Bloom S Taxonomy as Compared to Anderson S

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 objectives of learning. 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 widest possible collection of information on all the Continents and their cultures, classifying them and imparting these to the class. I will gather as many separate information from the various nationalities and cultural groups in my class and also allow them to share their own views on the topics we will discuss in the entire semester. My specific objectives will be to bring out as much information as possible from as many.