TEACHING STRATEGIES & BLOOM’S TAXONOMY: Influenza A virus subtype H5N1 COGNITIVE, EFFECTIVE, PSYCHO MOTOR DOMAIN
Background of Bloom's TAXONOMY
· Bloom's Taxonomy was shaped inwards 1956 nether the leadership of educational psychologist Dr Benjamin Bloom inwards gild to endorse higher forms of thinking inwards education, such equally analyzing too evaluating concepts, processes, procedures, too principles, somewhat than simply remembering facts
What Bloom Taxonomy is used for?
· Bloom's taxonomy is a ordering scheme used to define too differentiate various levels of human cognition—i.e., thinking, learning, too understanding.
What is taxonomy of education?
· Bloom's taxonomy is a ready of iii categorized models used to organize educational learning objectives into levels of intricacy too specificity. The iii lists comprehend the learning objectives inwards cognitive, effective too sensory domains.
· The educational objectives are divided into iii domains according to this taxonomy. These are;
a) Cognitive domain
b) Effective domain
c) Psycho motor domain
I. Cognitive Domain:
· It deals alongside thinking physical care for too mental faculties. It is farther divided inwards half-dozen sub groups past times Bloom inwards 1956.
v Knowledge:
i. Knowledge is defined equally the remembering of previously learned material.
ii. This is the lowest degree of learning
iii. This involves recalling of uncomplicated facts to consummate theories
iv. This includes:
(a) Knowledge of facts e.g. solids expand o heating.
(b) Knowledge of damage e.g. Abiogenesis.
(c) Knowledge of principles e.g. Boyles Law, Charles Law.
(d) Knowledge of concepts e.g. forces, solubility
(e) Knowledge of methods too procedures e.g. scientific method.
v Comprehension:
i. Comprehension is defined equally the mightiness to grasp the pregnant of material.
ii. This may live on shown by:
(a) Translating Material
(b) Interpreting Material
(c) Estimating hereafter trends
iii. Level of learning is ane measuring higher to that knowledge.
iv. Example: Explain Newton’s tertiary police trace of motion.
v Application:
i. Application refers to the mightiness to usage learner fabric inwards novel too concrete situation.
ii. This includes application of rules, methods concepts, principles, laws too theories.
iii. This requires higher degree of understanding.
iv. Example: Why does H2O piping outburst when temperature falls to 00C
v Analysis:
i. Analysis denotes to the mightiness to suspension downwards fabric into its apparatuses parts then that its organizational construction may live on understood.
ii. This includes:
(a) Identification of parts
(b) Analysis of human relationship betwixt parts
(c) Recognition of organizational principles.
iii. Level of learning is higher than that of comprehension too application.
iv. Example: Analyze the organizational construction of art, music or writing.
v Synthesis:
I. Synthesis denotes to the science to pose parts together to shape a novel whole.
II. This may involve:
(a) Production of novel spoken language or topic
(b) Production of question proposal
(c) Production of scheme for classifying information
iii. This atomic number 82 to formulation of novel patterns or structures
VI. Example: write a creative brusque story
v Evaluation:
i. Evaluation is concerned alongside the mightiness to guess the value of fabric similar novel, study or verse form for a given purpose.
ii. Judgments are based on definite criteria
iii. This is the highest degree of learning outcomes inwards cognitive hierarchy.
iv. Example: Evaluate the verse of AL lama IQBAL
A. Effective Domain:
· It deals alongside attitudes, liking, disliking, habits, values too feelings. It is farther divided into 5 subgroups past times EARTHWORK 1964.
v Receiving:
i. Receiving refer to students willingness to attend a particular phenomenon.
ii. This is the lowest degree of learning out come upward inwards affective domain.
iii. Example:
(a) Attending classroom activities
(b) Listening textbook reading
(c) Listening music
v Responding:
ii. This involves:
(a) Reading assigned material
(b) Reading voluntarily
(c) Reading for pleasure
iii. These include objectives concerned alongside involvement too enjoyment.
iv. Example: Influenza A virus subtype H5N1 student
(a) Completes assigned abode work
(b) Obeys schoolhouse rules
(c) Participants classroom discussion
(d) Completes laboratory work
v Valuing:
i. Valuing is concerned alongside the worth or value a pupil attaches to a particular object, phenomenon
ii. This ranges from uncomplicated credence of value to to a greater extent than complex degree of commitment.
iii. This includes objectives concerned alongside mental attitude too appreciation.
iv. Example:
(a) Appreciating proficient literature or music
(b) Appreciating science
(c) Showing occupation organisation for the welfare of the other
(d) Demonstrating occupation solving attitude.
v Organization:
i. Organization is concerned with:
(a) Bringing together unlike values
(b) Resolving conflicts betwixt them
(c) Building internal consistent value system
ii. This includes objectives concerned alongside evolution of philosophy of life.
iii. Example:
(a) Recognizing for residuum betwixt liberty too responsibleness inwards democracy.
(b) Understanding accepting ain strength too limitations.
v Characterization:
i. At this level, the private has a value scheme that controls the conduct for a sufficiently long fourth dimension to prepare a feature life style.
ii. Learning outcomes indicates typical conduct of the students.
iii. Example:
(a) Displaying security consciousness
(b) Using objectives approach inwards occupation solving
(c) Maintaining proficient wellness habits
(d) Practicing co-operation inwards grouping activities.
B. Psychomotor Domain:
· It deals alongside the evolution of psycho motor skills. It is farther divided into 7 subgroups past times SIMPSON inwards 192.
v Perception:
i. It is concerned alongside the usage of sense organs to obtain cues that guide motor activity.
ii. Example:
(a) Observing reckoner for operating
v Set:
i. Set refers to readiness to convey particular type of action.
ii. This include:
(a) Mental readiness to act
(b) Physical readiness to act
(c) Motivational readiness (willingness) to act
iii. Example: showing wishing to compose
v Guided Response:
i. Guided reply include early on stages for learning skill
ii. It includes:
(a) Imitation
(b) Trial too error
iii. Examples:
(a) Performing experiments equally demonstrated
(b) Applying commencement assistance bandages equally demonstrated
(c) Operating microscope equally demonstrated
v Mechanism:
i. Learned responses popular off habitual
ii. Movements tin live on performed alongside to a greater extent than or less confidence too proficiency
iii. Movement patterns are less complex
iv. Example:
(a) Setting laboratory too equipment
(b) Writing smoothly too legibly
(c) Operating a slide projector
v Complex Overt Response:
i. It involves complex motion patterns
ii. Learned responses are performed skillfully
iii. Proficiency is indicated past times a quick, smooth, accurate, performance, requiring a minimum of energy
iv. Performance is made without hesitation
v. Movements are alongside repose too proficient musculus control
vi. Learning resultant include coordinated motor activities
vii. Example:
(a) Operating reckoner skillfully
(b) Demonstrating science inwards driving automobile
(c) Demonstrating right shape inwards swimming
v Adaptation:
i. In this stage, science are then highly developed that an private tin alter movement
ii. Example:
(a) Adjusting lawn tennis play to counteract opponent’s style.
(b) Modifying swimming strokes to gibe the roughness of water
v Origination:
i. It refers to the creating of a novel motion patterns to confront a specific problem
ii. Learning resultant emphasize inventiveness
iii. Example:
(a) Creating a musical composition
(b) Designing a novel wearing clothing style
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