![]() ![]() Having an organized set of objectives helps teachers to:.Organizing objectives helps to clarify objectives for themselves and for students.Objectives (learning goals) are important to establish in a pedagogical interchange so that teachers and students alike understand the purpose of that interchange.The authors of the revised taxonomy suggest a multi-layered answer to this question, to which the author of this teaching guide has added some clarifying points: Mary Forehand from the University of Georgia provides a guide to the revised version giving a brief summary of the revised taxonomy and a helpful table of the six cognitive processes and four types of knowledge. Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge.Knowledge of criteria for determining when to use appropriate procedures.Knowledge of subject-specific techniques and methods.Knowledge of subject-specific skills and algorithms.Knowledge of theories, models, and structures.Knowledge of principles and generalizations.Knowledge of classifications and categories.Knowledge of specific details and elements.In the revised taxonomy, knowledge is at the basis of these six cognitive processes, but its authors created a separate taxonomy of the types of knowledge used in cognition: These “action words” describe the cognitive processes by which thinkers encounter and work with knowledge: Remember The authors of the revised taxonomy underscore this dynamism, using verbs and gerunds to label their categories and subcategories (rather than the nouns of the original taxonomy). This title draws attention away from the somewhat static notion of “educational objectives” (in Bloom’s original title) and points to a more dynamic conception of classification. See its ACORN record for call number and availability.Ī group of cognitive psychologists, curriculum theorists and instructional researchers, and testing and assessment specialists published in 2001 a revision of Bloom’s Taxonomy with the title A Taxonomy for Teaching, Learning, and Assessment. This chapter is not available in the online version of the book, but Tools for Teaching is available in the CFT Library. ![]() See its ACORN record for call number and availability.īarbara Gross Davis, in the “Asking Questions” chapter of Tools for Teaching, also provides examples of questions corresponding to the six categories. The 1984 edition of Handbook One is available in the CFT Library in Calhoun 116.
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