Their explanation for this oversight was that they have little experience in teaching manual skills within the college level. The model also serves as a sort of checklist, by which training is planned to deliver all the necessary development for students, and a template for assessing the validity and coverage of any existing curriculum, or an entire training and development programme for a large organisation.Ĩ In the first publication, Bloom and his team of researchers produced an elaborate compilation for the cognitive and affective domains, but none for the psychomotor domain. That is, after a learning episode, the learner should have acquired new skills knowledge, and/or attitudes. This taxonomy of learning behaviours can be thought of as ‘the goals of the learning processes. Bloom’s Taxonomy has therefore provided a basis for ideas which have been used (and developed) around the world by academics, educators, teachers and trainers, for the preparation of learning evaluation materials, and also provided the platform for the complete ‘Bloom’s Taxonomy’ (Cognitive, Affective and Psychomotor Domains).īloom’s Taxonomy underpins the classical ‘Knowledge, Attitude, Skills’ structure of learning method and evaluation. ![]() This has remained a central challenge for educators and trainers in modern times. ![]() Bloom demonstrated decades ago that most teaching tended to be focused on fact-transfer and information recall – the lowest level of training – rather than true meaningful personal development. Bloom believed that education should focus on ‘mastery’ of subjects and the promotion of higher forms of thinking, rather than a utilitarian approach to simply transferring of facts - the lowest level of trainingĥ Bloom’s aim Bloom’s aim was to develop a system of categories of learning behaviour to assist in the design and assessment of educational learning. At the end of the presentation, participants will be grouped and asked to formulate test questions based on Bloom’s Taxonomy in their different specialties which will then be criticized by all with the resource person moderating.Ĥ Introduction Taxonomy enable educational training and learning objectives to be planned and measured properly – improving the effectiveness of developing ‘mastery’ instead of simply transferring facts for mindless recall. Resource person will first expose participants to the premises underpinning Bloom’s Taxonomy of learning domain and then explain the three domains and the various categories of learning behaviours under each domain. Joy-Telu Hamilton-Ekeke (PhD) Department of Curriculum and Instruction, Faculty of Education, Niger Delta University, Bayelsa StateĢ Learning Objectives At the end of the workshop/presentation, participants should be able to: Formulate test questions that will measure mastery of subject matter Demonstrate understanding of key verbs for the various categories (domains) of learning Appraise the three domains of Bloom’s Taxonomy of learning domains Explain the different categories in each domainģ Approach It is going to be an interactive workshop ![]() 1 Application of Bloom’s Taxonomy of Learning Domains in Medical Education
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