Bloom

1
Blooms

• Cognitive and Affective
• Taxonomies

2
Three Types of Learning

• Cognitive mental skills or knowledge
• Affective growth in feelings or emotional areas
  such as attitude
• Psychomotor manual or physical skills

3
Cognitive

• Involves knowledge and the development of
  intellectual skills.
• Includes the recall or recognition of specific
  facts, procedural patterns, and concepts that
  serve in the development of intellectual
  abilities and skills.
• The six major categories can be thought of as
  degrees of difficulty with a need for the first
  one to be mastered before mastery of the next one
  can occur.

4
Affective

• Includes the manner in which we deal with things
  emotionally, such as feelings, values,
  appreciation, enthusiasms, motivations, and
  attitudes.

5
Psychomotor

• 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 technique in execution.

6
Six Levels of Cognitive

• Knowledge Remembering previously learned
  material.
• Comprehension The ability to grasp the meaning
  of material.
• Application The ability to use learned material
  in new and concrete situations.
• Analysis The ability to break down material into
  its component parts so that its organizational
  structure may be understood.
• Synthesis The ability to put parts together to
  form a new whole.
• Evaluation The ability to judge the value of
  material for a given purpose.

7
Five Levels of Affective

• Receiving Awareness, willingness to hear,
  selected attention.
• Responding Active participation, attends and
  reacts to phenomenon, has a willingness or
  satisfaction to respond.
• Valuing worth or value a person attaches to an
  object, phenomenon or behavior.
• Organization Organizes values into priorities by
  contrasting different values, resolving conflicts
  between them, and creating a unique value system.
  Emphasis is on comparing, relating, and
  synthesizing values.
• Characterization of Values Has a value system
  that controls their behavior. The behavior is
  pervasive, consistent, predictable, and most
  importantly, characteristic of the learner.

8
Receiving Affective

• Student has an attitude of interest, openness,
  curiosity, preparedness, attentiveness, and/or
  willingness to engage in a learning process.
• Teacher provides an effective learning
  environment with a process that will engage the
  students interest, is interested in each student
  and gives each the respect they deserve by their
  presence.
• Student is attentive and interested in the
  learning process and those involved.

9
Knowledge/Remembering Cognitive

• Students reads, listens, watches or observes,
  takes notes, and is able to recall information,
  ask and respond to questions. Practices
  self-help.
• Teacher introduces, shows, presents information,
  and provides resources.
• Student can define by stating who, what, where,
  why, and how.

10
Responding Affective

• Student is thinking about the info/skills being
  shared, and is realizing how it connects w/ other
  info/skills while interacting during the learning
  experience. Practices self-help.
• Teacher provides opportunities to participate,
  encourages participation by using questions,
  active listening, clarification, and activities.
• Student interacts w/ others, desiring to learn
  and to accomplish tasks. Begins to realize the
  connections between new learning and what is
  already known.

11
Comprehension/Understanding Cognitive

• Student understands the info or skill and can
  recognize it in other forms. Can explain it to
  others and make us of it.
• Teacher observes, listens, questions, evaluates,
  guides, and responds to student.
• Student can give personal or original examples
  related to new information.

12
Valuing Affective

• Students recognizes learning process and new
  info/skills, its ability to be used separately or
  w/ existing info/skills to accomplish desired
  results. Desires others to be involved in the
  learning process.
• Teacher provides the process for student to make
  connections between existing and new info/skills.
  Provides application and interaction
  opportunities.
• Student appreciates new info/skills and desires
  to use them and encourages others to use new
  info/skills.

13
Application/Problem Solving Cognitive

• Student can apply prior knowledge and
  understanding to new situations. Practices
  self-help.
• Teacher observes, coaches, facilitates, and
  questions work being done.
• Student can solve problems on own.

14
Organization by Values Affective

• Student understands what can be accomplished with
  info/skills, realizes the importance for self and
  others now, and for possible future use.
• Teacher observes, probes, guides, asks critical
  questions, and acts in a manner to assist
  students and provide opportunities to use
  info/skills in a team environment.
• Student works in a learning environment with the
  new info/skills with an understanding of the
  importance as compared to existing info/skills.
  Values how to best use the info/skills
  effectively.

15
Analysis/Logical Ordering Cognitive

• Student examines process, breaks down info into
  component parts and can explain individual parts,
  knows how and when to put the parts back together
  so that the organization of the whole becomes
  clearer. Practices self-help.
• Teacher observes, probes, guides, asks critical
  questions, and acts as a guide.
• Student can teach the knowledge or skill
  effectively to another person and act as a
  resource for others. Can compare/contrast the
  information or skill with other knowledge or
  skills.

16
Synthesis/Creating Cognitive

• Student uses all knowledge, understanding, and
  skills to develop new tools, plan effectively,
  and create alternatives. Practices self-help.
• Teacher supports, guides, stimulates, and
  facilitates assessment.
• Student combines, develops and creates.

17
Characterization by Values Affective

• Student realizes that the info/skills have become
  a part of self understanding, and a new way to
  view the world. Behavior has changed because of
  new info/skills.
• Teacher supports, guides, stimulates, actively
  listens, discusses, challenges, and accepts.
• Student acts responsibly toward team/class
  members, with behavior characterizing the values
  held in a consistent manner.

18
Evaluation Cognitive

• Student is open to and appreciative of the values
  of ideas, procedures, and methods and can make
  well-supported judgments, backed up by knowledge,
  understanding, and skills. Practices self-help.
• Teacher listens, discusses, challenges, and
  accepts.
• Student formulates and presents well-supported
  judgments, displays consideration of others,
  examines personal options, and can make wise
  choices.

19
Practice

• Differentiate between the various types of
  testing/assessment that teachers give.
• Write a sample question for each cognitive
  category.
• Identify situations where the affective domains
  would be used.