1956 was revised in 2001 by Anderson and Krathwohl to better reflect 21st century education.

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    15 views3 pages

    EDU 552 Assignment

    Uploaded by

    Påulinüs Afåm John
    This document provides instructional objectives for each of the six levels of Bloom's revised taxonomy of cognitive learning: remember, understand, apply, analyze, evaluate, and create. For each level, examples are given of learning objectives and common teaching methods. The levels progress from remembering facts to creating new ideas or products. The original taxonomy by Bloom and associates from 1956 was revised in 2001 by Anderson and Krathwohl to better reflect 21st century education.

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    CURRICULUM DEVELOPMENT IN TECHNOLOGY AND SCIENCE

    EDUCATION (EDU 552) | ASSIGNMENT


    DEPARTMENT : PHYSICAL SCIENCE EDUCATION
    PROGRAM: STATISTICS EDUCATION
    ID NUMBER: STE/16U/5583
    Q: write a comprehensive instructional objectives for each of the six(6) levels of the new
    cognitive domain by Bloom’s and associates.
    ANSWERS
    PREAMBLE

    Cognitive objectives are designed to increase an individual’s knowledge. Many refer to


    Bloom’s taxonomy of cognitive objectives, originated by Benjamin Bloom and collaborators
    in the 1950’s.
    Bloom describes several categories of cognitive learning:
    Starting with basic factual knowledge, the categories progress through comprehension,
    application, analysis, synthesis, and evaluation.
    Knowledge – Remembering or recalling information.
    Comprehension – The ability to obtain meaning from information.
    Application – The ability to use information.
    Analysis – The ability to break information into parts to understand it better.
    Synthesis – The ability to put materials together to create something new.
    Evaluation – The ability to check, judge, and critique materials.
    In the 1990’s, Lorin Anderson, a former student of Bloom, along with David Krathwohl, one
    of Boom’s original partners, worked to revise the original taxonomy. The Anderson and
    Krathwohl Taxonomy was published in 2001 in the book “A Taxonomy for Learning,
    Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives.”
    Bloom’s Original and Revised Hierarchy

    Remember – Using memory to recall facts and definitions.


    Understand – Constructing meaning from information.
    Apply – Using procedures to carry out a task.
    Analyse – Breaking materials into parts to determine structures and relationships.
    Evaluate – Making judgements based on checking against given criteria.
    Create – Putting materials together to form a unique product.
    Instructional objectives for each of the six(6) level of the new cognitive domains
    1. Remember (Knowledge)
    It is the lowest level of bloom’s taxonomy hierarchical model which encompasses the ability
    to recall the learned information. Before a student can understand a concept, he must be able
    to recall the information. Common teaching or learning methods used at this knowledge level
    are lectures, book reading, online resources, memorization and watching videos.
    Examples Of Learning Objectives

    i. By the end of this lesson, students will be able to define acceleration.


    ii. By the end of this lesson, students will be able to outline various stages of
    design thinking.
    iii. By the end of this lesson, students will be able to label different parts of the
    human brain.
    2. Understand (Comprehension)
    The next level is comprehension. At this stage, students are able to understand, interpret and
    summarize the concepts learned in the knowledge phase in their own words. The most
    common methods for teaching and learning at this stage are charts, graphs, discussion,
    reading material, and presentations.
    Examples Of Learning Objectives

    i. By the end of this lesson, students will be able to explain how sensory
    receptors in our brain detect stimuli.
    ii. By the end of this lesson, students will be able to explain how the heart pumps
    blood throughout our body.
    iii. By the end of this lesson, students will be able to discuss the factors that affect
    the solubility of a liquid.
    3. Apply (Application)
    At this stage, students are able to apply facts, ideas, and concepts into another context.
    Examples Of Learning Objectives

    i. By the end of this lesson, students will be able to forecast the annual revenue
    of any company using its past data.
    ii. By the end of this lesson, students will be able to demonstrate how work in a
    diverse culture.
    iii. By the end of this lesson, students will be able to show how to demonstrate
    emotional intelligence during an interview.
    4. Analyse (Analysis)
    At this stage, students are finally able to break down the concepts into individual parts, think
    critically to draw a connection between the broken parts, analyse, draw inferences and make
    attributions.
    Examples Of Learning Objectives

    i. By the end of this lesson, students will be able to differentiate between


    differential and inferential statistics.
    ii. By the end of this lesson, students will be able to compare and contrast
    prokaryotic and eukaryotic cells.
    iii. By the end of this lesson, students will be able to illustrate how DNA code
    translates into RNA code.
    5. Evaluate (Evaluation)
    At this stage, students make judgments about the concepts, defend or criticize them based on
    certain criteria and standards.
    Examples Of Learning Objectives

    i. By the end of this lesson, students will be able to explain which kind of
    medicine is better for leukaemia and why?
    ii. By the end of this lesson, students will be able to defend their proposed
    hypotheses.
    iii. By the end of this lesson, students will be able to assess the environmental
    impact of coal mining.
    6. Create (Synthesis)
    This is the last level of learning in Bloom’s taxonomy. At this stage, students can
    demonstrate their knowledge by applying the learned concepts to create something
    meaningful. It could involve developing an application or part of a machine, designing a
    website, creating a report or a video.
    Examples Of Learning Objectives

    i. By the end of this lesson, students will be able to develop an application for
    the Google play store.
    ii. By the end of this lesson, students will be able to create financial statements in
    MS Excel.
    iii. By the end of this lesson, students will be able to compose the scientific name
    of an organism.
    CITATIONS
    Anderson, L.W., & Krathwohl (Eds.). (2001). A Taxonomy for Learning, Teaching, and
    Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York:
    Longman.
    Bloom, B.S. and Krathwohl, D. R. (1956). Taxonomy of Educational Objectives: The
    Classification of Educational Goals, by a committee of college and university
    examiners. Handbook I: Cognitive Domain. NY, NY: Longmans, Green.

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