WHAT DO YOU UNDERSTAND BY THE TERM BLOOMS’ EDUCATIONAL TAXONOMIES? EXPLAIN THREE AREAS BLOOM RECOMMENDED TO BE THOUGHT IN THE CLASSROOM LEARNING.

Bloom’s taxonomy was originally published in 1956 by a team of cognitive psychologists at the University of Chicago. It is named after the committee’s chairman, Benjamin Bloom (1913–1999). The original taxonomy was organized into three domains: Cognitive, Affective, and Psychomotor. Educators have primarily focused on the Cognitive model, which includes six different classification levels: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The group sought to design a logical framework for teaching and learning goals that would help researchers and educators understand the fundamental ways in which people acquire and develop new knowledge, skills, and understandings. Their initial intention was to help academics avoid duplicative or redundant efforts in developing different tests to measure the same educational objectives. The system was originally published under the title Taxonomy of Educational Objectives: The Classification of Educational Goals, Handbook 1: Cognitive Domain.

Bloom's taxonomy

is a way of distinguishing the fundamental questions within the education system OR Bloom's taxonomy refers to a classification of the different objectives that educators set for students (learning objectives).  It is named after Benjamin Bloom, who chaired the committee of educators that devised the taxonomy. He also edited the first volume of the standard text, Taxonomy of Educational Objectives: the Classification of Educational Goals.

Although named after Bloom, the publication of Taxonomy of Educational Objectives followed a series of conferences from 1949 to 1953, which were designed to improve communication between educators on the design of curricula and examinations.

The first volume of the taxonomy, "Handbook I: Cognitive" (Bloom et al. 1956) was published in 1956. "Handbook II: Affective" (Krathwohl, Bloom & Masia 1965) followed in 1965. A third volume, for the psychomotor domain, was planned, but never published. Other educators created their own taxonomies within this domain, including Simpson (1966), Harrow (1972) and Dave (1975). A revised version of the taxonomy for the cognitive domain was created in 2000.

 Bloom taxonomy based on the major three areas as follow; The cognitive : The intellectual or knowledge based domain consisted of 6 levels . Associated with the verb to THINK. The Affective domain: Emotional or attitudinal based domain and consists of 5 levels. It is associated with the verb to FEEL. The Psycho motor: The physical skills based domain and consists of 6 levels.
Cognitive domain, Categories in the cognitive domain of the revised Bloom's taxonomy (Anderson et al. 2000) Skills in the cognitive domain revolve around knowledge, comprehension, and critical thinking on a particular topic. Traditional education tends to emphasize the skills in this domain, particularly the lower-order objectives. There are six levels in the taxonomy, moving through the lowest order processes to the highest: knowledge, comprehension, application, analysis, evaluation and synthesis.

Affective domain. Skills in the affective domain describe the way people react emotionally and their ability to feel other living things' pain or joy. Affective objectives typically target the awareness and growth in attitudes, emotion, and feelings. There are five levels in the affective domain moving through the lowest order processes to the highest: Receiving, responding, valuing, organizing and characterizing.

Psychomotor domain. Skills in the psychomotor domain describe the ability to physically manipulate a tool or instrument like a hand or a hammer. Psychomotor objectives usually focus on change and/or development in behavior and/or skills.

Bloom and his colleagues never created subcategories for skills in the psychomotor domain, but since then other educators have created their own psychomotor taxonomies. Simpson (1972) proposed the following levels: Perception, set, guided response, mechanism, complex overt response, adaptation and origination.

Bloom did not create subcategories for the psycho-motor domain but others such as Simpson, Harrow, and Dave have. They have added:

1.       Perception: The ability to use sensory cues to guide motor activity

2.      Set :Readiness to act. It includes mental , physical and emotional sets.

3.      Guided Response : Adequacy of performance is achieved by practicing.

4.      Complex Overt Response : The skillful performance of motor acts that involve complex movement patterns.

5.      Adaptation : The individual can modify movement patterns to fit special requirements

6.      Origination : Creating new movement patterns to fit a particular situation or specific problem

CRITICISM