Blooms Essay Example | Topics and Well Written Essays - 1250 words

Blooms - Essay ExampleBlooms objectives for learning is that man should be a creator, not just a mere storer of existing knowledge. This creativity will eventually assist him in dealing with future and unperceived problems and conflicts, thereby enabling him to be fully equip intellectually in addressing issues that he may encounter along the way. First published in 1956 Blooms Taxonomy of Learning Objectives Handbook 1- Cognitive Domain, is in reality a joint effort of collaborative initiatives headed by Benjamin S. Bloom, an academician and educator, with more(prenominal) than thirty of his colleagues, and is the outcome of eight years extensive work which began in 1948. The primary reason for coming up with this handbook is to provide a set of runlines and develop a system of classification to assist in the over-all design, interrogation procedures and assessment of the American learning system. Later on, in 2001, Blooms former student, Lorin Anderson, together with Krathwhol , revised some of the established features, the two most crowing of which are the interchanging of the last two stages of hierarchy and the language used, from Blooms nouns to verbs, and expanded their content, to make it attune with the times. Blooms taxonomy, in its completeness, classifies learning into tierce domains or categories the COGNITIVE DOMAIN includes knowledge or intellectual capacity, or the THINK aspect, and this is divided into six levels the AFFECTIVE DOMAIN includes behavior and emotions, the ATTITUDE aspect, has phoebe bird levels and the PSYCHOMOTOR DOMAIN includes the physical, motor and manual capabilities, the SKILLS aspect, and this has 6 levels. Of the three, it is the number 1 domain, the Cognitive Domain, which created a global impact for it became a sort of syllabus, or lore for education, and has been translated in more than twenty languages worldwide. Through the years, Blooms taxonomy has been met with countless criticisms, but educators and i ntellectuals alike cannot ignore the fact that it has set forth a valid, tested, and acceptable sets of objectives to guide them on how learning should progress and evolve. Bloom came out with a publication of his second domain, the AFFECTIVE DOMAIN later on in 1964, (with Krathwhol and Masia) while the terzetto one, the PSYCHOMOTOR DOMAIN, was tackled in detail by other authors, notably RH Dave (1967/70), EJ Simpson (1966/72), and AJ Harrow (1972), which explains the variation in details in the different representations of the Bloom taxonomy (Chapman, Alex). For purposes of brevity, it is the first domain, the COGNITIVE DOMAIN, which shall be tackled here vis-a-vis a senior level college research paper. Blooms taxonomy of cognitive domain consist of six tiers, or steps, like a stairway, in the sense that you have to pass thru the first step before you can proceed to the next, a linear movement, until you reach the pinnacle. The first three tiers are what is known as lower level th inking, and these are Knowledge, Comprehension, and Application. It is imperative that one has to finish each tier one at a time, and finish all three before he can proceed further to the next three tiers, as these last three are more complicated and will require deeper intellectual approaches. These last three are considered higher level thinking,