A Glimpse of Bloom’s Taxonomy: Helping You Determine the Learning Objective
Back in the school days, have you ever got so bored when your friends are presenting in front of the class? Maybe it wasn’t because of their material, but rather, it was you who didn’t get what their objectives were. Simply put, you could not figure out what they were trying to achieve through their presentation materials.
The same happens when you are in a training session. If you don’t have any clear objective and directions, it would be hard for you to enjoy the learning process. Moreover, without a clear aim, any learning program will not be able to generate any progress. This is also the reason why you need to first and foremost find out and understand the objectives of every training session or any learning programs that you participate in.
In order for you to do so, you could try to understand Bloom’s Taxonomy. The word Taxonomy comes from the Greek word; tassein, which means to classify and nomos means rule. All in all, the term means classification levels of a basic principle or rule. It was used by education psychologist Benjamin Samuel Bloom and co in 1956 to set a standard classification that’s now known as “Bloom’s Taxonomy.” So, it can be said that Bloom’s Taxonomy is a hierarchy that identifies a person’s skills.
Bloom divided intellectual behaviors into three components. Firstly, Cognitive. This area focuses on everything related to brain activities or intellectual aspects. Bloom’s Taxonomy in the cognitive aspect was officially revised and published in 2001 with six levels: remembering, understanding, applying, analyzing and creating.
Secondly, Affective. This component is closely related with emotions, such as feelings, passions, interests and motivations. This area has five levels: receiving, responding, valuing, organization and characterization.
Lastly, Psychomotor. The area emphasizes motoric skills, including physical movements and coordination, that can be judged by speed, precision and technique. It is also divided into several levels: readiness, response to directions, mechanistic, response complexity, adaptation and self-originality.
By understanding every realm in Bloom’s Taxonomy, a trainer can decide the end goals for his or her participants’ understanding. Trainers could also think up the learning goals which should be reached during the learning period. For example, if the time does not permit an in-depth learning, trainers can just aim for a knowledge phase instead of a psychomotor. Meanwhile, the participants would be more passionate and motivated when they understand the objectives of the training session they are taking. To learn more about training, visit flip.co.id and read up on the materials from PLAYbyFLIP.
Source:
- Arkansas State University. (2019). Bloom’s Revised Taxonomy: Cognitive, Affective, and Psychomotor. Link: https://www.astate.edu/dotAsset/7a3b152c-b73a-45d6-b8a3-7ecf7f786f6a.pdf
- Armstrong, P. (2019). Vanderbilt University Center for Teaching: Bloom’s Taxonomy. Link: https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/
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