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Where indicated Bloom's Taxonomy tables are adapted and reproduced with permission from
Allyn & Bacon, Boston USA, being the publishers and copyright owners of 'Taxonomy Of
Educational Objectives' (Bloom et al 1956).
Most corporate trainers and HR professionals, coaches and teachers, will benefit significantly by
simply understanding the basics of Bloom's Taxonomy, as featured below. (If you want to know
more, there is a vast amount of related reading and references, listed at the end of this summary
explanation.)
Bloom's Taxonomy was primarily created for academic education, however it is relevant to
all types of learning.
Interestingly, at the outset, Bloom believed that education should focus on 'mastery' of subjects
and the promotion of higher forms of thinking, rather than a utilitarian approach to simply
transferring facts. Bloom demonstrated decades ago that most teaching tended to be focused on
fact-transfer and information recall - the lowest level of training - rather than true meaningful
personal development, and this remains a central challenge for educators and trainers in modern
times. Much corporate training is also limited to non-participative, unfeeling knowledge-transfer,
(all those stultifyingly boring powerpoint presentations...), which is reason alone to consider the
breadth and depth approach exemplified in Bloom's model.
You might find it helpful now to see the Bloom Taxonomy overview. Did you realise there were
all these potential dimensions to training and learning?
The 'Taxonomy Of Educational Objectives: Handbook II, The Affective Domain' (Bloom,
Masia, Krathwohl) as the title implies, deals with the detail of the second domain, the 'Affective
Domain', and was published in 1964.
Various people suggested detail for the third 'Psychomotor Domain', which explains why this
domain detail varies in different representations of the complete Bloom Taxonomy. The three
most popularly referenced versions of the Psychomotor Domain seem to be those of RH Dave
(1967/70), EJ Simpson (1966/72), and AJ Harrow (1972).
As such 'Bloom's Taxonomy' describes the three-domain structure, within which the detail may
vary, especially for the third domain.
Bloom's Taxonomy has therefore since 1956 provided a basis for ideas which have been used
(and developed) around the world by academics, educators, teachers and trainers, for the
preparation of learning evaluation materials, and also provided the platform for the complete
'Bloom's Taxonomy' (including the detail for the third 'Psychomotor Domain') as we see it today.
Collectively these concepts which make up the whole Bloom Taxonomy continue to be useful
and very relevant to the planning and design of: school, college and university education, adult
and corporate training courses, teaching and lesson plans, and learning materials; they also serve
as a template for the evaluation of: training, teaching, learning and development, within every
aspect of education and industry.
If you are involved in the design, delivery or evaluation of teaching, training, courses, learning
and lesson plans, you should find Bloom's Taxonomy useful, as a template, framework or simple
checklist to ensure you are using the most appropriate type of training or learning in order to
develop the capabilities required or wanted.
Training or learning design and evaluation need not cover all aspects of the Taxonomy -
just make sure there is coverage of the aspects that are appropriate.
As such, if in doubt about your training aims - check what's possible, and perhaps required, by
referring to Bloom's Taxonomy.
Bloom's Taxonomy underpins the classical 'Knowledge, Attitude, Skills' structure of learning
method and evaluation, and aside from the even simpler Kirkpatrick learning evaluation model,
Bloom's Taxonomy of Learning Domains remains the most widely used system of its kind in
education particularly, and also industry and corporate training. It's easy to see why, because it is
such a simple, clear and effective model, both for explanation and application of learning
objectives, teaching and training methods, and measurement of learning outcomes.
Bloom's Taxonomy provides an excellent structure for planning, designing, assessing and
evaluating training and learning effectiveness. The model also serves as a sort of checklist, by
which you can ensure that training is planned to deliver all the necessary development for
students, trainees or learners, and a template by which you can assess the validity and coverage
of any existing training, be it a course, a curriculum, or an entire training and development
programme for a large organisation.
It is fascinating that Bloom's Taxonomy model (1956/64) and Kirkpatrick's learning evaluation
model (1959) remain classical reference models and tools into the 21st century. This is because
concepts such as Bloom's Taxonomy, Kirkpatrick's model, Maslow's Hierarchy of Needs,
Mcgregor's XY Theory, The SWOT analysis model, and Berne's Transactional Analysis theory,
to name a few other examples, are timeless, and as such will always be relevant to the
understanding and development of people and organisations.
Bloom's Taxonomy model is in three parts, or 'overlapping domains'. Again, Bloom used rather
academic language, but the meanings are simple to understand:
This has given rise to the obvious short-hand variations on the theme which summarise the three
domains; for example, Skills-Knowledge-Attitude, KAS, Do-Think-Feel, etc.
Various people have since built on Bloom's work, notably in the third domain, the 'psychomotor'
or skills, which Bloom originally identified in a broad sense, but which he never fully detailed.
This was apparently because Bloom and his colleagues felt that the academic environment held
insufficient expertise to analyse and create a suitable reliable structure for the physical ability
'Psychomotor' domain. While this might seem strange, such caution is not uncommon among
expert and highly specialised academics - they strive for accuracy as well as innovation. In
Bloom's case it is as well that he left a few gaps for others to complete the detail; the model
seems to have benefited from having several different contributors fill in the detail over the
years, such as Anderson, Krathwhol, Masia, Simpson, Harrow and Dave (these last three having
each developed versions of the third 'Psychomotor' domain).
In each of the three domains Bloom's Taxonomy is based on the premise that the categories are
ordered in degree of difficulty. An important premise of Bloom's Taxonomy is that each
category (or 'level') must be mastered before progressing to the next. As such the categories
within each domain are levels of learning development, and these levels increase in difficulty.
The simple matrix structure enables a checklist or template to be constructed for the design of
learning programmes, training courses, lesson plans, etc. Effective learning - especially in
organisations, where training is to be converted into organisational results - should arguably
cover all the levels of each of the domains, where relevant to the situation and the learner.
The learner should benefit from development of knowledge and intellect (Cognitive Domain);
attitude and beliefs (Affective Domain); and the ability to put physical and bodily skills into
effect - to act (Psychomotor Domain).
For the more precise original Bloom Taxonomy terminology and definitions see the more
detailed domain structures beneath this at-a-glance model. It's helpful at this point to consider
also the 'conscious competence' learning stages model, which provides a useful perspective for
all three domains, and the concept of developing competence by stages in sequence.
N.B. In the Cognitive Domain, levels 5 and 6, Synthesis and Evaluation, were subsequently
inverted by Anderson and Krathwhol in 2001. Anderson and Krathwhol also developed a
complex two-dimensional extension of the Bloom Taxonomy, which is not explained here. If
you want to learn more about the bleeding edge of academic educational learning and evaluation
there is a list of further references below. For most mortals in teaching and training what's on this
page is probably enough to make a start, and a big difference.
Note also that the Psychomotor Domain featured above is based on the domain detail established
by RH Dave (who was a student of Bloom) in 1967 (conference paper) and 1970 (book). The
Dave model is the simplest and generally easiest to apply in the corporate development
environment. Alternative Psychomotor Domains structures have been suggested by others,
notably Harrow and Simpson's models detailed below. I urge you explore the Simpson and
Harrow Psychomotor Domain alternatives - especially for the development of children and
young people, and for developing skills in adults that take people out of their comfort zones. This
is because the Simpson and Harrow models offer different emotional perspectives and
advantages, which are useful for certain learning situations, and which do not appear so
obviously in the structure of the Dave model.
Bloom's Taxonomy in more detailed structure follows, with more formal terminology and
definitions. Refer back to the Bloom Taxonomy overview any time you need to refresh or clarify
your perception of the model. It is normal to find that the extra detail can initially cloud the basic
structure - which is actually quite simple - so it's helpful to keep the simple overview to hand.
In my humble opinion it's possible to argue either case (Synthesis then Evaluation, or vice-versa)
depending on the circumstances and the precise criteria stated or represented in the levels
concerned, plus the extent of 'creative thinking' and 'strategic authority' attributed to or expected
at the 'Synthesis' level. In short - pick the order which suits your situation. (Further comment
about synthesis and evaluation priority.)
cognitive domain
examples of activity to 'key words' (verbs
be trained, or which describe the
behaviour
level category or 'level' demonstration and activity to be trained
descriptions
evidence to be or measured at each
measured level)
multiple-choice test,
arrange, define,
recount facts or
describe, label, list,
recall or recognise statistics, recall a
1 Knowledge memorise, recognise,
information process, rules,
relate, reproduce,
definitions; quote law or
select, state
procedure
explain, reiterate,
explain or interpret reword, critique,
understand meaning, meaning from a given classify, summarise,
re-state data in one's scenario or statement, illustrate, translate,
2 Comprehension own words, suggest treatment, review, report, discuss,
interpret, reaction or solution to re-write, estimate,
extrapolate, translate given problem, create interpret, theorise,
examples or metaphors paraphrase, reference,
example
use or apply use, apply, discover,
put a theory into
knowledge, put manage, execute, solve,
practical effect,
theory into practice, produce, implement,
3 Application demonstrate, solve a
use knowledge in construct, change,
problem, manage an
response to real prepare, conduct,
activity
circumstances perform, react, respond,
role-play
identify constituent
interpret elements,
parts and functions of a
organizational analyse, break down,
process or concept, or
principles, structure, catalogue, compare,
de-construct a
construction, quantify, measure, test,
methodology or process,
4 Analysis internal examine, experiment,
making qualitative
relationships; relate, graph, diagram,
assessment of elements,
quality, reliability of plot, extrapolate, value,
relationships, values and
individual divide
effects; measure
components
requirements or needs
develop plans or
procedures, design
develop, plan, build,
develop new unique solutions, integrate
create, design, organise,
structures, systems, methods, resources,
Synthesis revise, formulate,
5 models, approaches, ideas, parts; create
(create/build) propose, establish,
ideas; creative teams or new
assemble, integrate, re-
thinking, operations approaches, write
arrange, modify
protocols or
contingencies
review strategic options
or plans in terms of
efficacy, return on
investment or cost-
assess effectiveness effectiveness,
of whole concepts, practicability; assess
in relation to values, sustainability; perform a review, justify, assess,
outputs, efficacy, SWOT analysis in present a case for,
viability; critical relation to alternatives; defend, report on,
6 Evaluation
thinking, strategic produce a financial investigate, direct,
comparison and justification for a appraise, argue, project-
review; judgement proposition or venture, manage
relating to external calculate the effects of a
criteria plan or strategy;
perform a detailed and
costed risk analysis with
recommendations and
justifications
Refresh your understanding of where this fits into the Bloom Taxonomy overview.
The above version is the original, and according to the examples and assumptions presented in
the above matrix, is perfectly appropriate and logical. I also personally believe the above order to
be appropriate for corporate and industrial training and development if 'Evaluation' is taken
to represent executive or strategic assessment and decision-making, which is effectively at the
pinnacle of the corporate intellect-set.
I believe inversion of Synthesis and Evaluation carries a risk unless it is properly qualified. This
is because the highest skill level absolutely must involve strategic evaluation; effective
management - especially of large activities or organisations - relies on strategic evaluation. And
clearly, strategic evaluation, is by implication included in the 'Evaluation' category.
I would also argue that in order to evaluate properly and strategically, we need first to have
learned and experienced the execution of the strategies (ie, to have completed the synthesis step)
that we intend to evaluate.
However, you should feel free to invert levels 5 and 6 if warranted by your own particular
circumstances, particularly if your interpretation of 'Evaluation' is non-strategic, and not linked
to decision-making. Changing the order of the levels is warranted if local circumstances alter the
degree of difficulty. Remember, the taxonomy is based in the premise that the degree of
difficulty increases through the levels - people need to learn to walk before they can run - it's that
simple. So, if your situation causes 'Synthesis' to be more challenging than 'Evaluation', then
change the order of the levels accordingly (ie., invert 5 and 6 like Anderson and Krathwhol did),
so that you train people in the correct order.
affective domain
examples of 'key words' (verbs
experience, or which describe the
category or behaviour
level demonstration and activity to be trained
'level' descriptions
evidence to be or measured at each
measured level)
listen to teacher or
ask, listen, focus, attend,
trainer, take interest in
take part, discuss,
session or learning
open to experience, acknowledge, hear, be
1 Receive experience, take notes,
willing to hear open to, retain, follow,
turn up, make time for
concentrate, read, do,
learning experience,
feel
participate passively
react, respond, seek
participate actively in
clarification, interpret,
group discussion, active
clarify, provide other
participation in activity,
references and
react and participate interest in outcomes,
2 Respond examples, contribute,
actively enthusiasm for action,
question, present, cite,
question and probe
become animated or
ideas, suggest
excited, help team,
interpretation
write, perform
decide worth and
attach values and relevance of ideas, argue, challenge, debate,
3 Value express personal experiences; accept or refute, confront, justify,
opinions commit to particular persuade, criticise,
stance or action
build, develop,
qualify and quantify
Organise or reconcile internal formulate, defend,
personal views, state
4 Conceptualize conflicts; develop modify, relate, prioritise,
personal position and
values value system reconcile, contrast,
reasons, state beliefs
arrange, compare
Internalize or self-reliant; behave
adopt belief system act, display, influence,
5 characterise consistently with
and philosophy solve, practice,
values personal value set
Based on the 'Taxonomy Of Educational Objectives: Volume 2, The Affective Domain' (Bloom,
Masia, Krathwohl) 1964. See also 'Taxonomy Of Educational Objectives: Handbook 1, The
Cognitive Domain' (Bloom, Engelhart, Furst, Hill, Krathwohl) 1956. This table is adapted and
reproduced with permission from Allyn & Bacon, Boston USA, being the publishers and
copyright owners of 'Taxonomy Of Educational Objectives' (Bloom et al 1956).
This domain for some people can be a little trickier to understand than the others. The
differences between the levels, especially between 3, 4, and 5, are subtle, and not so clear as the
separations elsewhere in the Taxonomy. You will find it easier to understand if you refer back to
the bloom's taxonomy learning domains at-a-glance.
Based on RH Dave's version of the Psychomotor Domain ('Developing and Writing Behavioral
Objectives', 1970. The theory was first presented at a Berlin conference 1967, hence you may see
Dave's model attributed to 1967 or 1970).
Refresh your understanding of where the Psychomotor Domain fits into the Bloom Taxonomy
overview.
It is also useful to refer to the 'Conscious Competence' model, which arguably overlays, and is a
particularly helpful perspective for explaining and representing the 'Psychomotor' domain, and
notably Dave's version. (The 'Conscious Competence' model also provides a helpful perspective
for the other two domains - Cognitive and Affective, and for the alternative Psychomotor
Domains suggested by Harrow and Simpson below.)
It's worth exploring and understanding the differences between the three Psychomotor Domain
interpretations. Certainly each is different and has a different use.
In my view the Dave model is adequate and appropriate for most adult training in the workplace.
For young children, or for adults learning entirely new and challenging physical skills (which
may require some additional attention to awareness and perception, and mental preparation), or
for anyone learning skills which involve expression of feeling and emotion, then the Simpson or
Harrow models can be more useful because they more specifically address these issues.
Simpson's version is particularly useful if you are taking adults out of their comfort zones,
because it addresses sensory, perception (and by implication attitudinal) and preparation issues.
For example anything fearsome or threatening, like emergency routines, conflict situations,
tough physical tasks or conditions.
Harrow's version is particularly useful if you are developing skills which are intended ultimately
to express, convey and/or influence feelings, because its final level specifically addresses the
translation of bodily activities (movement, communication, body language, etc) into conveying
feelings and emotion, including the effect on others. For example, public speaking, training
itself, and high-level presentation skills.
The Harrow and Simpson models are also appropriate for other types of adult development. For
example, teaching adults to run a difficult meeting, or make a parachute jump, will almost
certainly warrant attention on sensory perception and awareness, and on preparing oneself
mentally, emotionally, and physically. In such cases therefore, Simpson's or Harrow's model
would be more appropriate than Dave's.
As ever, choose the framework that best fits your situation, and the needs and aims of the
trainees or students.
in conclusion
Bloom's Taxonomy is a wonderful reference model for all involved in teaching, training,
learning, coaching - in the design, delivery and evaluation of these development methods. At its
basic level (refresh your memory of the Bloom Taxonomy overview if helpful), the Taxonomy
provides a simple, quick and easy checklist to start to plan any type of personal development. It
helps to open up possibilities for all aspects of the subject or need concerned, and suggests a
variety of the methods available for delivery of teaching and learning. As with any checklist, it
also helps to reduce the risks of overlooking some vital aspects of the development required.
The more detailed elements within each domain provide additional reference points for learning
design and evaluation, whether for a single lesson, session or activity, or training need, or for an
entire course, programme or syllabus, across a large group of trainees or students, or a whole
organisation.
And at its most complex, Bloom's Taxonomy is continuously evolving, through the work of
academics following in the footsteps of Bloom's early associates, as a fundamental concept for
the development of formalised education across the world.
As with so many of the classical models involving the development of people and organisations,
you actually have a choice as to how to use Bloom's Taxonomy. It's a tool - or more aptly - a
toolbox. Tools are most useful when the user controls them; not vice-versa.
Use Bloom's Taxonomy in the ways that you find helpful for your own situation.
Taxonomy of educational objectives: Handbook I, The cognitive domain. Bloom et al. 1956
Taxonomy of educational objectives: The classification of educational goals. Handbook II: The
affective domain. Bloom, Krathwhol, Masia, 1964
Developing and writing educational objectives (Psychomotor levels pp. 33-34). RH Dave, 1970
Benjamin Bloom 1913-99 . A paper by Prof. Elliot W Eisner, 2000. (UNESCO: International
Bureau of Education.)
A Taxonomy for Learning, Teaching, and Assessing: A revision of Bloom's Taxonomy of
Educational Objectives. Anderson, Krathwohl et al. 2001
If you do not understand referencing then search Google for 'referencing'. Look at the different
methods (eg, Harvard, Vancouver, etc) which are explained on various university websites, and
if appropriate seek guidance from your tutor or course handbook/information.
Given the different originators of the various component models (tables) on this page, the precise
data to include in the reference will depend on what content exactly you use.
Essentially the technical content (tables) should be credited according to the origination details
given below each table.
Bloom's Taxonomy of Learning Domains is my own preferred way to describe the overall
concept, but there are other over-arching headings used for the concept (usually beginning with
Bloom's Taxonomy..), and you should feel free to use an alternative heading if you want to.
The presentation of the Bloom Taxonomy models on this webpage is probably best described as
an interpretation or explanation of Bloom's Taxonomy of Learning Domains, December 2006.
The retrieval date, webpage URL (address) and website name should also be included in the
reference. The URL is http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm
The website is www.businessballs.com. My name is Alan Chapman.
The free use of these materials is for teaching and study purposes and does not extend to
publication in any form.
Allyn & Bacon, Boston USA, are publishers and copyright owners of 'Taxonomy Of Educational
Objectives' (Bloom et al 1956), and seem to be the most significant point of contact for
publishing permission of the Bloom Taxonomy tables, although their interests do not extend to
all of the the precise interpretations or the explanatory/contextual materials on this page.
see also
conscious competence
Howard Gardner and multiple intelligences theories
Kirkpatrick's learning evaluation model
Fisher's personal transition model
360 degree appraisals tips
employment termination, dismissal, redundancy, letters templates and style
exit interviews, questions examples, tips
grievance procedures letters samples for employees
group selection recruitment method
induction training checklist, template and tips
job interviews - tips, techniques, questions, answers
job descriptions, writing templates and examples
performance appraisals - process and appraisals form template
team briefing process
training programme evaluation processes
training and developing people - how to
authorship/referencing
Where indicated Bloom's Taxonomy tables are adapted and reproduced with permission from
Allyn & Bacon, Boston USA, being the publishers and copyright owners of 'Taxonomy Of
Educational Objectives' (Bloom et al 1956).
Benjamin Bloom's and others original concepts as stated in material; Alan Chapman
contextual material, review, code, design 2006-2009.
The use of this material is free for self-development, developing others, research, and
organizational improvement. Please reference authorship and copyright of material used,
including link(s) to Businessballs.com and the material webpage; see authorship/referencing
above. This material may not be sold, published, or reproduced online. Disclaimer: Reliance on
this material and any related provision is at your sole risk. Alan Chapman assumes no
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potential liabilities. Where appropriate retain this notice on copies. See about us for detailed
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Ini telah menimbulkan variasi tangan pendek jelas pada tema yang merangkum tiga
domain; misalnya, Keterampilan-Pengetahuan-Sikap, KAS, Do-Think-Feel, dll
Berbagai orang sejak dibangun pada pekerjaan Bloom, terutama dalam domain ketiga,
'psikomotorik atau keterampilan, yang Bloom awalnya diidentifikasi dalam arti luas,
tetapi ia tidak pernah sepenuhnya rinci. Ini rupanya karena Bloom dan rekan-rekannya
merasa bahwa lingkungan akademik yang diselenggarakan keahlian cukup untuk
menganalisis dan menciptakan struktur handal yang cocok untuk kemampuan fisik
domain 'psikomotor'. Sementara ini mungkin tampak aneh, hati-hati seperti ini tidak
jarang di antara ahli dan sangat khusus akademisi - mereka berusaha untuk akurasi serta
inovasi. Dalam kasus Bloom itu juga bahwa ia meninggalkan beberapa celah bagi orang
lain untuk menyelesaikan detail; model tampaknya memiliki manfaat dari memiliki
beberapa kontributor yang berbeda mengisi detail selama bertahun-tahun, seperti
Anderson, Krathwhol, Masia, Simpson, Harrow dan Dave (yang terakhir ini tiga masing-
masing memiliki versi yang dikembangkan dari domain 'Psikomotor' ketiga).
Di masing-masing tiga domain Taksonomi Bloom didasarkan pada premis bahwa kategori
diperintahkan dalam tingkat kesulitan. Sebuah premis penting dari Taksonomi Bloom
adalah bahwa setiap kategori (atau 'tingkat') harus dikuasai sebelum maju ke yang
berikutnya. Dengan demikian kategori dalam setiap domain yang tingkat perkembangan
belajar, dan hal ini meningkatkan tingkat kesulitan.
Struktur matriks sederhana memungkinkan checklist atau template yang akan dibangun
untuk desain program pembelajaran, pelatihan, rencana pelajaran, dll belajar efektif -
terutama di organisasi, di mana pelatihan adalah untuk dikonversi menjadi hasil
organisasi - arguably harus mencakup semua tingkat dari masing-masing domain, di mana
relevan dengan situasi dan pelajar.
Pelajar harus manfaat dari pengembangan pengetahuan dan intelek (Domain Kognitif);
sikap dan keyakinan (Affective Domain); dan kemampuan untuk menempatkan
keterampilan fisik dan tubuh berlaku - untuk bertindak (Psikomotor Domain).
NB Dalam Cognitive Domain, tingkat 5 dan 6, Sintesis dan Evaluasi, yang kemudian
dibalikkan oleh Anderson dan Krathwhol pada tahun 2001. Anderson dan Krathwhol juga
mengembangkan ekstensi dua dimensi yang kompleks dari Taksonomi Bloom, yang tidak
dijelaskan di sini. Jika Anda ingin mempelajari lebih lanjut tentang tepi pendarahan
belajar pendidikan akademik dan evaluasi ada daftar referensi lebih lanjut di bawah.
Untuk manusia yang paling dalam mengajar dan pelatihan apa yang ada di halaman ini
mungkin cukup untuk memulai, dan perbedaan besar.
Perhatikan juga bahwa Domain Psikomotor fitur di atas didasarkan pada detail domain
yang ditetapkan oleh RH Dave (yang adalah seorang mahasiswa dari Bloom) pada tahun
1967 (kertas konferensi) dan 1970 (buku). Model Dave adalah sederhana dan umumnya
paling mudah untuk diterapkan dalam lingkungan pengembangan perusahaan. Alternatif
struktur Domain Psikomotor telah disarankan oleh orang lain, terutama Harrow dan
model Simpson rinci di bawah ini . Saya mendorong Anda menjelajahi Simpson dan
Harrow Psikomotor Domain alternatif - terutama untuk perkembangan anak-anak dan
orang muda, dan untuk mengembangkan keterampilan pada orang dewasa yang
membawa orang keluar dari zona kenyamanan mereka. Hal ini karena Simpson dan
Harrow model menawarkan perspektif emosional yang berbeda dan keuntungan, yang
berguna untuk situasi belajar tertentu, dan yang tidak muncul begitu jelas dalam struktur
model Dave.
( Kembali ke pengembangan Taksonomi Bloom. )
Taksonomi Bloom dalam struktur yang lebih rinci berikut, dengan terminologi yang lebih
formal dan definisi. Merujuk kembali ke Bloom Taksonomi ikhtisar setiap kali Anda
perlu refresh atau mengklarifikasi persepsi Anda model. Hal yang biasa untuk
menemukan bahwa detail ekstra awalnya dapat awan struktur dasar - yang sebenarnya
cukup sederhana - sehingga sangat membantu untuk menjaga gambaran sederhana untuk
tangan.
domain belajar Taksonomi Bloom - struktur
rinci
Hal ini juga berguna untuk merujuk pada 'Kompetensi Sadar' model , yang bisa dibilang
overlay, dan perspektif sangat membantu untuk menjelaskan dan mewakili domain
'Psikomotor', dan terutama versi Dave. (The 'Kompetensi Sadar' model juga memberikan
perspektif bermanfaat untuk dua domain lainnya - kognitif dan afektif, dan untuk
alternatif Psikomotor Domain disarankan oleh Harrow dan Simpson bawah.)
Kesimpulannya
Taksonomi Bloom adalah model referensi indah untuk semua yang terlibat dalam
pengajaran, pelatihan, pembelajaran, pelatihan - dalam desain, pengiriman dan evaluasi
metode pengembangan ini. Pada tingkat dasar (menyegarkan ingatan Anda dari Bloom
Taksonomi ikhtisar jika membantu), Taksonomi menyediakan daftar sederhana, cepat
dan mudah untuk mulai merencanakan jenis pengembangan pribadi. Ini membantu untuk
membuka kemungkinan untuk semua aspek dari subjek atau butuh bersangkutan, dan
menyarankan berbagai metode yang tersedia untuk pengiriman mengajar dan belajar.
Seperti checklist apapun, juga membantu mengurangi risiko yang menghadap beberapa
aspek penting dari pengembangan yang dibutuhkan.
Unsur-unsur yang lebih rinci dalam setiap domain menyediakan titik referensi tambahan
untuk desain dan evaluasi pembelajaran, baik untuk pelajaran tunggal, sesi atau kegiatan,
atau pelatihan butuhkan, atau untuk keseluruhan program, program atau silabus, di
kelompok besar peserta atau siswa, atau seluruh organisasi.
Dan pada yang paling kompleks, Taksonomi Bloom terus berkembang, melalui karya
akademisi mengikuti jejak dari asosiasi Bloom awal, sebagai konsep dasar bagi
pengembangan pendidikan formal di seluruh dunia.
Seperti dengan begitu banyak model klasik yang melibatkan pengembangan masyarakat
dan organisasi, Anda benar-benar punya pilihan untuk bagaimana menggunakan
Taksonomi Bloom. Ini adalah alat - atau lebih tepat - kotak peralatan. Alat yang paling
berguna ketika pengguna mengontrol mereka; bukan sebaliknya.
Gunakan Taksonomi Bloom dalam cara yang Anda temukan bermanfaat untuk situasi
Anda sendiri.
kompetensi sadar
kepenulisan / referensi
Di mana ditunjukkan tabel Taksonomi Bloom disesuaikan dan direproduksi dengan izin
dari Allyn & Bacon, Boston USA, menjadi penerbit dan pemilik hak cipta dari 'Taksonomi
Dari Tujuan Pendidikan' (Bloom et al 1956).
Benjamin Bloom dan lain-lain konsep asli seperti yang dinyatakan dalam material; Alan
Chapman bahan kontekstual, review, kode, desain 2006-2009.
Silakan lihat tambahan referensi / penggunaan istilah di bawah ini.
Penggunaan bahan ini bebas untuk pengembangan diri, mengembangkan orang lain,
penelitian, dan perbaikan organisasi. Silahkan referensi penulis dan hak cipta dari bahan
yang digunakan, termasuk tautan (s) ke Businessballs.com dan halaman web material;
melihat kepenulisan / referensi di atas. Bahan ini tidak dapat dijual, diterbitkan, atau
direproduksi secara online. Disclaimer: Ketergantungan pada bahan ini dan ketentuan
yang terkait adalah risiko Anda sendiri. Alan Chapman tidak bertanggung jawab atas
kesalahan atau kerusakan yang timbul. Carilah saran memenuhi syarat untuk tindakan
yang melibatkan kewajiban potensial. Apabila diperlukan mempertahankan
pemberitahuan ini pada salinan. Lihat tentang kami untuk istilah rinci.
BusinessBalls 2016