{"id":102,"date":"2022-11-20T22:30:23","date_gmt":"2022-11-20T22:30:23","guid":{"rendered":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/chapter\/chapter-10-blooms-taxonomy-2\/"},"modified":"2024-01-17T19:09:17","modified_gmt":"2024-01-17T19:09:17","slug":"chapter-10-blooms-taxonomy-2","status":"publish","type":"chapter","link":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/chapter\/chapter-10-blooms-taxonomy-2\/","title":{"raw":"Bloom's Taxonomy","rendered":"Bloom&#8217;s Taxonomy"},"content":{"raw":"<p class=\"c3\"><span class=\"c12 c4 c2\">At the end of this chapter, you will be able to: <\/span><\/p>\n\n<ul class=\"c20 lst-kix_v9itk2ofga0f-0 start\">\n \t<li class=\"c3 c21 li-bullet-0\"><span class=\"c12 c4 c2\">Identify key elements of Bloom\u2019s Taxonomy<\/span><\/li>\n \t<li class=\"c3 c21 li-bullet-0\"><span class=\"c12 c4 c2\">Explain strategies utilized to implement Bloom\u2019s Taxonomy<\/span><\/li>\n \t<li class=\"c3 c21 li-bullet-0\"><span class=\"c12 c4 c2\">Summarize the criticisms of and educational implications of Bloom\u2019s Taxonomy<\/span><\/li>\n \t<li class=\"c3 c21 li-bullet-0\"><span class=\"c12 c4 c2\">Explain how equity is impacted by Bloom\u2019s Taxonomy<\/span><\/li>\n \t<li class=\"c3 c21 li-bullet-0\"><span class=\"c12 c4 c2\">Identify classroom strategies to support the use of Bloom\u2019s Taxonomy<\/span><\/li>\n \t<li class=\"c3 c21 li-bullet-0\"><span class=\"c12 c4 c2\">Select strategies to support student success utilizing Bloom\u2019s Taxonomy<\/span><\/li>\n \t<li class=\"c3 c21 li-bullet-0\"><span class=\"c12 c4 c2\">Develop a plan to implement the use of Bloom\u2019s Taxonomy<\/span><\/li>\n<\/ul>\n<h6 class=\"c11\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 409.78px;height: 230.50px\"><img style=\"width: 409.78px;height: 230.50px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2022\/11\/image2-8.png\" alt=\"\"> \u00a0<\/span><span class=\"c12 c4 c2\">Image 10.1<\/span><\/h6>\n<p class=\"c3\"><em><strong><span class=\"c12 c4 c2\">Scenario:<\/span><\/strong><\/em><\/p>\n<p class=\"c3\"><em><span class=\"c16 c8 c2\">Ms. Crawley was planning her lessons for the next couple of weeks for her high school history class. Thinking back to her favorite history teacher, \u00a0she remembered what made it so exciting. They had to role play and debate controversial historical \u00a0issues like voting rights. Having students play different roles in the debate really got them fired up and engaged. Ms. Crawley wanted to take the learning beyond a simple recall of information. She had to start with some introductory learning of the topic so that the students would be informed as they assumed their roles. She would use a film and read-around to help students understand the issues initially. She would put them in teams so they could create the character who would participate in the debate.<\/span><\/em><\/p>\n<p class=\"c3\"><span class=\"c16 c8 c2\">As you learn about Bloom's Taxonomy, consider the complexity of the learning tasks and where that takes the student. Consider that this is sequential, that Ms. Crawley has to first introduce the information before the students can apply their learning. Consider what students will remember \u00a0from such an engaging activity!<\/span><\/p>\n<p class=\"c3\"><span class=\"c12 c4 c2\">Check out this video for an introduction:<\/span><\/p>\n\n<h6 class=\"c3\"><span class=\"c2\">Video 10.1<\/span><\/h6>\n[embed]https:\/\/www.youtube.com\/watch?v=gzH6j00wmWY[\/embed]\n<h2 class=\"c3 c31\"><span class=\"c12 c4 c2\">INTRODUCTION<\/span><\/h2>\n<p class=\"c3\"><span class=\"c1\">Benjamin Samuel Bloom (1913-1999) was born in Lansford, Pennsylvania, and received both a bachelor's and master's degree from Pennsylvania State University in 1935. He went on to earn a doctoral degree from the University of Chicago in 1942, where he acted as first a staff member of the Board of Examinations (1940-1943), then a University Examiner (1943-1959), as well as an instructor in the Department of Education. <\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Bloom's most recognized and highly regarded initial work spawned from his collaboration with his mentor and fellow examiner Ralph W. Tyler and came to be known as <\/span><span class=\"c4 c2\">Bloom's Taxonomy. <\/span><span class=\"c2\">These ideas are highlighted in his third publication, <\/span><span class=\"c8 c2\"><em>Taxonomy of Educational Objectives: Handbook I, The Cognitive Domain<\/em>. <\/span><span class=\"c2\">He later wrote a second handbook for the taxonomy in 1964, which focuses on the affective domain. Bloom's research in early childhood education, published in his 1964 <\/span><em><span class=\"c8 c2\">Stability and Change in Human Characteristics <\/span><\/em><span class=\"c1\">sparked widespread interest in children and learning and eventually and directly led to the formation of the Head Start program in America. Aside from his scholarly contributions to the field of education, Benjamin Bloom was an international activist and educational consultant. In 1957, he traveled to India to conduct workshops on evaluation, which led to great changes in the Indian educational system. He helped create the International Association for the Evaluation of Educational Achievement, the IEA, and organized the International Seminar for Advanced Training in Curriculum Development. He developed the Measurement, Evaluation, and Statistical Analysis (MESA) program at the University of Chicago.<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\"><strong>Bloom's Taxonomy<\/strong> was created in 1956 under the leadership of educational psychologist Dr. Benjamin Bloom in order to promote higher forms of thinking in education, such as analyzing and evaluating concepts, processes, procedures, and principles, rather than just remembering facts (rote learning). It is most often used when designing lesson objectives, learning goals, and instructional activities. Bloom et al. (1956) identified three <\/span><span class=\"c8 c2\">domains <\/span><span class=\"c1\">of educational activities or learning:<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">\u2022 <\/span><strong><span class=\"c4 c2\">Cognitive Domain<\/span><\/strong><span class=\"c4 c2\">:<\/span><span class=\"c2\"> mental skills <\/span><em><span class=\"c16 c8 c2\">(knowledge)<\/span><\/em><\/p>\n<p class=\"c3\"><span class=\"c2\">\u2022 <\/span><strong><span class=\"c4 c2\">Psychomotor Domain<\/span><\/strong><span class=\"c2\">: manual or physical skills <\/span><em><span class=\"c8 c2 c16\">(skills)<\/span><\/em><\/p>\n<p class=\"c3\"><span class=\"c2\">\u2022 <\/span><strong><span class=\"c4 c2\">Affective Domain<\/span><\/strong><span class=\"c2\">: growth in feelings or emotional areas <\/span><em><span class=\"c16 c8 c2\">(attitude)<\/span><\/em><\/p>\n<p class=\"c3\"><span class=\"c2\">Since the work was produced by higher education, the words tend to be a little bigger than what would be normally used. Domains may be thought of as categories. Instructional designers, trainers, and educators often refer to these three categories as<\/span><span class=\"c4 c2\"> KSA <\/span><span class=\"c1\">(Knowledge [cognitive], Skills [psychomotor], and Attitudes [affective]). This taxonomy of learning behaviors may be thought of as \"the goals of the learning process.\" That is, after a learning episode, the learner should have acquired a new skill, knowledge, and\/or attitude.\u00a0<\/span><span class=\"c2\">While Bloom et al. (1956) produced an elaborate compilation for the cognitive and affective domains, they omitted the psychomotor domain. Their explanation for this oversight was that they have little experience in teaching manual skills within the college level. However, there have been at least <a href=\"http:\/\/nwlink.com\/~donclark\/hrd\/Bloom\/psychomotor_domain.html\">\u00a0three psychomotor models<\/a><\/span><span class=\"c17 c2\">\u00a0<\/span><span class=\"c1\">created by other researchers. Their compilation divides the three domains into subdivisions, starting from the simplest cognitive process or behavior to the most complex. The divisions outlined are not absolutes and there are other systems or hierarchies that have been devised, such as the Structure of Observed Learning Outcome (SOLO). However, Bloom's Taxonomy is easily understood and is probably the most widely applied one in use today.<\/span><\/p>\n\n<h6 class=\"c3\"><span class=\"c2\">Video 10.2<\/span><\/h6>\n[embed]https:\/\/www.youtube.com\/watch?v=4DgkLV9h69Q[\/embed]\n<p class=\"c3\"><strong><span class=\"c4 c2\">The Cognitive Domain<\/span><\/strong><span class=\"c1\">\u00a0(Clark, 2015a)<\/span><\/p>\n<p class=\"c3\"><span class=\"c1\">The cognitive domain involves knowledge and the development of intellectual skills (Bloom, 1956). This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills. There are six major levels of cognitive processes, starting from the simplest to the most complex: <\/span><\/p>\n\n<ul class=\"c20 lst-kix_3dkxbktp97ix-0 start\">\n \t<li class=\"c3 c21 li-bullet-0\"><span class=\"c1\">Knowledge<\/span><\/li>\n \t<li class=\"c3 c21 li-bullet-0\"><span class=\"c1\">Comprehension <\/span><\/li>\n \t<li class=\"c3 c21 li-bullet-0\"><span class=\"c1\">Application <\/span><\/li>\n \t<li class=\"c3 c21 li-bullet-0\"><span class=\"c1\">Analysis<\/span><\/li>\n \t<li class=\"c3 c21 li-bullet-0\"><span class=\"c1\">Synthesis <\/span><\/li>\n \t<li class=\"c3 c21 li-bullet-0\"><span class=\"c1\">Evaluation <\/span><\/li>\n<\/ul>\n<p class=\"c3\"><span class=\"c2\">The levels can be thought of as degrees of difficulties. That is, the first ones must normally be mastered before the next one can take place. <\/span><\/p>\n<p class=\"c3\"><strong><span class=\"c4 c8 c2 c57\">Bloom's Revised Taxonomy<\/span><\/strong><\/p>\n<p class=\"c3\"><span class=\"c1\">Lorin Anderson, a former student of Bloom, and David Krathwohl revisited the cognitive domain in the mid-nineties and made some changes, with perhaps the three most prominent ones being:<\/span><\/p>\n<p class=\"c3\"><span class=\"c1\">\u2022 Changing the names in the six levels from noun to verb forms;<\/span><\/p>\n<p class=\"c3\"><span class=\"c1\">\u2022 Rearranging them as shown in Figure 10.1 and Figure 10.2; and<\/span><\/p>\n<p class=\"c3\"><span class=\"c1\">\u2022 Creating a cognitive processes and knowledge dimension matrix (Anderson et al., 2000; Figure 10.5, Figure 10.6, &amp; Figure 10.7).<\/span><\/p>\n\n<h6 class=\"c3\"><span class=\"c1\">Figure 10.1 Revised Cognitive Domain<\/span><\/h6>\n<p class=\"c3\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 486.87px;height: 294.87px\">\n<img style=\"width: 486.87px;height: 294.87px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image1.jpg\" alt=\"The revised cognitive domain. The six levels, from bottom to top, are Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating.\"><\/span><span class=\"c1\">\u00a0<\/span><\/p>\n\n<h6 class=\"c3\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 332.60px;height: 246.87px\"><span class=\"c8 c2\">Figure 10.2<\/span>\n<img class=\"\" style=\"width: 411px;height: 305px;margin-left: 0px;margin-top: 0px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image5-1.jpg\" alt=\"A chart showing the difference the original and new domain in the cognitive domain. The original domain contains Evaluation, Synthesis, Analysis, Application, Comprehension, Knowledge. The new domain contains Creating, Evaluating, Analyzing, Applying, Understanding, Remembering.\"><\/span><\/h6>\n<p class=\"c3\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 332.60px;height: 246.87px\"><span class=\"c1\">The chart shown above compares the original taxonomy with the revised one.<\/span><\/span><\/p>\n\n<h6 class=\"c3\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 401.50px;height: 225.27px\"><img style=\"width: 401.50px;height: 225.27px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image3-9.png\" alt=\"\"> \u00a0<\/span><span class=\"c1\">Image 10.2<\/span><\/h6>\n<p class=\"c3\"><span class=\"c1\">This new taxonomy reflects a more active form of thinking and is perhaps more accurate. The new version of Bloom's Taxonomy with examples and keywords is shown in Figure 10.3.<\/span><\/p>\n\n<h6 class=\"c3\"><span class=\"c1\">Figure 10.3: Levels of Original and Revised Cognitive Domain with Examples and Key Words<\/span><\/h6>\n<table class=\"grid\" style=\"height: 929px;width: 1001px\">\n<tbody>\n<tr class=\"c15\" style=\"height: 32px\">\n<td class=\"shaded\" style=\"height: 30px;width: 505px\" colspan=\"2\">\n<p class=\"c3\"><strong><span class=\"c12 c4 c2\">Old (Original) Cognitive Domain<\/span><\/strong><\/p>\n<\/td>\n<th class=\"shaded\" style=\"height: 30px;width: 496px\" colspan=\"2\">\n<p class=\"c3\"><strong><span class=\"c12 c4 c2\">New (Revised) Cognitive Domain<\/span><\/strong><\/p>\n<\/th>\n<\/tr>\n<tr class=\"c35\" style=\"height: 65px\">\n<td class=\"c42\" style=\"height: 65px;width: 242px\">\n<p class=\"c3\"><strong><span class=\"c12 c4 c2\">Levels<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c50\" style=\"height: 65px;width: 263px\">\n<p class=\"c3\"><strong><span class=\"c12 c4 c2\">Examples, Key Words (Verbs), and Learning Activities and Technologies<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c54\" style=\"height: 65px;width: 243px\">\n<p class=\"c3\"><strong><span class=\"c12 c4 c2\">Levels<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c29\" style=\"height: 65px;width: 253px\">\n<p class=\"c3\"><strong><span class=\"c12 c4 c2\">Examples, Key Words (Verbs), and Learning Activities and Technologies<\/span><\/strong><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c52\" style=\"height: 234px\">\n<td class=\"c9\" style=\"height: 234px;width: 242px\">\n<p class=\"c3\"><strong><span class=\"c4 c2\">Knowledge: <\/span><\/strong>\n<span class=\"c1\">Recall data or information.<\/span><\/p>\n<\/td>\n<td class=\"c23\" style=\"height: 234px;width: 263px\">\n<p class=\"c3\"><strong><span class=\"c4 c2\">Examples: <\/span><\/strong>\n<em><span class=\"c1\"><span style=\"text-decoration: underline\">Recite<\/span> a policy.\n<span style=\"text-decoration: underline\">Quote<\/span> prices from memory to a customer.\n<span style=\"text-decoration: underline\">Know<\/span> the safety rules.\n<span style=\"text-decoration: underline\">Define<\/span> a term.<\/span><\/em><\/p>\n<p class=\"c3\"><strong><span class=\"c4 c2\">Key Words: <\/span><\/strong>\n<span class=\"c2\">arranges, defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states\n<\/span>\n<strong><span class=\"c4 c2\">Technologies: <\/span><\/strong>\n<span class=\"c1\">bookmarking, flash cards, Internet search, reading<\/span><\/p>\n<\/td>\n<td class=\"c48\" style=\"height: 234px;width: 243px\">\n<p class=\"c3\"><strong><span class=\"c12 c4 c2\">Remembering:\n<\/span><\/strong><span style=\"font-family: inherit;font-size: inherit\">Recall or retrieve previous learned information.<\/span><\/p>\n<\/td>\n<td class=\"c28\" style=\"height: 234px;width: 253px\">\n<p class=\"c3\"><strong><span class=\"c4 c2\">Examples: <\/span><\/strong>\n<em><span class=\"c2\"><span style=\"text-decoration: underline\">Recite<\/span> a policy.\n<\/span><\/em><span class=\"c2\"><em><span style=\"text-decoration: underline\">Quote<\/span> prices from memory to a customer. <\/em>\n<em><span style=\"text-decoration: underline\">Recite<\/span> the safety rules.<\/em>\n<\/span>\n<strong><span class=\"c4 c2\">Key Words: <\/span><\/strong>\n<span class=\"c2\">defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states\n<\/span>\n<strong><span class=\"c4 c2\">Technologies: <\/span><\/strong>\n<span class=\"c1\">book marking, flash cards, rote learning based on repetition, reading<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c22\" style=\"height: 334px\">\n<td class=\"c9\" style=\"height: 334px;width: 242px\">\n<p class=\"c3\"><strong><span class=\"c12 c4 c2\">Comprehension:\n<\/span><\/strong><span class=\"c1\">Understand the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words.<\/span><\/p>\n<\/td>\n<td class=\"c23\" style=\"height: 334px;width: 263px\">\n<p class=\"c3\"><strong><span class=\"c4 c2\">Examples: <\/span><\/strong>\n<span class=\"c2\"><em><span style=\"text-decoration: underline\">Rewrite<\/span> the principles of test writing. <\/em>\n<em><span style=\"text-decoration: underline\">Explain<\/span> in one's own words the steps for performing a complex task. <\/em>\n<em><span style=\"text-decoration: underline\">Translate<\/span> an equation into a computer spreadsheet.<\/em>\n<\/span>\n<strong><span class=\"c4 c2\">Key Words: <\/span><\/strong>\n<span class=\"c2\">comprehends, converts, diagrams, defends, distinguishes, estimates, explains, extends, generalizes, gives an example, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates\n<\/span>\n<strong><span class=\"c4 c2\">Technologies: <\/span><\/strong>\n<span class=\"c1\">create an analogy, participating in cooperative learning, taking notes, story telling<\/span><\/p>\n<\/td>\n<td class=\"c48\" style=\"height: 334px;width: 243px\">\n<p class=\"c3\"><span class=\"c12 c4 c2\"><strong>Understanding:<\/strong>\n<\/span><span class=\"c1\">Comprehending the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words.<\/span><\/p>\n<\/td>\n<td class=\"c28\" style=\"height: 334px;width: 253px\">\n<p class=\"c3\"><strong><span class=\"c4 c2\">Examples: <\/span><\/strong>\n<span class=\"c2\"><em><span style=\"text-decoration: underline\">Rewrite<\/span> the principles of test writing. <\/em>\n<em><span style=\"text-decoration: underline\">Explain<\/span> in one's own words the steps for performing a complex task. <\/em>\n<em><span style=\"text-decoration: underline\">Translate<\/span> an equation into a computer spreadsheet.<\/em>\n<\/span>\n<strong><span class=\"c4 c2\">Key Words: <\/span><\/strong>\n<span class=\"c2\">comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives an example, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates\n<\/span>\n<strong><span class=\"c4 c2\">Technologies: <\/span><\/strong>\n<span class=\"c1\">create an analogy, participating in cooperative learning, taking notes, storytelling, Internet search<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c55\" style=\"height: 266px\">\n<td class=\"c9\" style=\"height: 266px;width: 242px\">\n<p class=\"c3\"><strong><span class=\"c4 c2\">Application: <\/span><\/strong>\n<span class=\"c1\">Use a <\/span><span class=\"c1\">concept in a new situation or unprompted use of an abstraction. Apply what was learned in the classroom into novel situations in the work place.<\/span><\/p>\n<\/td>\n<td class=\"c23\" style=\"height: 266px;width: 263px\">\n<p class=\"c3\"><strong><span class=\"c4 c2\">Examples: <\/span><\/strong>\n<em><span class=\"c1\"><span style=\"text-decoration: underline\">Use<\/span> a manual to calculate an employee's vacation time.\n<span style=\"text-decoration: underline\">Apply<\/span> laws of statistics to evaluate the reliability of a written test.<\/span><\/em><\/p>\n<p class=\"c3\"><strong><span class=\"c4 c2\">Key Words: <\/span><\/strong>\n<span class=\"c2\">applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses\n<\/span>\n<strong><span class=\"c4 c2\">Technologies: <\/span><\/strong>\n<span class=\"c1\">collaborative learning, create a process, blog, practice<\/span><\/p>\n<\/td>\n<td class=\"c48\" style=\"height: 266px;width: 243px\">\n<p class=\"c3\"><strong><span class=\"c4 c2\">Applying: <\/span><\/strong>\n<span class=\"c1\">Use a <\/span><span class=\"c1\">concept in a new situation or unprompted use of an abstraction. Apply what was learned in the classroom into novel situations in the work place.<\/span><\/p>\n<\/td>\n<td class=\"c28\" style=\"height: 266px;width: 253px\">\n<p class=\"c3\"><strong><span class=\"c4 c2\">Examples: <\/span><\/strong>\n<span class=\"c2\"><em><span style=\"text-decoration: underline\">Use<\/span> a manual to calculate an employee's vacation time.<\/em>\n<em><span style=\"text-decoration: underline\"> Apply<\/span> laws of statistics to evaluate the reliability of a written test.<\/em>\n<\/span>\n<strong><span class=\"c4 c2\">Key Words: <\/span><\/strong>\n<span class=\"c2\">applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses\n<\/span>\n<strong><span class=\"c4 c2\">Technologies: <\/span><\/strong>\n<span class=\"c1\">collaborative learning, create a process, blog, practice<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c22\">\n<td class=\"c9\" style=\"width: 242px\">\n<p class=\"c3\"><strong><span class=\"c4 c2\">Analysis: <\/span><\/strong>\n<span class=\"c1\">Separate material or concepts into component parts so that its organizational structure may be understood. Distinguish between facts and inferences.<\/span><\/p>\n<\/td>\n<td class=\"c27\" style=\"width: 263px\">\n<p class=\"c3\"><strong><span class=\"c4 c2\">Examples: <\/span><\/strong>\n<em><span class=\"c1\"><span style=\"text-decoration: underline\">Troubleshoot<\/span> a piece of equipment by using logical deduction.\n<\/span><span class=\"c1\"><span style=\"text-decoration: underline\">Recognize<\/span> logical fallacies in reasoning.\n<span style=\"text-decoration: underline\">Gather information<\/span> from a department and <span style=\"text-decoration: underline\">select<\/span> the required tasks for training.<\/span><\/em><\/p>\n<p class=\"c3\"><strong><span class=\"c4 c2\">Key Words: <\/span><\/strong>\n<span class=\"c2\">analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates\n<\/span>\n<strong><span class=\"c4 c2\">Technologies: <\/span><\/strong>\n<span class=\"c1\">fishbowls, debating, questioning what happened, run a test<\/span><\/p>\n<\/td>\n<td class=\"c40\" style=\"width: 243px\">\n<p class=\"c3\"><span class=\"c12 c4 c2\"><strong>Analyzing:<\/strong>\n<\/span><span class=\"c1\">Separate material or concepts into component parts so that its organizational structure may be understood. Distinguish between facts and inferences.<\/span><\/p>\n<\/td>\n<td class=\"c28\" style=\"width: 253px\">\n<p class=\"c3\"><strong><span class=\"c4 c2\">Examples: <\/span><\/strong>\n<em><span class=\"c1\"><span style=\"text-decoration: underline\">Troubleshoot<\/span> a piece of equipment by using logical deduction.\n<span style=\"text-decoration: underline\">Recognize<\/span> logical fallacies in reasoning.\n<span style=\"text-decoration: underline\">Gather information<\/span> from a department and <span style=\"text-decoration: underline\">select<\/span> the required tasks for training.<\/span><\/em><\/p>\n<p class=\"c3\"><strong><span class=\"c4 c2\">Key Words: <\/span><\/strong>\n<span class=\"c2\">analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates\n<\/span>\n<strong><span class=\"c4 c2\">Technologies: <\/span><\/strong>\n<span class=\"c1\">fishbowls, debating, questioning what happened, run a test<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c22\">\n<td class=\"c9\" style=\"width: 242px\">\n<p class=\"c3\"><strong><span class=\"c4 c2\">Synthesis: <\/span><\/strong>\n<span class=\"c1\">Build a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure.<\/span><\/p>\n<\/td>\n<td class=\"c27\" style=\"width: 263px\">\n<p class=\"c3\"><strong><span class=\"c4 c2\">Examples: <\/span><\/strong>\n<span class=\"c2\"><em><span style=\"text-decoration: underline\">Write<\/span> a company operations or process manual.<\/em>\n<em><span style=\"text-decoration: underline\">Design<\/span> a machine to perform a specific task.<\/em>\n<em><span style=\"text-decoration: underline\">Integrate<\/span> training from several sources to solve a problem. <span style=\"text-decoration: underline\">Revise and process<\/span> to improve the outcome.<\/em>\n<\/span>\n<strong><span class=\"c4 c2\">Key Words: <\/span><\/strong>\n<span class=\"c1\">categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes<\/span><\/p>\n<p class=\"c3\"><strong><span class=\"c4 c2\">Technologies: <\/span><\/strong>\n<span class=\"c1\">essay, networking<\/span><\/p>\n<\/td>\n<td class=\"c40\" style=\"width: 243px\">\n<p class=\"c3\"><strong><span class=\"c4 c2\">Evaluating: <\/span><\/strong>\n<span class=\"c1\">Make judgments about the value of ideas or materials.<\/span><\/p>\n<\/td>\n<td class=\"c28\" style=\"width: 253px\">\n<p class=\"c3\"><strong><span class=\"c4 c2\">Examples: <\/span><\/strong>\n<em><span class=\"c1\"><span style=\"text-decoration: underline\">Select<\/span> the most effective solution.\n<span style=\"text-decoration: underline\">Hire<\/span> the most qualified candidate.\n<span style=\"text-decoration: underline\">Explain and justify<\/span> a new budget.<\/span><\/em><\/p>\n<p class=\"c3\"><strong><span class=\"c4 c2\">Key Words: <\/span><\/strong>\n<span class=\"c2\">appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports<\/span><\/p>\n<p class=\"c3\"><strong><span class=\"c4 c2\">Technologies: <\/span><\/strong>\n<span class=\"c1\">survey, blogging<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c44\">\n<td class=\"c9\" style=\"width: 242px\">\n<p class=\"c3\"><strong><span class=\"c4 c2\">Evaluation: <\/span><\/strong>\n<span class=\"c1\">Make judgments about the value of ideas or materials.<\/span><\/p>\n<\/td>\n<td class=\"c27\" style=\"width: 263px\">\n<p class=\"c3\"><strong><span class=\"c4 c2\">Examples: <\/span><\/strong>\n<span class=\"c2\"><em><span style=\"text-decoration: underline\">Select<\/span> the most effective solution.<\/em>\n<em><span style=\"text-decoration: underline\">Hire<\/span> the most qualified candidate.<\/em>\n<em><span style=\"text-decoration: underline\">Explain and justify<\/span> a new budget.<\/em>\n<\/span>\n<strong><span class=\"c4 c2\">Key Words: <\/span><\/strong>\n<span class=\"c2\">appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports\n<\/span>\n<strong><span class=\"c4 c2\">Technologies: <\/span><\/strong>\n<span class=\"c1\">survey, blogging<\/span><\/p>\n<\/td>\n<td class=\"c40\" style=\"width: 243px\">\n<p class=\"c3\"><strong><span class=\"c4 c2\">Creating: <\/span><\/strong>\n<span class=\"c1\">Build a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure.<\/span><\/p>\n<\/td>\n<td class=\"c28\" style=\"width: 253px\">\n<p class=\"c3\"><strong><span class=\"c4 c2\">Examples: <\/span><\/strong>\n<span class=\"c2\"><span style=\"text-decoration: underline\"><em>Write<\/em><\/span><em> a <\/em><em>company operations<\/em> <em>or process manual.<\/em>\n<em><span style=\"text-decoration: underline\">Design <\/span>a machine to perform a specific task.<\/em>\n<em><span style=\"text-decoration: underline\">Integrate <\/span>training from several sources to solve a problem.\n<span style=\"text-decoration: underline\">Revise and process<\/span> to improve the outcome.<\/em>\n<\/span>\n<strong><span class=\"c4 c2\">Key Words: <\/span><\/strong>\n<span class=\"c1\">categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes<\/span><\/p>\n<p class=\"c3\"><strong><span class=\"c2 c4\">Technologies: <\/span><\/strong>\n<span class=\"c1\">create a new model, write an essay, network with others<\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n&nbsp;\n<h6 class=\"c3\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 407.50px;height: 271.67px\"><img style=\"width: 407.50px;height: 271.67px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image4-5.png\" alt=\"\"> <\/span><span class=\"c1\">Image 10.3<\/span><\/h6>\n<h2 class=\"c3\"><span class=\"c4 c2\">Educational Implications <\/span><\/h2>\n<p class=\"c3\"><span class=\"c1\">(Clark, 2015d)<\/span><\/p>\n<p class=\"c3\"><span class=\"c1\">Learning or instructional strategies determine the approach for achieving learning objectives and are included in the pre-instructional activities, information presentation, learner activities, testing, and follow-through. The strategies are usually tied to the needs and interests of students to enhance learning and are based on many types of learning styles (Ekwensi, Moranski, &amp; Townsend-Sweet, 2006). Thus the learning objectives point you towards the instructional strategies, while the instructional strategies will point you to the medium that will deliver or assist the delivery of the instruction, such as elearning, self-study, classroom learning and instructional activities, etc.<\/span><\/p>\n<p class=\"c3\"><strong><span class=\"c4 c2\">The <\/span><span class=\"c4 c8 c2\">Instructional Strategy Selection Chart<\/span><\/strong>\n<span class=\"c8 c2\">\u00a0<\/span>\n<span class=\"c1\">(Figure 10.13) shown below is a general guideline for selecting the teaching and learning strategy. It is based on Bloom's Taxonomy (Learning Domains). The matrix generally runs from the passive learning methods (top rows) to the more active participation methods (bottom rows). Bloom's Taxonomy (the right three columns) runs from top to bottom, with the lower level behaviors being on top and the higher behaviors being on the bottom. That is, there is a direct correlation in learning:<\/span><\/p>\n<p class=\"c3\"><span class=\"c1\">\u2022 Lower levels of performance can normally be taught using the more passive learning methods.<\/span><\/p>\n<p class=\"c3\"><span class=\"c1\">\u2022 Higher levels of performance usually require some sort of action or involvement by the learners.<\/span><\/p>\n\n<h6 class=\"c3\"><span class=\"c1\">Figure 10.4 Instructional Strategy Selection Chart<\/span><\/h6>\n<table class=\"grid\">\n<tbody>\n<tr class=\"c33\">\n<td class=\"c45\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c3\"><strong><span class=\"c12 c4 c2\">Instructional Strategy<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c32\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c3\"><strong><span class=\"c12 c4 c2\">Cognitive Domain<\/span><\/strong><\/p>\n<p class=\"c3\"><span class=\"c1\">(Bloom, 1956)<\/span><\/p>\n<\/td>\n<td class=\"c0\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c3\"><strong><span class=\"c12 c4 c2\">Psychomotor Domain<\/span><\/strong><\/p>\n<p class=\"c3\"><span class=\"c1\">(Simpson, 1972)<\/span><\/p>\n<\/td>\n<td class=\"c39\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c3\"><strong><span class=\"c12 c4 c2\">Affective Domain<\/span><\/strong><\/p>\n<p class=\"c3\"><span class=\"c1\">(Krathwohl, Bloom, &amp; Masia, 1973)<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c53\">\n<td class=\"c26\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c3\"><span class=\"c1\">Lecture, reading, audio\/visual, demonstration, or guided observations, question and answer period.<\/span><\/p>\n<\/td>\n<td class=\"c18\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c3\"><span class=\"c1\">1. Knowledge (Remembering)<\/span><\/p>\n<\/td>\n<td class=\"c7\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c3\"><span class=\"c1\">1. Perception<\/span><\/p>\n<p class=\"c3\"><span class=\"c1\">2. Set<\/span><\/p>\n<\/td>\n<td class=\"c25\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c3\"><span class=\"c1\">1. Receiving Phenomena<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c49\">\n<td class=\"c26\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c3\"><span class=\"c1\">Discussions, multimedia, Socratic didactic method, reflection. Activities such as surveys, role playing, case studies, fishbowls, etc.<\/span><\/p>\n<\/td>\n<td class=\"c18\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c3\"><span class=\"c1\">2. Comprehension (Understanding)<\/span><\/p>\n<p class=\"c3\"><span class=\"c1\">3. Application (Applying)<\/span><\/p>\n<\/td>\n<td class=\"c7\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c3\"><span class=\"c1\">3. Guided Response<\/span><\/p>\n<p class=\"c3\"><span class=\"c1\">4. Mechanism<\/span><\/p>\n<\/td>\n<td class=\"c25\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c3\"><span class=\"c1\">2. Responding to Phenomena<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c5\">\n<td class=\"c26\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c3\"><span class=\"c1\">Practice by doing (some direction or coaching is required), to simulated learning settings.<\/span><\/p>\n<\/td>\n<td class=\"c18\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c3\"><span class=\"c1\">4. Analysis (Analyzing)<\/span><\/p>\n<\/td>\n<td class=\"c7\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c3\"><span class=\"c1\">5. Complex Response<\/span><\/p>\n<\/td>\n<td class=\"c25\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c3\"><span class=\"c1\">3. Valuing<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c19\">\n<td class=\"c26\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c3\"><span class=\"c1\">Use in real situations. May use several high-level activities.<\/span><\/p>\n<\/td>\n<td class=\"c18\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c3\"><span class=\"c1\">5. Synthesis (Evaluating)<\/span><\/p>\n<\/td>\n<td class=\"c7\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c3\"><span class=\"c1\">6. Adaptation<\/span><\/p>\n<\/td>\n<td class=\"c25\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c3\"><span class=\"c1\">4. Organizing Values into Priorities<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c30\">\n<td class=\"c26\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c3\"><span class=\"c1\">Normally developed on own (informal learning) through self-study or learning through mistakes, but mentoring and coaching can speed the process.<\/span><\/p>\n<\/td>\n<td class=\"c18\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c3\"><span class=\"c1\">6. Evaluation (Creating)<\/span><\/p>\n<\/td>\n<td class=\"c7\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c3\"><span class=\"c1\">7. Origination<\/span><\/p>\n<\/td>\n<td class=\"c25\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c3\"><span class=\"c1\">5. Internalizing Values<\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p class=\"c3\"><span class=\"c1\">The chart above does not cover all possibilities, but most activities should fit in. For example, self-study could fall under reading, audio visual, and\/or activities, depending upon the type of learning environment and activities teachers design.<\/span><\/p>\n\n<h2 class=\"c3\"><span class=\"c12 c4 c2\">Criticisms of Bloom's Taxonomy <\/span><\/h2>\n<p class=\"c3\"><span class=\"c2\">As <a href=\"https:\/\/en.wikipedia.org\/wiki\/Bloom%27s_taxonomy%23CITEREFMorshead1965\">Morshead (1965)<\/a> <\/span><span class=\"c1\">pointed out on the publication of the second volume, the classification was not a properly constructed taxonomy, as it lacked a systemic rationale of construction. This was subsequently acknowledged in the discussion of the original taxonomy in its 2000 revision (Anderson &amp; Krathwohl, 2001), and the taxonomy was reestablished on more systematic lines. It is generally considered that the role the taxonomy played in systematizing a field was more important than any perceived lack of rigor in its construction.<\/span><\/p>\n<p class=\"c3\"><span class=\"c1\">Some critiques of the taxonomy's cognitive domain admit the existence of six categories of cognitive domain but question the existence of a sequential, hierarchical link (Paul, 1993). Often, educators view the taxonomy as a hierarchy and may mistakenly dismiss the lowest levels as unworthy of teaching (Flannery, 2007; Lawler, 2016). The learning of the lower levels enables the building of skills in the higher levels of the taxonomy, and in some fields, the most important skills are in the lower levels, such as identification of species of plants and animals in the field of natural history (Flannery, 2007; Lawler, 2016). Instructional scaffolding of higher-level skills from lower-level skills is an application of Vygotskian constructivism (Keene, Colvin, &amp; Sissons, 2010; Vygotsky, 1978).<\/span><\/p>\n<p class=\"c3\"><span class=\"c1\">Some consider the three lowest levels as hierarchically ordered, but the three higher levels as parallel (Anderson &amp; Krathwohl, 2001). Others say that it is sometimes better to move to Application before introducing concepts (Tomei, 2010, p.66). The idea is to create a learning environment where the real world context comes first and the theory second to promote the student's grasp of the phenomenon, concept or event. This thinking would seem to relate to the method of problem-based learning.<\/span><\/p>\n<p class=\"c3\"><span class=\"c1\">Furthermore, the distinction between the categories can be seen as artificial since any given cognitive task may entail a number of processes. It could even be argued that any attempt to nicely categorize cognitive processes into clean, cut-and-dried classifications undermines the holistic, highly connective and interrelated nature of cognition (Fadul, 2009). This is a criticism that can be directed at taxonomies of mental processes in general.<\/span><\/p>\n<p class=\"c3\"><strong><span class=\"c12 c4 c2\">Chapter Discussion Questions: <\/span><\/strong><\/p>\n\n<ul class=\"c20 lst-kix_hmti74hxlzyf-0 start\">\n \t<li class=\"c3 c21 li-bullet-0\"><span class=\"c12 c4 c2\">Explain the benefits of Bloom\u2019s Taxonomy to support student success.<\/span><\/li>\n \t<li class=\"c3 c21 li-bullet-0\"><span class=\"c12 c4 c2\">How would you summarize Bloom\u2019s Taxonomy? <\/span><\/li>\n \t<li class=\"c3 c21 li-bullet-0\"><span class=\"c4 c2\">How would you <\/span><span class=\"c4 c2\">use <\/span><span class=\"c4 c2\">Bloom\u2019s Taxonomy <\/span><span class=\"c4 c2\">to support<\/span><span class=\"c12 c4 c2\">\u00a0your students? <\/span><\/li>\n \t<li class=\"c3 c21 li-bullet-0\"><span class=\"c12 c4 c2\">How is equity related to Bloom\u2019s Taxonomy? <\/span><\/li>\n<\/ul>\n<h2 class=\"c3\"><span class=\"c12 c4 c2\">ATTRIBUTIONS<\/span><\/h2>\n<p class=\"c3\"><span class=\"c2\">Image 10.1: \"Blooms Taxonomy \", <\/span><span class=\"c2\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=https:\/\/openclipart.org\/share&amp;sa=D&amp;source=editors&amp;ust=1668986929451430&amp;usg=AOvVaw1g1oeiVNnl7LjBZ2ciPk9b\">\u00a0<\/a><\/span><span class=\"c2 c14\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=https:\/\/openclipart.org\/share&amp;sa=D&amp;source=editors&amp;ust=1668986929451715&amp;usg=AOvVaw0sKnpQL0mQ_Dvf0QbeeKFX\">Openclipart\u00a0<\/a><\/span><span class=\"c2\">is in the<\/span><span class=\"c14 c2\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=http:\/\/creativecommons.org\/publicdomain\/zero\/1.0\/&amp;sa=D&amp;source=editors&amp;ust=1668986929452251&amp;usg=AOvVaw2uDCxaYyXIdMwVgd362qfZ\"> Public Domain, CC0<\/a>\n<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Image 10.2: \"The Sound Alternative \" by Learning Policy Institute is licensed under<\/span><span class=\"c14 c2\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=http:\/\/creativecommons.org\/licenses\/by-nc\/4.0&amp;sa=D&amp;source=editors&amp;ust=1668986929452794&amp;usg=AOvVaw0dJZ1YGmhqZHjMWbTX-Iq2\"> CC BY-NC 4.0<\/a>\n<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Image 10.3: \"Crossroads Elementary School \" by<\/span><span class=\"c14 c2\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.flickr.com\/photos\/dodeacommunications\/18426932890&amp;sa=D&amp;source=editors&amp;ust=1668986929453326&amp;usg=AOvVaw2F8Rm7zSsctBcpI1aQwNLv\"> DoDEA\u00a0<\/a><\/span><span class=\"c2\">is licensed under<\/span><span class=\"c14 c2\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=http:\/\/creativecommons.org\/licenses\/by-nc-nd\/2.0&amp;sa=D&amp;source=editors&amp;ust=1668986929453706&amp;usg=AOvVaw17Ti4v1AQOWZcG59lQUytQ\"> CC BY-NC-ND 2.0<\/a>\n<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Video 10.1: <\/span><span class=\"c14 c2\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.youtube.com\/watch?v%3DgzH6j00wmWY&amp;sa=D&amp;source=editors&amp;ust=1668986929454071&amp;usg=AOvVaw2gO45txW035CLBtImF8NI-\">\"Blooms Taxonomy in the Classroom\" <\/a><\/span><span class=\"c1\">by Scott Ragsdale<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Video 10.2: <\/span><span class=\"c14 c2\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.youtube.com\/watch?v%3D4DgkLV9h69Q&amp;sa=D&amp;source=editors&amp;ust=1668986929454473&amp;usg=AOvVaw1HYqAgv0WyMM_B6uZb4ENB\">\"3.2 - How to Write Learning Objectives Using Bloom's Taxonomy\"\u00a0<\/a><\/span><span class=\"c2\"> by Course Design on a Shoestring Budget is licensed under<\/span><span class=\"c14 c2\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=http:\/\/creativecommons.org\/licenses\/by\/4.0&amp;sa=D&amp;source=editors&amp;ust=1668986929454852&amp;usg=AOvVaw07twBhAp42IHzbRX0qK2yc\"> CC BY 4.0<\/a>\n<\/span><\/p>\n\n<h2 class=\"c3 c31\"><span class=\"c12 c4 c2\">REFERENCES<\/span><\/h2>\n<p class=\"c3\"><span class=\"c2\">Anderson, L. W., &amp; Krathwohl, D. R. (Eds.). (2001). <\/span><em><span class=\"c8 c2\">A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. <\/span><\/em><span class=\"c1\">Boston, MA: Allyn &amp; Bacon.<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., ... Wittrock, M. C. (2000). <\/span><em><span class=\"c8 c2\">A Taxonomy for Learning, Teaching, and Assessing: A revision of Bloom's Taxonomy of Educational Objectives. <\/span><\/em><span class=\"c1\">New York, NY: Addison Wesley Longman, Inc.<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Bloom, B. S. (1956). <\/span><em><span class=\"c8 c2\">Taxonomy of educational objectives, Handbook I: The cognitive domain. <\/span><\/em><span class=\"c1\">New York, NY: David McKay Co Inc.<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Bloom, B.S. (Ed.). Engelhart, M. D., Furst, E. J., Hill, W. H., &amp; Krathwohl, D. R. (1956). <\/span><span class=\"c8 c2\"><em>Taxonomy of educational objectives, Handbook I: The cognitive domain<\/em>. <\/span><span class=\"c1\">New York, NY: David McKay Co., Inc.<\/span><\/p>\n<p class=\"c3\"><span class=\"c1\">Clark, D. R. (2015, January 12). Bloom's taxonomy of learning domains. Retrieved from http: \/\/nwlink.com\/~donclark\/hrd\/bloom.html#three_domains<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Clark, D. R. (2015a, January 12). Bloom's Taxonomy: The original cognitive domain. Retrieved from <\/span><span class=\"c17 c2\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=http:\/\/nwlink.com\/~donclark\/hrd\/Bloom\/original_cognitive_version.html&amp;sa=D&amp;source=editors&amp;ust=1668986929455805&amp;usg=AOvVaw3Gj6Xe-z17VH9yMW3jBLPF\">http: \/\/nwlink.com\/~donclark\/hrd\/Bloom\/original_cognitive_version.html<\/a>\n<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Clark, D. R. (2015b, January 12). Bloom's taxonomy: The psychomotor domain. Retrieved from <\/span><span class=\"c17 c2\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=http:\/\/nwlink.com\/~donclark\/hrd\/Bloom\/psychomotor_domain.html&amp;sa=D&amp;source=editors&amp;ust=1668986929456111&amp;usg=AOvVaw1BoOajZ0Xsji1Funw0WbNf\">http: \/\/nwlink.com\/~donclark\/hrd\/Bloom\/psychomotor_domain.html<\/a>\n<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Clark, D. R. (2015c, January 12). Bloom's taxonomy: The affective domain. Retrieved from <\/span><span class=\"c17 c2\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=http:\/\/nwlink.com\/~donclark\/hrd\/Bloom\/affective_domain.html&amp;sa=D&amp;source=editors&amp;ust=1668986929456431&amp;usg=AOvVaw0BY_Lb9g1_4xDl1kMPumUK\">http: \/\/nwlink.com\/~donclark\/hrd\/Bloom\/affective_domain.html<\/a>\n<\/span>\n<span class=\"c2\">Clark, D. R. (2015d, January 12). Learning strategies or instructional strategies. Retrieved from <\/span><span class=\"c17 c2\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=http:\/\/nwlink.com\/~donclark\/hrd\/strategy.html&amp;sa=D&amp;source=editors&amp;ust=1668986929456727&amp;usg=AOvVaw2c1vVhn2y3Q2K0NUGGvV66\">http:\/\/nwlink.com\/~donclark\/hrd\/strategy.html<\/a>\n<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Clark, R. C., &amp; Mayer, R. E. (2007). <\/span><em><span class=\"c8 c2\">E-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning <\/span><\/em><span class=\"c2\">(2nd ed.). <\/span><span class=\"c17 c2\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.google.com\/search?q%3DHoboken%2BNew%2BJersey%26stick%3DH4sIAAAAAAAAAOPgE-LUz9U3MMotLypT4gAxK_LMk7S0spOt9POL0hPzMqsSSzLz81A4VhmpiSmFpYlFJalFxQCykbPNQwAAAA%26sa%3DX%26ved%3D0ahUKEwiN-6WY9_LWAhVFKyYKHcZYA9EQmxMItAEoATAT&amp;sa=D&amp;source=editors&amp;ust=1668986929457147&amp;usg=AOvVaw0-GKPvYzQF7FpOJoXQQhOM\">\u00a0Hoboken, NJ: <\/a><\/span><span class=\"c2\">John <\/span>\n<span class=\"c8 c2\">Wiley <\/span><span class=\"c1\">&amp; Sons, Inc.<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Clark, R., &amp; Chopeta, L. (2004). <\/span><span class=\"c8 c2\"><em>Graphics for learning: Proven guidelines for planning, designing, and evaluating visuals in training materials<\/em>. <\/span><span class=\"c1\">San Francisco, CA: Jossey-Bass\/Pfeiffer.<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Dave, R. H. (1970). Psychomotor levels. In R. J. Armstrong (Ed.), <\/span><em><span class=\"c8 c2\">Developing and writing behavioral objectives <\/span><\/em><span class=\"c1\">(pp. 2021). Tucson, AZ: Educational Innovators Press.<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Ekwensi, F., Moranski, J., &amp; Townsend-Sweet, M., (2006). <\/span><span class=\"c8 c2\"><em>E-Learning concepts and techniques<\/em>. <\/span><span class=\"c2\">Bloomsburg University of Pennsylvania's Department of Instructional Technology. Retrieved from\u00a0<\/span><span class=\"c17 c2\">\n<a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=https:\/\/pdfs.semanticscholar.org\/4ccf\/02a87d6044fd181f1efcc0e2f819ef826486.pdf&amp;sa=D&amp;source=editors&amp;ust=1668986929457836&amp;usg=AOvVaw2PMUH9iZycQf_MIYIbXIdh\">https:\/\/pdfs.semanticscholar.org\/4ccf\/02a87d6044fd181f1efcc0e2f819ef826486.pdf<\/a>\n<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Fadul, J. A. (2009). Collective learning: Applying distributed cognition for collective intelligence. <\/span><span class=\"c8 c2\"><em>The International Journal of Learning<\/em>, 16(4), <\/span><span class=\"c1\">211-220.<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Flannery, M. C. (2007, November). Observations on biology. <\/span><em><span class=\"c8 c2\">The American Biology Teacher, <\/span><\/em><span class=\"c1\">69(9), 561-564. doi:10.1662\/0002-7685(2007)69[561:OOB]2.0.CO;2<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Harrow, A. (1972). <\/span><span class=\"c8 c2\"><em>A taxonomy of psychomotor domain: A guide for developing behavioral objectives<\/em>. <\/span><span class=\"c1\">New York, NY: David McKay Co., Inc.<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Keene, J., Colvin, J., &amp; Sissons, J. (2010, June). Mapping student information literacy activity against Bloom's taxonomy of cognitive skills. <\/span><span class=\"c8 c2\"><em>Journal of Information Literacy<\/em>, <\/span><span class=\"c1\">4(1), 6-21. doi: 10.11645\/4.1. 189<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Krathwohl, D. R., Bloom, B. S., &amp; Masia, B. B. (1973). <\/span><span class=\"c8 c2\"><em>Taxonomy of educational objectives, the classification of educational goals. Handbook II: Affective domain<\/em>. <\/span><span class=\"c1\">New York, NY: David McKay Co., Inc.<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Lawler, S. (2016, February 26). Identification of animals and plants is an essential skill set. Retrieved from <\/span><span class=\"c17 c2\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=http:\/\/theconversation.com\/identification-of-animals-and-plants-is-an-essential-skill-set-55450&amp;sa=D&amp;source=editors&amp;ust=1668986929458718&amp;usg=AOvVaw074bmepqUulG6ofOtaIXZi\">http:\/\/theconversation.com\/identification-of-animals-and-plants-is-an-essential-skill-set-55450<\/a>\n<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Morshead, R. W. (1965). On Taxonomy of educational objectives Handbook II: Affective domain. <\/span><span class=\"c8 c2\"><em>Studies in Philosophy and Education<\/em>, <\/span><span class=\"c2\">4(1), 164-170. <\/span><span class=\"c17 c2\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=https:\/\/en.wikipedia.org\/wiki\/Digital_object_identifier&amp;sa=D&amp;source=editors&amp;ust=1668986929459058&amp;usg=AOvVaw2_oqf1vkIlfTTblMJBtR_l\">\u00a0doi <\/a><\/span><span class=\"c17 c2\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=https:\/\/doi.org\/10.1007%252Fbf00373956&amp;sa=D&amp;source=editors&amp;ust=1668986929459222&amp;usg=AOvVaw2VITLIjLxGYn8w4m5FGsaM\">:10.1007\/bf00373956<\/a>\n<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Paul, R. (1993). <\/span><em><span class=\"c8 c2\">Critical thinking: What every person needs to survive in a rapidly changing world <\/span><\/em><span class=\"c1\">(3rd ed.). Rohnert Park, CA: Sonoma State University Press.<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Simpson, E. J. (1972). <\/span><span class=\"c8 c2\"><em>The classification of educational objectives in the psychomotor domain<\/em>. <\/span><span class=\"c1\">Washington, DC: Gryphon House.<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Tomei, L. A. (2010). <\/span><em><span class=\"c8 c2\">Designing instruction for the traditional, adult, and distance learner: A new engine for technology-based learning. <\/span><\/em><span class=\"c1\">Hershey, PA: IGI Global.<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Vygotsky, L. S. (1978). <\/span><span class=\"c8 c2\"><em>Mind in society: The development of higher psychological processes<\/em>. <\/span><span class=\"c1\">Cambridge, MA: Harvard University Press.<\/span><\/p>\n\n<h2 class=\"c3 c31\"><strong><span class=\"c12 c4 c2\">ADDITIONAL READING<\/span><\/strong><\/h2>\n<p class=\"c3\"><span class=\"c12 c4 c2\">Credible Articles on the Internet<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Armstrong, P. (n.d.). Bloom's taxonomy. Retrieved from <\/span><span class=\"c17 c2\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=http:\/\/cft.vanderbilt.edu\/guides-sub-pages\/blooms-taxonomy\/&amp;sa=D&amp;source=editors&amp;ust=1668986929460305&amp;usg=AOvVaw0WnGl5J-WB-ceGV1U8Ikud\">\u00a0http:\/\/cft.vanderbilt.edu\/guides-sub-pages\/blooms-taxonomy\/<\/a>\n<\/span><\/p>\n<p class=\"c3\"><span class=\"c1\">Bloom's taxonomy of education objectives. (2016). Retrieved from\u00a0<\/span><span class=\"c2 c17\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=https:\/\/teaching.uncc.edu\/services-programs\/teaching-guides\/course-design\/blooms-educational-objectives&amp;sa=D&amp;source=editors&amp;ust=1668986929460715&amp;usg=AOvVaw1uSfGX78fC0DmDIN7_FEtG\">https:\/\/teaching.uncc.edu\/services-programs\/teaching-guides\/course-design\/blooms-educational-objectives<\/a>\n<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Bloom's taxonomy revised: A taxonomy for learning, teaching, and assessing. (2016). Retrieved from <\/span><span class=\"c17 c2\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.ccri.edu\/ctc\/pdf\/Blooms_Revised_Taxonomy.pdf&amp;sa=D&amp;source=editors&amp;ust=1668986929461150&amp;usg=AOvVaw3h5wxObcz8Mk7iVc4GyBXM\">https:\/\/www.ccri.edu\/ctc\/pdf\/Blooms_Revised_Taxonomy.pdf<\/a>\n<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Eisner, E. W. (2000). Benjamin Bloom. <\/span><span class=\"c8 c2\">Prospects: <em>The quarterly review of comparative education, xxx <\/em><\/span>\n<span class=\"c2\">(3). Retrieved from <\/span><span class=\"c17 c2\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=http:\/\/unesdoc.unesco.org\/images\/0012\/001231\/123140eb.pdf&amp;sa=D&amp;source=editors&amp;ust=1668986929461514&amp;usg=AOvVaw2c_iSqUs2H28TauYIzHwE8\">http:\/\/unesdoc.unesco.org\/images\/0012\/001231\/123140eb.pdf<\/a>\n<\/span><\/p>\n<p class=\"c3\"><span class=\"c1\">Eisner, E. W. (2002). Benjamin Bloom 1913-99. Retrieved from\u00a0<\/span><span class=\"c17 c2\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.ibe.unesco.org\/International\/Publications\/Thinkers\/ThinkersPdf\/bloome.pdf&amp;sa=D&amp;source=editors&amp;ust=1668986929461928&amp;usg=AOvVaw2j1Gswq3aadd4_xJJTE3Be\">http:\/\/www.ibe.unesco.org\/International\/Publications\/Thinkers\/ThinkersPdf\/bloome.pdf<\/a>\n<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Forehand, M. (2005). Bloom's taxonomy: Original and revised. In M. Orey (Ed.), <\/span><em><span class=\"c8 c2\">Emerging perspectives on learning, teaching, and technology. <\/span><\/em><span class=\"c2\">Athens, GA: University of Georgia. Retrieved from <\/span><span class=\"c17 c2\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=http:\/\/epltt.coe.uga.edu\/index.php?title%3DBloom%2527s_Taxonomy&amp;sa=D&amp;source=editors&amp;ust=1668986929462269&amp;usg=AOvVaw3Sjy8MVHJbnEky1FQfbOiJ\">http:\/\/epltt.coe.uga.edu\/index.php?title=Bloom%27s_Taxonomy<\/a>\n<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Hess, K. K., Jones, B. S., Carlock, D., &amp; Walkup, J. R. (2009). Cognitive rigor: Blending the strengths of Bloom's taxonomy and webb's depth of knowledge to enhance classroom-level processes. Retrieved from <\/span><span class=\"c17 c2\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=http:\/\/files.eric.ed.gov\/fulltext\/ED517804.pdf&amp;sa=D&amp;source=editors&amp;ust=1668986929462625&amp;usg=AOvVaw0uMy1AW9W1M8jg2R6j2h8g\">http:\/\/files.eric.ed.gov\/fulltext\/ED517804.pdf<\/a>\n<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Honan, W. H. (1999). Benjamin Bloom, 86, a leader in the creation of head start. Retrieved from <\/span><span class=\"c17 c2\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.nytimes.com\/1999\/09\/15\/us\/benjamin-bloom-86-a-leader-in-the-creation-of-head-start.html?pagewanted%3D1&amp;sa=D&amp;source=editors&amp;ust=1668986929462971&amp;usg=AOvVaw0YMrr2Gloq0V4lm3WsRdUk\">http:\/\/www.nytimes.com\/1999\/09\/15\/us\/benjamin-bloom-86-a-leader-in-the-creation-of-head-start.html?pagewanted=1<\/a>\n<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Huitt, W. (2004). Bloom et al.'s taxonomy of the cognitive domain. <\/span><em><span class=\"c8 c2\">Educational Psychology Interactive<\/span><\/em><span class=\"c2\">. Valdosta, GA: Valdosta State University. Retrieved from <\/span><span class=\"c17 c2\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.edpsycinteractive.org\/topics\/cognition\/bloom.html&amp;sa=D&amp;source=editors&amp;ust=1668986929463385&amp;usg=AOvVaw2SlZHg9vPkF3g3xLKSHTE6\">\u00a0http:\/\/www.edpsycinteractive.org\/topics\/cognition\/bloom.html\u00a0<\/a><\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Illinois Online Network. (n.d.). Objectives. Retrieved from <\/span><span class=\"c17 c2\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.ion.uillinois.edu\/resources\/tutorials\/id\/developObjectives.asp%2523top&amp;sa=D&amp;source=editors&amp;ust=1668986929463780&amp;usg=AOvVaw2GpK-8aaWYXFXjmTbxh2dn\">http:\/\/www.ion.uillinois.edu\/resources\/tutorials\/id\/developObjectives.asp#top<\/a>\n<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Overbaugh, R. C., &amp; Schultz, L. (n.d.). Bloom's taxonomy. Retrieved from <\/span><span class=\"c17 c2\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.fitnyc.edu\/files\/pdfs\/CET_TL_BloomsTaxonomy.pdf&amp;sa=D&amp;source=editors&amp;ust=1668986929464096&amp;usg=AOvVaw0ZlRVxZSLcKLjn5GRw5_P0\">http:\/\/www.fitnyc.edu\/files\/pdfs\/CET_TL_BloomsTaxonomy.pdf<\/a>\n<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Shabatura, J. (2013). Using Bloom's taxonomy to write effective learning objectives. Retrieved from <\/span><span class=\"c17 c2\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=https:\/\/tips.uark.edu\/using-blooms-taxonomy\/&amp;sa=D&amp;source=editors&amp;ust=1668986929464378&amp;usg=AOvVaw1-ZjrR9YjRbNq9Die5eWMZ\">https:\/\/tips.uark.edu\/using-blooms-taxonomy\/<\/a>\n<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Wilson, L. (2016). Anderson and Krathwohl-Bloom's taxonomy revised. Retrieved from <\/span><span class=\"c17 c2\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=http:\/\/thesecondprinciple.com\/teaching-essentials\/beyond-bloom-cognitive-taxonomy-revised\/&amp;sa=D&amp;source=editors&amp;ust=1668986929464741&amp;usg=AOvVaw0XMdpZWPzVse9tKd3HTEYi\">http:\/\/thesecondprinciple.com\/teaching-essentials\/beyond-bloom-cognitive-taxonomy-revised\/<\/a>\n<\/span><\/p>\n<p class=\"c3\"><strong><span class=\"c12 c4 c2\">Peer-Reviewed Articles<\/span><\/strong><\/p>\n<p class=\"c3\"><span class=\"c2\">Athanassiou, N., McNett, J. M., &amp; Harvey, C. (2003). Critical thinking in the management classroom: Bloom's taxonomy as a learning tool. <\/span><span class=\"c8 c2\"><em>Journal of Management Education<\/em>, <\/span><span class=\"c1\">27(5), 533-555.<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Halawi, L. A., Pires, S., &amp; McCarthy, R. V. (2009). An evaluation of E-learning on the basis of bloom's taxonomy: An exploratory study. <\/span><span class=\"c8 c2\"><em>Journal of Education for Business<\/em>, <\/span><span class=\"c1\">84(6), 374-380.<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Hogsett, C. (1993). Women's ways of knowing bloom's taxonomy. <\/span><span class=\"c8 c2\"><em>Feminist Teacher<\/em>, 7 <\/span><span class=\"c1\">(3), 27.<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Kastberg, S. E. (2003). Using bloom's taxonomy as a framework for classroom assessment. <\/span><span class=\"c8 c2\"><em>The Mathematics Teacher<\/em>, 96(6), <\/span><span class=\"c1\">402-405.<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Seaman, M. (2011). Bloom's taxonomy: Its evolution, revision, and use in the field of education. <\/span>\n<span class=\"c2 c8\"><em>Curriculum and Teaching Dialogue<\/em>, 13 <\/span><span class=\"c1\">(1), 29-131A.\u00a0<\/span><span class=\"c2\">Page <\/span><span class=\"c12 c4 c2\">102<\/span><\/p>\n<p class=\"c3\"><strong><span class=\"c12 c4 c2\">Books from Dalton State College Library<\/span><\/strong><\/p>\n<p class=\"c3\"><span class=\"c2\">Anderson, L. W., &amp; Krathwohl, D. R. (2001). <\/span><em><span class=\"c8 c2\">A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives <\/span><\/em><span class=\"c1\">(Complete ed.). New York, NY: Longman.<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Bloom, B. S. (1956). <\/span><em><span class=\"c8 c2\">Taxonomy of educational objectives: The classification of educational goals <\/span><\/em><span class=\"c1\">(1st ed.). New York, NY: Longmans &amp; Green.<\/span><\/p>\n<p class=\"c3\"><strong><span class=\"c12 c4 c2\">Videos and Tutorials<\/span><\/strong><\/p>\n<p class=\"c3\"><span class=\"c2\">The critics: Stories from the inside pages. (2006). Retrieved from <\/span><span class=\"c17 c2\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=http:\/\/digital.films.com.transcoder.daltonstate.edu\/PortalPlaylists.aspx?aid%3D8691%26xtid%3D36402&amp;sa=D&amp;source=editors&amp;ust=1668986929466265&amp;usg=AOvVaw1PUnAkT1-9-uZhI3ed_evF\">\u00a0Films<\/a> <\/span><span class=\"c2\">on Demand database.<\/span><\/p>","rendered":"<p class=\"c3\"><span class=\"c12 c4 c2\">At the end of this chapter, you will be able to: <\/span><\/p>\n<ul class=\"c20 lst-kix_v9itk2ofga0f-0 start\">\n<li class=\"c3 c21 li-bullet-0\"><span class=\"c12 c4 c2\">Identify key elements of Bloom\u2019s Taxonomy<\/span><\/li>\n<li class=\"c3 c21 li-bullet-0\"><span class=\"c12 c4 c2\">Explain strategies utilized to implement Bloom\u2019s Taxonomy<\/span><\/li>\n<li class=\"c3 c21 li-bullet-0\"><span class=\"c12 c4 c2\">Summarize the criticisms of and educational implications of Bloom\u2019s Taxonomy<\/span><\/li>\n<li class=\"c3 c21 li-bullet-0\"><span class=\"c12 c4 c2\">Explain how equity is impacted by Bloom\u2019s Taxonomy<\/span><\/li>\n<li class=\"c3 c21 li-bullet-0\"><span class=\"c12 c4 c2\">Identify classroom strategies to support the use of Bloom\u2019s Taxonomy<\/span><\/li>\n<li class=\"c3 c21 li-bullet-0\"><span class=\"c12 c4 c2\">Select strategies to support student success utilizing Bloom\u2019s Taxonomy<\/span><\/li>\n<li class=\"c3 c21 li-bullet-0\"><span class=\"c12 c4 c2\">Develop a plan to implement the use of Bloom\u2019s Taxonomy<\/span><\/li>\n<\/ul>\n<h6 class=\"c11\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 409.78px;height: 230.50px\"><img decoding=\"async\" style=\"width: 409.78px;height: 230.50px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2022\/11\/image2-8.png\" alt=\"\" \/> \u00a0<\/span><span class=\"c12 c4 c2\">Image 10.1<\/span><\/h6>\n<p class=\"c3\"><em><strong><span class=\"c12 c4 c2\">Scenario:<\/span><\/strong><\/em><\/p>\n<p class=\"c3\"><em><span class=\"c16 c8 c2\">Ms. Crawley was planning her lessons for the next couple of weeks for her high school history class. Thinking back to her favorite history teacher, \u00a0she remembered what made it so exciting. They had to role play and debate controversial historical \u00a0issues like voting rights. Having students play different roles in the debate really got them fired up and engaged. Ms. Crawley wanted to take the learning beyond a simple recall of information. She had to start with some introductory learning of the topic so that the students would be informed as they assumed their roles. She would use a film and read-around to help students understand the issues initially. She would put them in teams so they could create the character who would participate in the debate.<\/span><\/em><\/p>\n<p class=\"c3\"><span class=\"c16 c8 c2\">As you learn about Bloom&#8217;s Taxonomy, consider the complexity of the learning tasks and where that takes the student. Consider that this is sequential, that Ms. Crawley has to first introduce the information before the students can apply their learning. Consider what students will remember \u00a0from such an engaging activity!<\/span><\/p>\n<p class=\"c3\"><span class=\"c12 c4 c2\">Check out this video for an introduction:<\/span><\/p>\n<h6 class=\"c3\"><span class=\"c2\">Video 10.1<\/span><\/h6>\n<p><iframe loading=\"lazy\" id=\"oembed-1\" title=\"Blooms Taxonomy in the Classroom\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/gzH6j00wmWY?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<h2 class=\"c3 c31\"><span class=\"c12 c4 c2\">INTRODUCTION<\/span><\/h2>\n<p class=\"c3\"><span class=\"c1\">Benjamin Samuel Bloom (1913-1999) was born in Lansford, Pennsylvania, and received both a bachelor&#8217;s and master&#8217;s degree from Pennsylvania State University in 1935. He went on to earn a doctoral degree from the University of Chicago in 1942, where he acted as first a staff member of the Board of Examinations (1940-1943), then a University Examiner (1943-1959), as well as an instructor in the Department of Education. <\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Bloom&#8217;s most recognized and highly regarded initial work spawned from his collaboration with his mentor and fellow examiner Ralph W. Tyler and came to be known as <\/span><span class=\"c4 c2\">Bloom&#8217;s Taxonomy. <\/span><span class=\"c2\">These ideas are highlighted in his third publication, <\/span><span class=\"c8 c2\"><em>Taxonomy of Educational Objectives: Handbook I, The Cognitive Domain<\/em>. <\/span><span class=\"c2\">He later wrote a second handbook for the taxonomy in 1964, which focuses on the affective domain. Bloom&#8217;s research in early childhood education, published in his 1964 <\/span><em><span class=\"c8 c2\">Stability and Change in Human Characteristics <\/span><\/em><span class=\"c1\">sparked widespread interest in children and learning and eventually and directly led to the formation of the Head Start program in America. Aside from his scholarly contributions to the field of education, Benjamin Bloom was an international activist and educational consultant. In 1957, he traveled to India to conduct workshops on evaluation, which led to great changes in the Indian educational system. He helped create the International Association for the Evaluation of Educational Achievement, the IEA, and organized the International Seminar for Advanced Training in Curriculum Development. He developed the Measurement, Evaluation, and Statistical Analysis (MESA) program at the University of Chicago.<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\"><strong>Bloom&#8217;s Taxonomy<\/strong> was created in 1956 under the leadership of educational psychologist Dr. Benjamin Bloom in order to promote higher forms of thinking in education, such as analyzing and evaluating concepts, processes, procedures, and principles, rather than just remembering facts (rote learning). It is most often used when designing lesson objectives, learning goals, and instructional activities. Bloom et al. (1956) identified three <\/span><span class=\"c8 c2\">domains <\/span><span class=\"c1\">of educational activities or learning:<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">\u2022 <\/span><strong><span class=\"c4 c2\">Cognitive Domain<\/span><\/strong><span class=\"c4 c2\">:<\/span><span class=\"c2\"> mental skills <\/span><em><span class=\"c16 c8 c2\">(knowledge)<\/span><\/em><\/p>\n<p class=\"c3\"><span class=\"c2\">\u2022 <\/span><strong><span class=\"c4 c2\">Psychomotor Domain<\/span><\/strong><span class=\"c2\">: manual or physical skills <\/span><em><span class=\"c8 c2 c16\">(skills)<\/span><\/em><\/p>\n<p class=\"c3\"><span class=\"c2\">\u2022 <\/span><strong><span class=\"c4 c2\">Affective Domain<\/span><\/strong><span class=\"c2\">: growth in feelings or emotional areas <\/span><em><span class=\"c16 c8 c2\">(attitude)<\/span><\/em><\/p>\n<p class=\"c3\"><span class=\"c2\">Since the work was produced by higher education, the words tend to be a little bigger than what would be normally used. Domains may be thought of as categories. Instructional designers, trainers, and educators often refer to these three categories as<\/span><span class=\"c4 c2\"> KSA <\/span><span class=\"c1\">(Knowledge [cognitive], Skills [psychomotor], and Attitudes [affective]). This taxonomy of learning behaviors may be thought of as &#8220;the goals of the learning process.&#8221; That is, after a learning episode, the learner should have acquired a new skill, knowledge, and\/or attitude.\u00a0<\/span><span class=\"c2\">While Bloom et al. (1956) produced an elaborate compilation for the cognitive and affective domains, they omitted the psychomotor domain. Their explanation for this oversight was that they have little experience in teaching manual skills within the college level. However, there have been at least <a href=\"http:\/\/nwlink.com\/~donclark\/hrd\/Bloom\/psychomotor_domain.html\">\u00a0three psychomotor models<\/a><\/span><span class=\"c17 c2\">\u00a0<\/span><span class=\"c1\">created by other researchers. Their compilation divides the three domains into subdivisions, starting from the simplest cognitive process or behavior to the most complex. The divisions outlined are not absolutes and there are other systems or hierarchies that have been devised, such as the Structure of Observed Learning Outcome (SOLO). However, Bloom&#8217;s Taxonomy is easily understood and is probably the most widely applied one in use today.<\/span><\/p>\n<h6 class=\"c3\"><span class=\"c2\">Video 10.2<\/span><\/h6>\n<p><iframe loading=\"lazy\" id=\"oembed-2\" title=\"3.2 - How to Write Learning Objectives Using Bloom&#39;s Taxonomy\" width=\"500\" height=\"375\" src=\"https:\/\/www.youtube.com\/embed\/4DgkLV9h69Q?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p class=\"c3\"><strong><span class=\"c4 c2\">The Cognitive Domain<\/span><\/strong><span class=\"c1\">\u00a0(Clark, 2015a)<\/span><\/p>\n<p class=\"c3\"><span class=\"c1\">The cognitive domain involves knowledge and the development of intellectual skills (Bloom, 1956). This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills. There are six major levels of cognitive processes, starting from the simplest to the most complex: <\/span><\/p>\n<ul class=\"c20 lst-kix_3dkxbktp97ix-0 start\">\n<li class=\"c3 c21 li-bullet-0\"><span class=\"c1\">Knowledge<\/span><\/li>\n<li class=\"c3 c21 li-bullet-0\"><span class=\"c1\">Comprehension <\/span><\/li>\n<li class=\"c3 c21 li-bullet-0\"><span class=\"c1\">Application <\/span><\/li>\n<li class=\"c3 c21 li-bullet-0\"><span class=\"c1\">Analysis<\/span><\/li>\n<li class=\"c3 c21 li-bullet-0\"><span class=\"c1\">Synthesis <\/span><\/li>\n<li class=\"c3 c21 li-bullet-0\"><span class=\"c1\">Evaluation <\/span><\/li>\n<\/ul>\n<p class=\"c3\"><span class=\"c2\">The levels can be thought of as degrees of difficulties. That is, the first ones must normally be mastered before the next one can take place. <\/span><\/p>\n<p class=\"c3\"><strong><span class=\"c4 c8 c2 c57\">Bloom&#8217;s Revised Taxonomy<\/span><\/strong><\/p>\n<p class=\"c3\"><span class=\"c1\">Lorin Anderson, a former student of Bloom, and David Krathwohl revisited the cognitive domain in the mid-nineties and made some changes, with perhaps the three most prominent ones being:<\/span><\/p>\n<p class=\"c3\"><span class=\"c1\">\u2022 Changing the names in the six levels from noun to verb forms;<\/span><\/p>\n<p class=\"c3\"><span class=\"c1\">\u2022 Rearranging them as shown in Figure 10.1 and Figure 10.2; and<\/span><\/p>\n<p class=\"c3\"><span class=\"c1\">\u2022 Creating a cognitive processes and knowledge dimension matrix (Anderson et al., 2000; Figure 10.5, Figure 10.6, &amp; Figure 10.7).<\/span><\/p>\n<h6 class=\"c3\"><span class=\"c1\">Figure 10.1 Revised Cognitive Domain<\/span><\/h6>\n<p class=\"c3\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 486.87px;height: 294.87px\"><br \/>\n<img decoding=\"async\" style=\"width: 486.87px;height: 294.87px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image1.jpg\" alt=\"The revised cognitive domain. The six levels, from bottom to top, are Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating.\" \/><\/span><span class=\"c1\">\u00a0<\/span><\/p>\n<h6 class=\"c3\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 332.60px;height: 246.87px\"><span class=\"c8 c2\">Figure 10.2<\/span><br \/>\n<img decoding=\"async\" class=\"\" style=\"width: 411px;height: 305px;margin-left: 0px;margin-top: 0px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image5-1.jpg\" alt=\"A chart showing the difference the original and new domain in the cognitive domain. The original domain contains Evaluation, Synthesis, Analysis, Application, Comprehension, Knowledge. The new domain contains Creating, Evaluating, Analyzing, Applying, Understanding, Remembering.\" \/><\/span><\/h6>\n<p class=\"c3\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 332.60px;height: 246.87px\"><span class=\"c1\">The chart shown above compares the original taxonomy with the revised one.<\/span><\/span><\/p>\n<h6 class=\"c3\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 401.50px;height: 225.27px\"><img decoding=\"async\" style=\"width: 401.50px;height: 225.27px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image3-9.png\" alt=\"\" \/> \u00a0<\/span><span class=\"c1\">Image 10.2<\/span><\/h6>\n<p class=\"c3\"><span class=\"c1\">This new taxonomy reflects a more active form of thinking and is perhaps more accurate. The new version of Bloom&#8217;s Taxonomy with examples and keywords is shown in Figure 10.3.<\/span><\/p>\n<h6 class=\"c3\"><span class=\"c1\">Figure 10.3: Levels of Original and Revised Cognitive Domain with Examples and Key Words<\/span><\/h6>\n<table class=\"grid\" style=\"height: 929px;width: 1001px\">\n<tbody>\n<tr class=\"c15\" style=\"height: 32px\">\n<td class=\"shaded\" style=\"height: 30px;width: 505px\" colspan=\"2\">\n<p class=\"c3\"><strong><span class=\"c12 c4 c2\">Old (Original) Cognitive Domain<\/span><\/strong><\/p>\n<\/td>\n<th class=\"shaded\" style=\"height: 30px;width: 496px\" colspan=\"2\">\n<p class=\"c3\"><strong><span class=\"c12 c4 c2\">New (Revised) Cognitive Domain<\/span><\/strong><\/p>\n<\/th>\n<\/tr>\n<tr class=\"c35\" style=\"height: 65px\">\n<td class=\"c42\" style=\"height: 65px;width: 242px\">\n<p class=\"c3\"><strong><span class=\"c12 c4 c2\">Levels<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c50\" style=\"height: 65px;width: 263px\">\n<p class=\"c3\"><strong><span class=\"c12 c4 c2\">Examples, Key Words (Verbs), and Learning Activities and Technologies<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c54\" style=\"height: 65px;width: 243px\">\n<p class=\"c3\"><strong><span class=\"c12 c4 c2\">Levels<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c29\" style=\"height: 65px;width: 253px\">\n<p class=\"c3\"><strong><span class=\"c12 c4 c2\">Examples, Key Words (Verbs), and Learning Activities and Technologies<\/span><\/strong><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c52\" style=\"height: 234px\">\n<td class=\"c9\" style=\"height: 234px;width: 242px\">\n<p class=\"c3\"><strong><span class=\"c4 c2\">Knowledge: <\/span><\/strong><br \/>\n<span class=\"c1\">Recall data or information.<\/span><\/p>\n<\/td>\n<td class=\"c23\" style=\"height: 234px;width: 263px\">\n<p class=\"c3\"><strong><span class=\"c4 c2\">Examples: <\/span><\/strong><br \/>\n<em><span class=\"c1\"><span style=\"text-decoration: underline\">Recite<\/span> a policy.<br \/>\n<span style=\"text-decoration: underline\">Quote<\/span> prices from memory to a customer.<br \/>\n<span style=\"text-decoration: underline\">Know<\/span> the safety rules.<br \/>\n<span style=\"text-decoration: underline\">Define<\/span> a term.<\/span><\/em><\/p>\n<p class=\"c3\"><strong><span class=\"c4 c2\">Key Words: <\/span><\/strong><br \/>\n<span class=\"c2\">arranges, defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states<br \/>\n<\/span><br \/>\n<strong><span class=\"c4 c2\">Technologies: <\/span><\/strong><br \/>\n<span class=\"c1\">bookmarking, flash cards, Internet search, reading<\/span><\/p>\n<\/td>\n<td class=\"c48\" style=\"height: 234px;width: 243px\">\n<p class=\"c3\"><strong><span class=\"c12 c4 c2\">Remembering:<br \/>\n<\/span><\/strong><span style=\"font-family: inherit;font-size: inherit\">Recall or retrieve previous learned information.<\/span><\/p>\n<\/td>\n<td class=\"c28\" style=\"height: 234px;width: 253px\">\n<p class=\"c3\"><strong><span class=\"c4 c2\">Examples: <\/span><\/strong><br \/>\n<em><span class=\"c2\"><span style=\"text-decoration: underline\">Recite<\/span> a policy.<br \/>\n<\/span><\/em><span class=\"c2\"><em><span style=\"text-decoration: underline\">Quote<\/span> prices from memory to a customer. <\/em><br \/>\n<em><span style=\"text-decoration: underline\">Recite<\/span> the safety rules.<\/em><br \/>\n<\/span><br \/>\n<strong><span class=\"c4 c2\">Key Words: <\/span><\/strong><br \/>\n<span class=\"c2\">defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states<br \/>\n<\/span><br \/>\n<strong><span class=\"c4 c2\">Technologies: <\/span><\/strong><br \/>\n<span class=\"c1\">book marking, flash cards, rote learning based on repetition, reading<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c22\" style=\"height: 334px\">\n<td class=\"c9\" style=\"height: 334px;width: 242px\">\n<p class=\"c3\"><strong><span class=\"c12 c4 c2\">Comprehension:<br \/>\n<\/span><\/strong><span class=\"c1\">Understand the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one&#8217;s own words.<\/span><\/p>\n<\/td>\n<td class=\"c23\" style=\"height: 334px;width: 263px\">\n<p class=\"c3\"><strong><span class=\"c4 c2\">Examples: <\/span><\/strong><br \/>\n<span class=\"c2\"><em><span style=\"text-decoration: underline\">Rewrite<\/span> the principles of test writing. <\/em><br \/>\n<em><span style=\"text-decoration: underline\">Explain<\/span> in one&#8217;s own words the steps for performing a complex task. <\/em><br \/>\n<em><span style=\"text-decoration: underline\">Translate<\/span> an equation into a computer spreadsheet.<\/em><br \/>\n<\/span><br \/>\n<strong><span class=\"c4 c2\">Key Words: <\/span><\/strong><br \/>\n<span class=\"c2\">comprehends, converts, diagrams, defends, distinguishes, estimates, explains, extends, generalizes, gives an example, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates<br \/>\n<\/span><br \/>\n<strong><span class=\"c4 c2\">Technologies: <\/span><\/strong><br \/>\n<span class=\"c1\">create an analogy, participating in cooperative learning, taking notes, story telling<\/span><\/p>\n<\/td>\n<td class=\"c48\" style=\"height: 334px;width: 243px\">\n<p class=\"c3\"><span class=\"c12 c4 c2\"><strong>Understanding:<\/strong><br \/>\n<\/span><span class=\"c1\">Comprehending the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one&#8217;s own words.<\/span><\/p>\n<\/td>\n<td class=\"c28\" style=\"height: 334px;width: 253px\">\n<p class=\"c3\"><strong><span class=\"c4 c2\">Examples: <\/span><\/strong><br \/>\n<span class=\"c2\"><em><span style=\"text-decoration: underline\">Rewrite<\/span> the principles of test writing. <\/em><br \/>\n<em><span style=\"text-decoration: underline\">Explain<\/span> in one&#8217;s own words the steps for performing a complex task. <\/em><br \/>\n<em><span style=\"text-decoration: underline\">Translate<\/span> an equation into a computer spreadsheet.<\/em><br \/>\n<\/span><br \/>\n<strong><span class=\"c4 c2\">Key Words: <\/span><\/strong><br \/>\n<span class=\"c2\">comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives an example, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates<br \/>\n<\/span><br \/>\n<strong><span class=\"c4 c2\">Technologies: <\/span><\/strong><br \/>\n<span class=\"c1\">create an analogy, participating in cooperative learning, taking notes, storytelling, Internet search<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c55\" style=\"height: 266px\">\n<td class=\"c9\" style=\"height: 266px;width: 242px\">\n<p class=\"c3\"><strong><span class=\"c4 c2\">Application: <\/span><\/strong><br \/>\n<span class=\"c1\">Use a <\/span><span class=\"c1\">concept in a new situation or unprompted use of an abstraction. Apply what was learned in the classroom into novel situations in the work place.<\/span><\/p>\n<\/td>\n<td class=\"c23\" style=\"height: 266px;width: 263px\">\n<p class=\"c3\"><strong><span class=\"c4 c2\">Examples: <\/span><\/strong><br \/>\n<em><span class=\"c1\"><span style=\"text-decoration: underline\">Use<\/span> a manual to calculate an employee&#8217;s vacation time.<br \/>\n<span style=\"text-decoration: underline\">Apply<\/span> laws of statistics to evaluate the reliability of a written test.<\/span><\/em><\/p>\n<p class=\"c3\"><strong><span class=\"c4 c2\">Key Words: <\/span><\/strong><br \/>\n<span class=\"c2\">applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses<br \/>\n<\/span><br \/>\n<strong><span class=\"c4 c2\">Technologies: <\/span><\/strong><br \/>\n<span class=\"c1\">collaborative learning, create a process, blog, practice<\/span><\/p>\n<\/td>\n<td class=\"c48\" style=\"height: 266px;width: 243px\">\n<p class=\"c3\"><strong><span class=\"c4 c2\">Applying: <\/span><\/strong><br \/>\n<span class=\"c1\">Use a <\/span><span class=\"c1\">concept in a new situation or unprompted use of an abstraction. Apply what was learned in the classroom into novel situations in the work place.<\/span><\/p>\n<\/td>\n<td class=\"c28\" style=\"height: 266px;width: 253px\">\n<p class=\"c3\"><strong><span class=\"c4 c2\">Examples: <\/span><\/strong><br \/>\n<span class=\"c2\"><em><span style=\"text-decoration: underline\">Use<\/span> a manual to calculate an employee&#8217;s vacation time.<\/em><br \/>\n<em><span style=\"text-decoration: underline\"> Apply<\/span> laws of statistics to evaluate the reliability of a written test.<\/em><br \/>\n<\/span><br \/>\n<strong><span class=\"c4 c2\">Key Words: <\/span><\/strong><br \/>\n<span class=\"c2\">applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses<br \/>\n<\/span><br \/>\n<strong><span class=\"c4 c2\">Technologies: <\/span><\/strong><br \/>\n<span class=\"c1\">collaborative learning, create a process, blog, practice<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c22\">\n<td class=\"c9\" style=\"width: 242px\">\n<p class=\"c3\"><strong><span class=\"c4 c2\">Analysis: <\/span><\/strong><br \/>\n<span class=\"c1\">Separate material or concepts into component parts so that its organizational structure may be understood. Distinguish between facts and inferences.<\/span><\/p>\n<\/td>\n<td class=\"c27\" style=\"width: 263px\">\n<p class=\"c3\"><strong><span class=\"c4 c2\">Examples: <\/span><\/strong><br \/>\n<em><span class=\"c1\"><span style=\"text-decoration: underline\">Troubleshoot<\/span> a piece of equipment by using logical deduction.<br \/>\n<\/span><span class=\"c1\"><span style=\"text-decoration: underline\">Recognize<\/span> logical fallacies in reasoning.<br \/>\n<span style=\"text-decoration: underline\">Gather information<\/span> from a department and <span style=\"text-decoration: underline\">select<\/span> the required tasks for training.<\/span><\/em><\/p>\n<p class=\"c3\"><strong><span class=\"c4 c2\">Key Words: <\/span><\/strong><br \/>\n<span class=\"c2\">analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates<br \/>\n<\/span><br \/>\n<strong><span class=\"c4 c2\">Technologies: <\/span><\/strong><br \/>\n<span class=\"c1\">fishbowls, debating, questioning what happened, run a test<\/span><\/p>\n<\/td>\n<td class=\"c40\" style=\"width: 243px\">\n<p class=\"c3\"><span class=\"c12 c4 c2\"><strong>Analyzing:<\/strong><br \/>\n<\/span><span class=\"c1\">Separate material or concepts into component parts so that its organizational structure may be understood. Distinguish between facts and inferences.<\/span><\/p>\n<\/td>\n<td class=\"c28\" style=\"width: 253px\">\n<p class=\"c3\"><strong><span class=\"c4 c2\">Examples: <\/span><\/strong><br \/>\n<em><span class=\"c1\"><span style=\"text-decoration: underline\">Troubleshoot<\/span> a piece of equipment by using logical deduction.<br \/>\n<span style=\"text-decoration: underline\">Recognize<\/span> logical fallacies in reasoning.<br \/>\n<span style=\"text-decoration: underline\">Gather information<\/span> from a department and <span style=\"text-decoration: underline\">select<\/span> the required tasks for training.<\/span><\/em><\/p>\n<p class=\"c3\"><strong><span class=\"c4 c2\">Key Words: <\/span><\/strong><br \/>\n<span class=\"c2\">analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates<br \/>\n<\/span><br \/>\n<strong><span class=\"c4 c2\">Technologies: <\/span><\/strong><br \/>\n<span class=\"c1\">fishbowls, debating, questioning what happened, run a test<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c22\">\n<td class=\"c9\" style=\"width: 242px\">\n<p class=\"c3\"><strong><span class=\"c4 c2\">Synthesis: <\/span><\/strong><br \/>\n<span class=\"c1\">Build a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure.<\/span><\/p>\n<\/td>\n<td class=\"c27\" style=\"width: 263px\">\n<p class=\"c3\"><strong><span class=\"c4 c2\">Examples: <\/span><\/strong><br \/>\n<span class=\"c2\"><em><span style=\"text-decoration: underline\">Write<\/span> a company operations or process manual.<\/em><br \/>\n<em><span style=\"text-decoration: underline\">Design<\/span> a machine to perform a specific task.<\/em><br \/>\n<em><span style=\"text-decoration: underline\">Integrate<\/span> training from several sources to solve a problem. <span style=\"text-decoration: underline\">Revise and process<\/span> to improve the outcome.<\/em><br \/>\n<\/span><br \/>\n<strong><span class=\"c4 c2\">Key Words: <\/span><\/strong><br \/>\n<span class=\"c1\">categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes<\/span><\/p>\n<p class=\"c3\"><strong><span class=\"c4 c2\">Technologies: <\/span><\/strong><br \/>\n<span class=\"c1\">essay, networking<\/span><\/p>\n<\/td>\n<td class=\"c40\" style=\"width: 243px\">\n<p class=\"c3\"><strong><span class=\"c4 c2\">Evaluating: <\/span><\/strong><br \/>\n<span class=\"c1\">Make judgments about the value of ideas or materials.<\/span><\/p>\n<\/td>\n<td class=\"c28\" style=\"width: 253px\">\n<p class=\"c3\"><strong><span class=\"c4 c2\">Examples: <\/span><\/strong><br \/>\n<em><span class=\"c1\"><span style=\"text-decoration: underline\">Select<\/span> the most effective solution.<br \/>\n<span style=\"text-decoration: underline\">Hire<\/span> the most qualified candidate.<br \/>\n<span style=\"text-decoration: underline\">Explain and justify<\/span> a new budget.<\/span><\/em><\/p>\n<p class=\"c3\"><strong><span class=\"c4 c2\">Key Words: <\/span><\/strong><br \/>\n<span class=\"c2\">appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports<\/span><\/p>\n<p class=\"c3\"><strong><span class=\"c4 c2\">Technologies: <\/span><\/strong><br \/>\n<span class=\"c1\">survey, blogging<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c44\">\n<td class=\"c9\" style=\"width: 242px\">\n<p class=\"c3\"><strong><span class=\"c4 c2\">Evaluation: <\/span><\/strong><br \/>\n<span class=\"c1\">Make judgments about the value of ideas or materials.<\/span><\/p>\n<\/td>\n<td class=\"c27\" style=\"width: 263px\">\n<p class=\"c3\"><strong><span class=\"c4 c2\">Examples: <\/span><\/strong><br \/>\n<span class=\"c2\"><em><span style=\"text-decoration: underline\">Select<\/span> the most effective solution.<\/em><br \/>\n<em><span style=\"text-decoration: underline\">Hire<\/span> the most qualified candidate.<\/em><br \/>\n<em><span style=\"text-decoration: underline\">Explain and justify<\/span> a new budget.<\/em><br \/>\n<\/span><br \/>\n<strong><span class=\"c4 c2\">Key Words: <\/span><\/strong><br \/>\n<span class=\"c2\">appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports<br \/>\n<\/span><br \/>\n<strong><span class=\"c4 c2\">Technologies: <\/span><\/strong><br \/>\n<span class=\"c1\">survey, blogging<\/span><\/p>\n<\/td>\n<td class=\"c40\" style=\"width: 243px\">\n<p class=\"c3\"><strong><span class=\"c4 c2\">Creating: <\/span><\/strong><br \/>\n<span class=\"c1\">Build a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure.<\/span><\/p>\n<\/td>\n<td class=\"c28\" style=\"width: 253px\">\n<p class=\"c3\"><strong><span class=\"c4 c2\">Examples: <\/span><\/strong><br \/>\n<span class=\"c2\"><span style=\"text-decoration: underline\"><em>Write<\/em><\/span><em> a <\/em><em>company operations<\/em> <em>or process manual.<\/em><br \/>\n<em><span style=\"text-decoration: underline\">Design <\/span>a machine to perform a specific task.<\/em><br \/>\n<em><span style=\"text-decoration: underline\">Integrate <\/span>training from several sources to solve a problem.<br \/>\n<span style=\"text-decoration: underline\">Revise and process<\/span> to improve the outcome.<\/em><br \/>\n<\/span><br \/>\n<strong><span class=\"c4 c2\">Key Words: <\/span><\/strong><br \/>\n<span class=\"c1\">categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes<\/span><\/p>\n<p class=\"c3\"><strong><span class=\"c2 c4\">Technologies: <\/span><\/strong><br \/>\n<span class=\"c1\">create a new model, write an essay, network with others<\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<h6 class=\"c3\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 407.50px;height: 271.67px\"><img decoding=\"async\" style=\"width: 407.50px;height: 271.67px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image4-5.png\" alt=\"\" \/> <\/span><span class=\"c1\">Image 10.3<\/span><\/h6>\n<h2 class=\"c3\"><span class=\"c4 c2\">Educational Implications <\/span><\/h2>\n<p class=\"c3\"><span class=\"c1\">(Clark, 2015d)<\/span><\/p>\n<p class=\"c3\"><span class=\"c1\">Learning or instructional strategies determine the approach for achieving learning objectives and are included in the pre-instructional activities, information presentation, learner activities, testing, and follow-through. The strategies are usually tied to the needs and interests of students to enhance learning and are based on many types of learning styles (Ekwensi, Moranski, &amp; Townsend-Sweet, 2006). Thus the learning objectives point you towards the instructional strategies, while the instructional strategies will point you to the medium that will deliver or assist the delivery of the instruction, such as elearning, self-study, classroom learning and instructional activities, etc.<\/span><\/p>\n<p class=\"c3\"><strong><span class=\"c4 c2\">The <\/span><span class=\"c4 c8 c2\">Instructional Strategy Selection Chart<\/span><\/strong><br \/>\n<span class=\"c8 c2\">\u00a0<\/span><br \/>\n<span class=\"c1\">(Figure 10.13) shown below is a general guideline for selecting the teaching and learning strategy. It is based on Bloom&#8217;s Taxonomy (Learning Domains). The matrix generally runs from the passive learning methods (top rows) to the more active participation methods (bottom rows). Bloom&#8217;s Taxonomy (the right three columns) runs from top to bottom, with the lower level behaviors being on top and the higher behaviors being on the bottom. That is, there is a direct correlation in learning:<\/span><\/p>\n<p class=\"c3\"><span class=\"c1\">\u2022 Lower levels of performance can normally be taught using the more passive learning methods.<\/span><\/p>\n<p class=\"c3\"><span class=\"c1\">\u2022 Higher levels of performance usually require some sort of action or involvement by the learners.<\/span><\/p>\n<h6 class=\"c3\"><span class=\"c1\">Figure 10.4 Instructional Strategy Selection Chart<\/span><\/h6>\n<table class=\"grid\">\n<tbody>\n<tr class=\"c33\">\n<td class=\"c45\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c3\"><strong><span class=\"c12 c4 c2\">Instructional Strategy<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c32\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c3\"><strong><span class=\"c12 c4 c2\">Cognitive Domain<\/span><\/strong><\/p>\n<p class=\"c3\"><span class=\"c1\">(Bloom, 1956)<\/span><\/p>\n<\/td>\n<td class=\"c0\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c3\"><strong><span class=\"c12 c4 c2\">Psychomotor Domain<\/span><\/strong><\/p>\n<p class=\"c3\"><span class=\"c1\">(Simpson, 1972)<\/span><\/p>\n<\/td>\n<td class=\"c39\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c3\"><strong><span class=\"c12 c4 c2\">Affective Domain<\/span><\/strong><\/p>\n<p class=\"c3\"><span class=\"c1\">(Krathwohl, Bloom, &amp; Masia, 1973)<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c53\">\n<td class=\"c26\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c3\"><span class=\"c1\">Lecture, reading, audio\/visual, demonstration, or guided observations, question and answer period.<\/span><\/p>\n<\/td>\n<td class=\"c18\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c3\"><span class=\"c1\">1. Knowledge (Remembering)<\/span><\/p>\n<\/td>\n<td class=\"c7\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c3\"><span class=\"c1\">1. Perception<\/span><\/p>\n<p class=\"c3\"><span class=\"c1\">2. Set<\/span><\/p>\n<\/td>\n<td class=\"c25\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c3\"><span class=\"c1\">1. Receiving Phenomena<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c49\">\n<td class=\"c26\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c3\"><span class=\"c1\">Discussions, multimedia, Socratic didactic method, reflection. Activities such as surveys, role playing, case studies, fishbowls, etc.<\/span><\/p>\n<\/td>\n<td class=\"c18\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c3\"><span class=\"c1\">2. Comprehension (Understanding)<\/span><\/p>\n<p class=\"c3\"><span class=\"c1\">3. Application (Applying)<\/span><\/p>\n<\/td>\n<td class=\"c7\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c3\"><span class=\"c1\">3. Guided Response<\/span><\/p>\n<p class=\"c3\"><span class=\"c1\">4. Mechanism<\/span><\/p>\n<\/td>\n<td class=\"c25\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c3\"><span class=\"c1\">2. Responding to Phenomena<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c5\">\n<td class=\"c26\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c3\"><span class=\"c1\">Practice by doing (some direction or coaching is required), to simulated learning settings.<\/span><\/p>\n<\/td>\n<td class=\"c18\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c3\"><span class=\"c1\">4. Analysis (Analyzing)<\/span><\/p>\n<\/td>\n<td class=\"c7\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c3\"><span class=\"c1\">5. Complex Response<\/span><\/p>\n<\/td>\n<td class=\"c25\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c3\"><span class=\"c1\">3. Valuing<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c19\">\n<td class=\"c26\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c3\"><span class=\"c1\">Use in real situations. May use several high-level activities.<\/span><\/p>\n<\/td>\n<td class=\"c18\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c3\"><span class=\"c1\">5. Synthesis (Evaluating)<\/span><\/p>\n<\/td>\n<td class=\"c7\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c3\"><span class=\"c1\">6. Adaptation<\/span><\/p>\n<\/td>\n<td class=\"c25\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c3\"><span class=\"c1\">4. Organizing Values into Priorities<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c30\">\n<td class=\"c26\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c3\"><span class=\"c1\">Normally developed on own (informal learning) through self-study or learning through mistakes, but mentoring and coaching can speed the process.<\/span><\/p>\n<\/td>\n<td class=\"c18\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c3\"><span class=\"c1\">6. Evaluation (Creating)<\/span><\/p>\n<\/td>\n<td class=\"c7\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c3\"><span class=\"c1\">7. Origination<\/span><\/p>\n<\/td>\n<td class=\"c25\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c3\"><span class=\"c1\">5. Internalizing Values<\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p class=\"c3\"><span class=\"c1\">The chart above does not cover all possibilities, but most activities should fit in. For example, self-study could fall under reading, audio visual, and\/or activities, depending upon the type of learning environment and activities teachers design.<\/span><\/p>\n<h2 class=\"c3\"><span class=\"c12 c4 c2\">Criticisms of Bloom&#8217;s Taxonomy <\/span><\/h2>\n<p class=\"c3\"><span class=\"c2\">As <a href=\"https:\/\/en.wikipedia.org\/wiki\/Bloom%27s_taxonomy%23CITEREFMorshead1965\">Morshead (1965)<\/a> <\/span><span class=\"c1\">pointed out on the publication of the second volume, the classification was not a properly constructed taxonomy, as it lacked a systemic rationale of construction. This was subsequently acknowledged in the discussion of the original taxonomy in its 2000 revision (Anderson &amp; Krathwohl, 2001), and the taxonomy was reestablished on more systematic lines. It is generally considered that the role the taxonomy played in systematizing a field was more important than any perceived lack of rigor in its construction.<\/span><\/p>\n<p class=\"c3\"><span class=\"c1\">Some critiques of the taxonomy&#8217;s cognitive domain admit the existence of six categories of cognitive domain but question the existence of a sequential, hierarchical link (Paul, 1993). Often, educators view the taxonomy as a hierarchy and may mistakenly dismiss the lowest levels as unworthy of teaching (Flannery, 2007; Lawler, 2016). The learning of the lower levels enables the building of skills in the higher levels of the taxonomy, and in some fields, the most important skills are in the lower levels, such as identification of species of plants and animals in the field of natural history (Flannery, 2007; Lawler, 2016). Instructional scaffolding of higher-level skills from lower-level skills is an application of Vygotskian constructivism (Keene, Colvin, &amp; Sissons, 2010; Vygotsky, 1978).<\/span><\/p>\n<p class=\"c3\"><span class=\"c1\">Some consider the three lowest levels as hierarchically ordered, but the three higher levels as parallel (Anderson &amp; Krathwohl, 2001). Others say that it is sometimes better to move to Application before introducing concepts (Tomei, 2010, p.66). The idea is to create a learning environment where the real world context comes first and the theory second to promote the student&#8217;s grasp of the phenomenon, concept or event. This thinking would seem to relate to the method of problem-based learning.<\/span><\/p>\n<p class=\"c3\"><span class=\"c1\">Furthermore, the distinction between the categories can be seen as artificial since any given cognitive task may entail a number of processes. It could even be argued that any attempt to nicely categorize cognitive processes into clean, cut-and-dried classifications undermines the holistic, highly connective and interrelated nature of cognition (Fadul, 2009). This is a criticism that can be directed at taxonomies of mental processes in general.<\/span><\/p>\n<p class=\"c3\"><strong><span class=\"c12 c4 c2\">Chapter Discussion Questions: <\/span><\/strong><\/p>\n<ul class=\"c20 lst-kix_hmti74hxlzyf-0 start\">\n<li class=\"c3 c21 li-bullet-0\"><span class=\"c12 c4 c2\">Explain the benefits of Bloom\u2019s Taxonomy to support student success.<\/span><\/li>\n<li class=\"c3 c21 li-bullet-0\"><span class=\"c12 c4 c2\">How would you summarize Bloom\u2019s Taxonomy? <\/span><\/li>\n<li class=\"c3 c21 li-bullet-0\"><span class=\"c4 c2\">How would you <\/span><span class=\"c4 c2\">use <\/span><span class=\"c4 c2\">Bloom\u2019s Taxonomy <\/span><span class=\"c4 c2\">to support<\/span><span class=\"c12 c4 c2\">\u00a0your students? <\/span><\/li>\n<li class=\"c3 c21 li-bullet-0\"><span class=\"c12 c4 c2\">How is equity related to Bloom\u2019s Taxonomy? <\/span><\/li>\n<\/ul>\n<h2 class=\"c3\"><span class=\"c12 c4 c2\">ATTRIBUTIONS<\/span><\/h2>\n<p class=\"c3\"><span class=\"c2\">Image 10.1: &#8220;Blooms Taxonomy &#8220;, <\/span><span class=\"c2\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=https:\/\/openclipart.org\/share&amp;sa=D&amp;source=editors&amp;ust=1668986929451430&amp;usg=AOvVaw1g1oeiVNnl7LjBZ2ciPk9b\">\u00a0<\/a><\/span><span class=\"c2 c14\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=https:\/\/openclipart.org\/share&amp;sa=D&amp;source=editors&amp;ust=1668986929451715&amp;usg=AOvVaw0sKnpQL0mQ_Dvf0QbeeKFX\">Openclipart\u00a0<\/a><\/span><span class=\"c2\">is in the<\/span><span class=\"c14 c2\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=http:\/\/creativecommons.org\/publicdomain\/zero\/1.0\/&amp;sa=D&amp;source=editors&amp;ust=1668986929452251&amp;usg=AOvVaw2uDCxaYyXIdMwVgd362qfZ\"> Public Domain, CC0<\/a><br \/>\n<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Image 10.2: &#8220;The Sound Alternative &#8221; by Learning Policy Institute is licensed under<\/span><span class=\"c14 c2\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=http:\/\/creativecommons.org\/licenses\/by-nc\/4.0&amp;sa=D&amp;source=editors&amp;ust=1668986929452794&amp;usg=AOvVaw0dJZ1YGmhqZHjMWbTX-Iq2\"> CC BY-NC 4.0<\/a><br \/>\n<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Image 10.3: &#8220;Crossroads Elementary School &#8221; by<\/span><span class=\"c14 c2\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.flickr.com\/photos\/dodeacommunications\/18426932890&amp;sa=D&amp;source=editors&amp;ust=1668986929453326&amp;usg=AOvVaw2F8Rm7zSsctBcpI1aQwNLv\"> DoDEA\u00a0<\/a><\/span><span class=\"c2\">is licensed under<\/span><span class=\"c14 c2\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=http:\/\/creativecommons.org\/licenses\/by-nc-nd\/2.0&amp;sa=D&amp;source=editors&amp;ust=1668986929453706&amp;usg=AOvVaw17Ti4v1AQOWZcG59lQUytQ\"> CC BY-NC-ND 2.0<\/a><br \/>\n<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Video 10.1: <\/span><span class=\"c14 c2\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.youtube.com\/watch?v%3DgzH6j00wmWY&amp;sa=D&amp;source=editors&amp;ust=1668986929454071&amp;usg=AOvVaw2gO45txW035CLBtImF8NI-\">&#8220;Blooms Taxonomy in the Classroom&#8221; <\/a><\/span><span class=\"c1\">by Scott Ragsdale<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Video 10.2: <\/span><span class=\"c14 c2\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.youtube.com\/watch?v%3D4DgkLV9h69Q&amp;sa=D&amp;source=editors&amp;ust=1668986929454473&amp;usg=AOvVaw1HYqAgv0WyMM_B6uZb4ENB\">&#8220;3.2 &#8211; How to Write Learning Objectives Using Bloom&#8217;s Taxonomy&#8221;\u00a0<\/a><\/span><span class=\"c2\"> by Course Design on a Shoestring Budget is licensed under<\/span><span class=\"c14 c2\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=http:\/\/creativecommons.org\/licenses\/by\/4.0&amp;sa=D&amp;source=editors&amp;ust=1668986929454852&amp;usg=AOvVaw07twBhAp42IHzbRX0qK2yc\"> CC BY 4.0<\/a><br \/>\n<\/span><\/p>\n<h2 class=\"c3 c31\"><span class=\"c12 c4 c2\">REFERENCES<\/span><\/h2>\n<p class=\"c3\"><span class=\"c2\">Anderson, L. W., &amp; Krathwohl, D. R. (Eds.). (2001). <\/span><em><span class=\"c8 c2\">A taxonomy for learning, teaching, and assessing: A revision of Bloom&#8217;s taxonomy of educational objectives. <\/span><\/em><span class=\"c1\">Boston, MA: Allyn &amp; Bacon.<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., &#8230; Wittrock, M. C. (2000). <\/span><em><span class=\"c8 c2\">A Taxonomy for Learning, Teaching, and Assessing: A revision of Bloom&#8217;s Taxonomy of Educational Objectives. <\/span><\/em><span class=\"c1\">New York, NY: Addison Wesley Longman, Inc.<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Bloom, B. S. (1956). <\/span><em><span class=\"c8 c2\">Taxonomy of educational objectives, Handbook I: The cognitive domain. <\/span><\/em><span class=\"c1\">New York, NY: David McKay Co Inc.<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Bloom, B.S. (Ed.). Engelhart, M. D., Furst, E. J., Hill, W. H., &amp; Krathwohl, D. R. (1956). <\/span><span class=\"c8 c2\"><em>Taxonomy of educational objectives, Handbook I: The cognitive domain<\/em>. <\/span><span class=\"c1\">New York, NY: David McKay Co., Inc.<\/span><\/p>\n<p class=\"c3\"><span class=\"c1\">Clark, D. R. (2015, January 12). Bloom&#8217;s taxonomy of learning domains. Retrieved from http: \/\/nwlink.com\/~donclark\/hrd\/bloom.html#three_domains<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Clark, D. R. (2015a, January 12). Bloom&#8217;s Taxonomy: The original cognitive domain. Retrieved from <\/span><span class=\"c17 c2\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=http:\/\/nwlink.com\/~donclark\/hrd\/Bloom\/original_cognitive_version.html&amp;sa=D&amp;source=editors&amp;ust=1668986929455805&amp;usg=AOvVaw3Gj6Xe-z17VH9yMW3jBLPF\">http: \/\/nwlink.com\/~donclark\/hrd\/Bloom\/original_cognitive_version.html<\/a><br \/>\n<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Clark, D. R. (2015b, January 12). Bloom&#8217;s taxonomy: The psychomotor domain. Retrieved from <\/span><span class=\"c17 c2\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=http:\/\/nwlink.com\/~donclark\/hrd\/Bloom\/psychomotor_domain.html&amp;sa=D&amp;source=editors&amp;ust=1668986929456111&amp;usg=AOvVaw1BoOajZ0Xsji1Funw0WbNf\">http: \/\/nwlink.com\/~donclark\/hrd\/Bloom\/psychomotor_domain.html<\/a><br \/>\n<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Clark, D. R. (2015c, January 12). Bloom&#8217;s taxonomy: The affective domain. Retrieved from <\/span><span class=\"c17 c2\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=http:\/\/nwlink.com\/~donclark\/hrd\/Bloom\/affective_domain.html&amp;sa=D&amp;source=editors&amp;ust=1668986929456431&amp;usg=AOvVaw0BY_Lb9g1_4xDl1kMPumUK\">http: \/\/nwlink.com\/~donclark\/hrd\/Bloom\/affective_domain.html<\/a><br \/>\n<\/span><br \/>\n<span class=\"c2\">Clark, D. R. (2015d, January 12). Learning strategies or instructional strategies. Retrieved from <\/span><span class=\"c17 c2\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=http:\/\/nwlink.com\/~donclark\/hrd\/strategy.html&amp;sa=D&amp;source=editors&amp;ust=1668986929456727&amp;usg=AOvVaw2c1vVhn2y3Q2K0NUGGvV66\">http:\/\/nwlink.com\/~donclark\/hrd\/strategy.html<\/a><br \/>\n<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Clark, R. C., &amp; Mayer, R. E. (2007). <\/span><em><span class=\"c8 c2\">E-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning <\/span><\/em><span class=\"c2\">(2nd ed.). <\/span><span class=\"c17 c2\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.google.com\/search?q%3DHoboken%2BNew%2BJersey%26stick%3DH4sIAAAAAAAAAOPgE-LUz9U3MMotLypT4gAxK_LMk7S0spOt9POL0hPzMqsSSzLz81A4VhmpiSmFpYlFJalFxQCykbPNQwAAAA%26sa%3DX%26ved%3D0ahUKEwiN-6WY9_LWAhVFKyYKHcZYA9EQmxMItAEoATAT&amp;sa=D&amp;source=editors&amp;ust=1668986929457147&amp;usg=AOvVaw0-GKPvYzQF7FpOJoXQQhOM\">\u00a0Hoboken, NJ: <\/a><\/span><span class=\"c2\">John <\/span><br \/>\n<span class=\"c8 c2\">Wiley <\/span><span class=\"c1\">&amp; Sons, Inc.<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Clark, R., &amp; Chopeta, L. (2004). <\/span><span class=\"c8 c2\"><em>Graphics for learning: Proven guidelines for planning, designing, and evaluating visuals in training materials<\/em>. <\/span><span class=\"c1\">San Francisco, CA: Jossey-Bass\/Pfeiffer.<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Dave, R. H. (1970). Psychomotor levels. In R. J. Armstrong (Ed.), <\/span><em><span class=\"c8 c2\">Developing and writing behavioral objectives <\/span><\/em><span class=\"c1\">(pp. 2021). Tucson, AZ: Educational Innovators Press.<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Ekwensi, F., Moranski, J., &amp; Townsend-Sweet, M., (2006). <\/span><span class=\"c8 c2\"><em>E-Learning concepts and techniques<\/em>. <\/span><span class=\"c2\">Bloomsburg University of Pennsylvania&#8217;s Department of Instructional Technology. Retrieved from\u00a0<\/span><span class=\"c17 c2\"><br \/>\n<a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=https:\/\/pdfs.semanticscholar.org\/4ccf\/02a87d6044fd181f1efcc0e2f819ef826486.pdf&amp;sa=D&amp;source=editors&amp;ust=1668986929457836&amp;usg=AOvVaw2PMUH9iZycQf_MIYIbXIdh\">https:\/\/pdfs.semanticscholar.org\/4ccf\/02a87d6044fd181f1efcc0e2f819ef826486.pdf<\/a><br \/>\n<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Fadul, J. A. (2009). Collective learning: Applying distributed cognition for collective intelligence. <\/span><span class=\"c8 c2\"><em>The International Journal of Learning<\/em>, 16(4), <\/span><span class=\"c1\">211-220.<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Flannery, M. C. (2007, November). Observations on biology. <\/span><em><span class=\"c8 c2\">The American Biology Teacher, <\/span><\/em><span class=\"c1\">69(9), 561-564. doi:10.1662\/0002-7685(2007)69[561:OOB]2.0.CO;2<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Harrow, A. (1972). <\/span><span class=\"c8 c2\"><em>A taxonomy of psychomotor domain: A guide for developing behavioral objectives<\/em>. <\/span><span class=\"c1\">New York, NY: David McKay Co., Inc.<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Keene, J., Colvin, J., &amp; Sissons, J. (2010, June). Mapping student information literacy activity against Bloom&#8217;s taxonomy of cognitive skills. <\/span><span class=\"c8 c2\"><em>Journal of Information Literacy<\/em>, <\/span><span class=\"c1\">4(1), 6-21. doi: 10.11645\/4.1. 189<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Krathwohl, D. R., Bloom, B. S., &amp; Masia, B. B. (1973). <\/span><span class=\"c8 c2\"><em>Taxonomy of educational objectives, the classification of educational goals. Handbook II: Affective domain<\/em>. <\/span><span class=\"c1\">New York, NY: David McKay Co., Inc.<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Lawler, S. (2016, February 26). Identification of animals and plants is an essential skill set. Retrieved from <\/span><span class=\"c17 c2\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=http:\/\/theconversation.com\/identification-of-animals-and-plants-is-an-essential-skill-set-55450&amp;sa=D&amp;source=editors&amp;ust=1668986929458718&amp;usg=AOvVaw074bmepqUulG6ofOtaIXZi\">http:\/\/theconversation.com\/identification-of-animals-and-plants-is-an-essential-skill-set-55450<\/a><br \/>\n<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Morshead, R. W. (1965). On Taxonomy of educational objectives Handbook II: Affective domain. <\/span><span class=\"c8 c2\"><em>Studies in Philosophy and Education<\/em>, <\/span><span class=\"c2\">4(1), 164-170. <\/span><span class=\"c17 c2\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=https:\/\/en.wikipedia.org\/wiki\/Digital_object_identifier&amp;sa=D&amp;source=editors&amp;ust=1668986929459058&amp;usg=AOvVaw2_oqf1vkIlfTTblMJBtR_l\">\u00a0doi <\/a><\/span><span class=\"c17 c2\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=https:\/\/doi.org\/10.1007%252Fbf00373956&amp;sa=D&amp;source=editors&amp;ust=1668986929459222&amp;usg=AOvVaw2VITLIjLxGYn8w4m5FGsaM\">:10.1007\/bf00373956<\/a><br \/>\n<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Paul, R. (1993). <\/span><em><span class=\"c8 c2\">Critical thinking: What every person needs to survive in a rapidly changing world <\/span><\/em><span class=\"c1\">(3rd ed.). Rohnert Park, CA: Sonoma State University Press.<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Simpson, E. J. (1972). <\/span><span class=\"c8 c2\"><em>The classification of educational objectives in the psychomotor domain<\/em>. <\/span><span class=\"c1\">Washington, DC: Gryphon House.<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Tomei, L. A. (2010). <\/span><em><span class=\"c8 c2\">Designing instruction for the traditional, adult, and distance learner: A new engine for technology-based learning. <\/span><\/em><span class=\"c1\">Hershey, PA: IGI Global.<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Vygotsky, L. S. (1978). <\/span><span class=\"c8 c2\"><em>Mind in society: The development of higher psychological processes<\/em>. <\/span><span class=\"c1\">Cambridge, MA: Harvard University Press.<\/span><\/p>\n<h2 class=\"c3 c31\"><strong><span class=\"c12 c4 c2\">ADDITIONAL READING<\/span><\/strong><\/h2>\n<p class=\"c3\"><span class=\"c12 c4 c2\">Credible Articles on the Internet<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Armstrong, P. (n.d.). Bloom&#8217;s taxonomy. Retrieved from <\/span><span class=\"c17 c2\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=http:\/\/cft.vanderbilt.edu\/guides-sub-pages\/blooms-taxonomy\/&amp;sa=D&amp;source=editors&amp;ust=1668986929460305&amp;usg=AOvVaw0WnGl5J-WB-ceGV1U8Ikud\">\u00a0http:\/\/cft.vanderbilt.edu\/guides-sub-pages\/blooms-taxonomy\/<\/a><br \/>\n<\/span><\/p>\n<p class=\"c3\"><span class=\"c1\">Bloom&#8217;s taxonomy of education objectives. (2016). Retrieved from\u00a0<\/span><span class=\"c2 c17\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=https:\/\/teaching.uncc.edu\/services-programs\/teaching-guides\/course-design\/blooms-educational-objectives&amp;sa=D&amp;source=editors&amp;ust=1668986929460715&amp;usg=AOvVaw1uSfGX78fC0DmDIN7_FEtG\">https:\/\/teaching.uncc.edu\/services-programs\/teaching-guides\/course-design\/blooms-educational-objectives<\/a><br \/>\n<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Bloom&#8217;s taxonomy revised: A taxonomy for learning, teaching, and assessing. (2016). Retrieved from <\/span><span class=\"c17 c2\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.ccri.edu\/ctc\/pdf\/Blooms_Revised_Taxonomy.pdf&amp;sa=D&amp;source=editors&amp;ust=1668986929461150&amp;usg=AOvVaw3h5wxObcz8Mk7iVc4GyBXM\">https:\/\/www.ccri.edu\/ctc\/pdf\/Blooms_Revised_Taxonomy.pdf<\/a><br \/>\n<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Eisner, E. W. (2000). Benjamin Bloom. <\/span><span class=\"c8 c2\">Prospects: <em>The quarterly review of comparative education, xxx <\/em><\/span><br \/>\n<span class=\"c2\">(3). Retrieved from <\/span><span class=\"c17 c2\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=http:\/\/unesdoc.unesco.org\/images\/0012\/001231\/123140eb.pdf&amp;sa=D&amp;source=editors&amp;ust=1668986929461514&amp;usg=AOvVaw2c_iSqUs2H28TauYIzHwE8\">http:\/\/unesdoc.unesco.org\/images\/0012\/001231\/123140eb.pdf<\/a><br \/>\n<\/span><\/p>\n<p class=\"c3\"><span class=\"c1\">Eisner, E. W. (2002). Benjamin Bloom 1913-99. Retrieved from\u00a0<\/span><span class=\"c17 c2\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.ibe.unesco.org\/International\/Publications\/Thinkers\/ThinkersPdf\/bloome.pdf&amp;sa=D&amp;source=editors&amp;ust=1668986929461928&amp;usg=AOvVaw2j1Gswq3aadd4_xJJTE3Be\">http:\/\/www.ibe.unesco.org\/International\/Publications\/Thinkers\/ThinkersPdf\/bloome.pdf<\/a><br \/>\n<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Forehand, M. (2005). Bloom&#8217;s taxonomy: Original and revised. In M. Orey (Ed.), <\/span><em><span class=\"c8 c2\">Emerging perspectives on learning, teaching, and technology. <\/span><\/em><span class=\"c2\">Athens, GA: University of Georgia. Retrieved from <\/span><span class=\"c17 c2\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=http:\/\/epltt.coe.uga.edu\/index.php?title%3DBloom%2527s_Taxonomy&amp;sa=D&amp;source=editors&amp;ust=1668986929462269&amp;usg=AOvVaw3Sjy8MVHJbnEky1FQfbOiJ\">http:\/\/epltt.coe.uga.edu\/index.php?title=Bloom%27s_Taxonomy<\/a><br \/>\n<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Hess, K. K., Jones, B. S., Carlock, D., &amp; Walkup, J. R. (2009). Cognitive rigor: Blending the strengths of Bloom&#8217;s taxonomy and webb&#8217;s depth of knowledge to enhance classroom-level processes. Retrieved from <\/span><span class=\"c17 c2\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=http:\/\/files.eric.ed.gov\/fulltext\/ED517804.pdf&amp;sa=D&amp;source=editors&amp;ust=1668986929462625&amp;usg=AOvVaw0uMy1AW9W1M8jg2R6j2h8g\">http:\/\/files.eric.ed.gov\/fulltext\/ED517804.pdf<\/a><br \/>\n<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Honan, W. H. (1999). Benjamin Bloom, 86, a leader in the creation of head start. Retrieved from <\/span><span class=\"c17 c2\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.nytimes.com\/1999\/09\/15\/us\/benjamin-bloom-86-a-leader-in-the-creation-of-head-start.html?pagewanted%3D1&amp;sa=D&amp;source=editors&amp;ust=1668986929462971&amp;usg=AOvVaw0YMrr2Gloq0V4lm3WsRdUk\">http:\/\/www.nytimes.com\/1999\/09\/15\/us\/benjamin-bloom-86-a-leader-in-the-creation-of-head-start.html?pagewanted=1<\/a><br \/>\n<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Huitt, W. (2004). Bloom et al.&#8217;s taxonomy of the cognitive domain. <\/span><em><span class=\"c8 c2\">Educational Psychology Interactive<\/span><\/em><span class=\"c2\">. Valdosta, GA: Valdosta State University. Retrieved from <\/span><span class=\"c17 c2\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.edpsycinteractive.org\/topics\/cognition\/bloom.html&amp;sa=D&amp;source=editors&amp;ust=1668986929463385&amp;usg=AOvVaw2SlZHg9vPkF3g3xLKSHTE6\">\u00a0http:\/\/www.edpsycinteractive.org\/topics\/cognition\/bloom.html\u00a0<\/a><\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Illinois Online Network. (n.d.). Objectives. Retrieved from <\/span><span class=\"c17 c2\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.ion.uillinois.edu\/resources\/tutorials\/id\/developObjectives.asp%2523top&amp;sa=D&amp;source=editors&amp;ust=1668986929463780&amp;usg=AOvVaw2GpK-8aaWYXFXjmTbxh2dn\">http:\/\/www.ion.uillinois.edu\/resources\/tutorials\/id\/developObjectives.asp#top<\/a><br \/>\n<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Overbaugh, R. C., &amp; Schultz, L. (n.d.). Bloom&#8217;s taxonomy. Retrieved from <\/span><span class=\"c17 c2\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.fitnyc.edu\/files\/pdfs\/CET_TL_BloomsTaxonomy.pdf&amp;sa=D&amp;source=editors&amp;ust=1668986929464096&amp;usg=AOvVaw0ZlRVxZSLcKLjn5GRw5_P0\">http:\/\/www.fitnyc.edu\/files\/pdfs\/CET_TL_BloomsTaxonomy.pdf<\/a><br \/>\n<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Shabatura, J. (2013). Using Bloom&#8217;s taxonomy to write effective learning objectives. Retrieved from <\/span><span class=\"c17 c2\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=https:\/\/tips.uark.edu\/using-blooms-taxonomy\/&amp;sa=D&amp;source=editors&amp;ust=1668986929464378&amp;usg=AOvVaw1-ZjrR9YjRbNq9Die5eWMZ\">https:\/\/tips.uark.edu\/using-blooms-taxonomy\/<\/a><br \/>\n<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Wilson, L. (2016). Anderson and Krathwohl-Bloom&#8217;s taxonomy revised. Retrieved from <\/span><span class=\"c17 c2\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=http:\/\/thesecondprinciple.com\/teaching-essentials\/beyond-bloom-cognitive-taxonomy-revised\/&amp;sa=D&amp;source=editors&amp;ust=1668986929464741&amp;usg=AOvVaw0XMdpZWPzVse9tKd3HTEYi\">http:\/\/thesecondprinciple.com\/teaching-essentials\/beyond-bloom-cognitive-taxonomy-revised\/<\/a><br \/>\n<\/span><\/p>\n<p class=\"c3\"><strong><span class=\"c12 c4 c2\">Peer-Reviewed Articles<\/span><\/strong><\/p>\n<p class=\"c3\"><span class=\"c2\">Athanassiou, N., McNett, J. M., &amp; Harvey, C. (2003). Critical thinking in the management classroom: Bloom&#8217;s taxonomy as a learning tool. <\/span><span class=\"c8 c2\"><em>Journal of Management Education<\/em>, <\/span><span class=\"c1\">27(5), 533-555.<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Halawi, L. A., Pires, S., &amp; McCarthy, R. V. (2009). An evaluation of E-learning on the basis of bloom&#8217;s taxonomy: An exploratory study. <\/span><span class=\"c8 c2\"><em>Journal of Education for Business<\/em>, <\/span><span class=\"c1\">84(6), 374-380.<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Hogsett, C. (1993). Women&#8217;s ways of knowing bloom&#8217;s taxonomy. <\/span><span class=\"c8 c2\"><em>Feminist Teacher<\/em>, 7 <\/span><span class=\"c1\">(3), 27.<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Kastberg, S. E. (2003). Using bloom&#8217;s taxonomy as a framework for classroom assessment. <\/span><span class=\"c8 c2\"><em>The Mathematics Teacher<\/em>, 96(6), <\/span><span class=\"c1\">402-405.<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Seaman, M. (2011). Bloom&#8217;s taxonomy: Its evolution, revision, and use in the field of education. <\/span><br \/>\n<span class=\"c2 c8\"><em>Curriculum and Teaching Dialogue<\/em>, 13 <\/span><span class=\"c1\">(1), 29-131A.\u00a0<\/span><span class=\"c2\">Page <\/span><span class=\"c12 c4 c2\">102<\/span><\/p>\n<p class=\"c3\"><strong><span class=\"c12 c4 c2\">Books from Dalton State College Library<\/span><\/strong><\/p>\n<p class=\"c3\"><span class=\"c2\">Anderson, L. W., &amp; Krathwohl, D. R. (2001). <\/span><em><span class=\"c8 c2\">A taxonomy for learning, teaching, and assessing: A revision of Bloom&#8217;s taxonomy of educational objectives <\/span><\/em><span class=\"c1\">(Complete ed.). New York, NY: Longman.<\/span><\/p>\n<p class=\"c3\"><span class=\"c2\">Bloom, B. S. (1956). <\/span><em><span class=\"c8 c2\">Taxonomy of educational objectives: The classification of educational goals <\/span><\/em><span class=\"c1\">(1st ed.). New York, NY: Longmans &amp; Green.<\/span><\/p>\n<p class=\"c3\"><strong><span class=\"c12 c4 c2\">Videos and Tutorials<\/span><\/strong><\/p>\n<p class=\"c3\"><span class=\"c2\">The critics: Stories from the inside pages. (2006). Retrieved from <\/span><span class=\"c17 c2\"><a class=\"c13\" href=\"https:\/\/www.google.com\/url?q=http:\/\/digital.films.com.transcoder.daltonstate.edu\/PortalPlaylists.aspx?aid%3D8691%26xtid%3D36402&amp;sa=D&amp;source=editors&amp;ust=1668986929466265&amp;usg=AOvVaw1PUnAkT1-9-uZhI3ed_evF\">\u00a0Films<\/a> <\/span><span class=\"c2\">on Demand database.<\/span><\/p>\n","protected":false},"author":29,"menu_order":11,"template":"","meta":{"pb_show_title":"","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-102","chapter","type-chapter","status-publish","hentry"],"part":19,"_links":{"self":[{"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/pressbooks\/v2\/chapters\/102","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/wp\/v2\/users\/29"}],"version-history":[{"count":1,"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/pressbooks\/v2\/chapters\/102\/revisions"}],"predecessor-version":[{"id":103,"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/pressbooks\/v2\/chapters\/102\/revisions\/103"}],"part":[{"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/pressbooks\/v2\/parts\/19"}],"metadata":[{"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/pressbooks\/v2\/chapters\/102\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/wp\/v2\/media?parent=102"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/pressbooks\/v2\/chapter-type?post=102"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/wp\/v2\/contributor?post=102"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/wp\/v2\/license?post=102"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}