Bloom's Taxonomy Model

Bloom's Taxonomy of Learning 
Bloom’s Taxonomy is not a part of Charlotte Mason but it is a very helpful tool for anyone who teaches and learning. All teachers I know are taught about Bloom’s Taxonomy but very few of them actually get to use that knowledge in their classrooms.

Oaks.nvg (2012)

What Is Bloom’s Taxonomy & How Do You Use It?

These lower levels are important but they are only the building blocks for true higher level learning. 

Bloom's Taxonomy is used for undergraduate and graduate students. This is a technique used in the class room  f0r learning. Bloom's Taxonomy was created to identify the level of understanding or learning of the students. Benjamin Bloom in 1956 has identified three domains of educational activities such as;

• Cognitive: mental skills (Knowledge)
• Affective: growth in feelings or emotional areas (Attitude)
• Psychomotor: manual or physical skills (Skills).       

(Nwlink , 2010)

There are 3 domains or types of taxonomy that Bloom created each for a special purpose. Each of these domains are demonstrates from bottom to top. 

1. Cognitive :

The most-used of the domains, refers to knowledge structures. It can be viewed as a sequence of progressive contextualization of the material. This includes the recall of specific facts and concepts that serve in development of intellectual skills. There are six major categories which is starting as simple and end as complex.

Learningandteaching (2012)

Redwoods (2012)

Level 1 - Knowledge: Includes definitions, terms, categories of  information.

Level 2 - Comprehension: Includes interpretation, putting ideas in one's own words.

Level 3 - Application: Involves using knowledge to solve problems when no directions.

Level 4 - Analysis: Inolves the ability to outline major points by breaking them to simple.

Level 5 - Synthesis: Involves putting together the parts to form something that is new.

Level 6 - Evaluation: Involves the ability to make a judgment based on criteria.

2. Affective:

The Affective domain has received less attention, and is less intuitive than the Cognitive. It is concerned with values. Thus in the Cognitive domain, training for technicians may cover knowledge, comprehension and application, but not concern itself with analysis and above, whereas full professional training may be expected to include this and synthesis and evaluation as well. 

Learningandteaching (2012)

   3. Psycho-Motor:
Bloom never completed work on this domain, and there have been several attempts to complete it. One of the simplest versions has been suggested by Dave in  (1975), fits with the model of developing skill.
Includes physical movement, coordination, and use of the motor-skill areas. Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures, or techniques in execution. 

Learningandteaching (2012)

Further details of Bloom's Taxonomy please refer the link : http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm

Terminology Changes
Changes in terminology between the two versions are perhaps the most obvious differences and can also cause the most confusion. Basically, Bloom's six major categories were changed from noun to verb. Additionally, the lowest level of the original, knowledge was renamed and became remembering (Online fiu , 2012). Finally, comprehension and synthesis were re titled to understanding and evaluating (Online fiu , 2012).

Odu (2012)

Odu (2012)

Remembering: can the student recall or remember the information?	define, duplicate, list, memorize, recall, repeat, reproduce state
Understanding: can the student explain ideas or concepts?	classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase
Applying: can the student use the information in a new way?	choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write.
Analyzing:  can the student distinguish between the different parts?	appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.
Evaluating: can the student justify a stand or decision?	appraise, argue, defend, judge, select, support, value, evaluate
Creating: can the student create new product or point of view?	assemble, construct, create, design, develop, formulate, write.

Doingmediastudies (2012)

The above pyramid illustrates that the examples for the new version of the Bloom's Taxonomy Model. It’s a derivation from Bloom’s Taxonomy, which I guess every teacher has come across if they have done a teaching qualification. Here it’s stuck in understanding, but it’s also a great tool for evaluating. Seen as a platform to publish not read, it could also be creative; it could be used in an exercise to synthesis a great deal of information. Last seems most suited to remembering, and delicious could just as easily move up the pyramid as a site of analysis around the way we organize personal data through tags, or to demonstrate a student’s understanding (Doingmediastudies , 2012).

How to apply the Bloom's Taxonomy Theory to the students????

The most lowest level is the knowledge. Most of the students in the world have the knowledge which is available in the book.So that the 40% is getting by the students as a pass. This shows that students know only the things which is taught by the teachers at school or university. As an example if somebody ask that what is the answer for 2+2; the student will say it's 4. That is the knowledge that he/she has in own memory which was taught by the teacher.

The Recall level is known as Application. Students have this about 10%.This means as an example if there are 5 products and 20/- per product the total price is 100/-. To calculate this an application has been used.

The middle of this model is Comprehension. It is defined as Understand. The ability to choose the best application or method in order  to perform a task is know as Comprehension. This is again 10%.This is proved by the example which was used in Recall. There the multiplication has used to get the final answer. Today most of the students do not have this ability to choose the correct method for anything especially for Maths (Algebra, Geometry, Trigonometry etc). 

The next is Analysis.This shows that breaking the problems into smaller parts and start doing it step by step. This also carries 10%. As an example if a person is sick and the doctor ask to bring a blood report, the patients goes to the laboratory and brings the report. To check the blood laboratory guise use a chemical and bring the blood to smaller components. 

The most important part is the Critical Evaluation. Currently most of the students do not have this quality. As an example geonson and geonson company in UK evaluated that in another 10 years there will be 25 million babies and it will increase rapidly. So that the company should have the effective and efficient goods for both parties mother and baby. The care products should be there in the market is critically evaluated both company. 

Author's ideas on Bloom's Taxonomy

Finally, the author's point of view is, Bloom's Taxonomy is a great model for the students who study in the universities as well as the schools. Even if the student has the concepts which is being discussed in  the class room is not enough in order to approach to a  highest grade. Because of this reason majority of the students score only 40 marks as a pass for the exams like school level O/L, A/L and university programs too. Thus they have time, intelligence, skills and resources but those are being not used to achieve a productive goal. So the author thinks that, when doing something everybody can use the correct application to perform a best job and also can use the suitable method to do it as discussed in above. Even these are there for a student the essential thing is the problem solving and analysis part. To this people can use their own  knowledge and at the end the evaluation should be creative to succeed the upper of the stairs in the below diagram.