Sign Up Now
Get instant access to over 1 million+ study documents
OR
Already registered? click here to login
By creating your account, you agree to our terms of service, privacy policy and student honor code.
The Old vs. the New Versions of Learning Classifications
The classification levels of intellectual behavior advocated by Benjamin Bloom and his fellow educational psychologists in 1956 were listed as verbs (Atherton, 2013). In their time, intellectual behavior was seen as a formal and concrete accomplishment; hence, they were stated as nouns. They gave strongest recognition to knowledge, followed by comprehension, application, analysis, synthesis, and, last, analysis. Bloom's taxonomy classifies learning objectives, which he and his team considered important in learning. His former student, Anderson, modified this concept in the 90s. First, he and his team changed the objectives from nouns to verbs, to mean that learning is an act -- which is never complete -- rather than an accomplishment that is final and complete (Atherton).
Anderson's new version gives the highest recognition to remembering, then to understanding, applying, analyzing, evaluating, and creating, in that order (Atherton, 2015). It also places these actions or objectives under three main domains, which were lacking in Bloom's taxonomy. These domains are cognitive, affective and psycho-motor. The new version means that a person cannot learn effectively if his learning does not proceed in this organized manner. He has to begin from the bottom and gradually move upward before achieving all...
The formation of curricula should also observe this pattern so that these can establish the reasonable outcomes (Atherton).
Bloom was able to identify or recognize only three of the learning objectives and only under the cognitive domain (Atherton, 2015). These were knowledge, comprehension, and application. The new version explains that, under the Cognitive domain, learning is first achieved by encountering knowledge structures and through the contextualizing of learning Learning under the affective domain involves the acquisition of values from simple awareness of them to their analysis. And under the psycho-motor domain, the learner is made to develop skills from the objectives he has managed to accomplish at this point. It also includes imitating desirable skills acquired by others, which are conducive to learning (Atherton).
Letter to the Director of Social Studies
Dear Director:
Considering that there is no stopping the spread and effects of globalization today, there is no denying that multicultural education must be a major factor in formulating or reformulating our social studies curriculum. In my classroom alone, students of other nationalities and ethnic groups are reaching 30% and there seem to be more coming in. I can introduce multicultural education by first acquiring the…
BIBLIOGRAPHY
Atherton J S (2013) Learning and teaching; Bloom's taxonomy. Retrieved 24 October 2015 from http://www.learningandteaching.info/learning/bloomtax.htm
On the lowest tier "Knowledge" from Bloom's taxonomy was changed to "remembering." The two upper tiers were also adjusted synthesis was changed to evaluating and evaluation to creating. Anderson's work privileges the creative ability. This is a consistent reflection of the contemporary need for creative thinking to be applied to complex and complicated problems. The structural changes moved the original one dimensional taxonomy to a two dimensional construct. There is
Convergent questions seek one or more very specific correct answers, while divergent questions seek a wide variety of correct answers. Convergent questions apply to Bloom's lower levels of Knowledge, Comprehension, and Application and may include questions like "Define nutrition," "Explain the concept of investing," and "Solve for the value of X." Divergent questions apply to Bloom's higher levels of Analysis, Synthesis, and Evaluation; are generally open-ended; and foster student-centered discussion,
That responsibility is of the school -- to ensure that the adult citizens so needed by contemporary society are produced by the school system -- those individuals being responsible for their views and able to analyze and synergize information so they may "vote intelligently." For Dewey, the central tendency of individuals was to act appropriately to perpetuate the "good and just" society (Tozer, 2008). This of course set the stage
Nursing Education Assessment Project Coursework early in a nursing education program covers a broad range of topics and extensive amount of details must be committed to memory. Assessments that are directly tied to coursework are primarily formative assessments, which demonstrate the ongoing learning over the period of the course. Formative assessments generally take the form of quizzes and clinical demonstrations of a particular knowledge set recently covered in during a class
HIPAA Compliance Training of Nursing Services Staff Curriculum Development - HIPAA Educational need and rationale. The primary educational need of nurses at Heart of Lancaster Regional Medical Center is training in the Health Insurance Portability and Accountability Act (HIPAA). The basis for identification of this need was the administration of semi-structured interviews and questionnaires with nursing services staff at Heart of Lancaster medical center. The results of the interviews and survey showed
Problem Solving in Mathematics GCSE or the General Certificate of Secondary Education is basically a system that is present in England, Northern Ireland and in Wales. In this system, a student is awarded an academic qualification based on the grades that they attain. The qualification that a person attains is equivalent to either a level 2 or Level 1 key skills qualification. Normally, a student can uptake as many subjects