A taxonomy (or taxonomical classification) is a scheme of classification, especially a hierarchical classification, in which things are organized into groups or types. Among other things, a taxonomy can be used to organize and index knowledge (stored as documents, articles, videos, etc.), such as in the form of a library classification system, or a search engine taxonomy, so that users can more easily find the information they are searching for. Many taxonomies are hierarchies (and thus, have an intrinsic tree structure), but not all are.
Originally, taxonomy referred only to the categorisation of organisms or a particular categorisation of organisms. In a wider, more general sense, it may refer to a categorisation of things or concepts, as well as to the principles underlying such a categorisation. Taxonomy organizes taxonomic units known as “taxa” (singular “taxon”).”
Bloom’s Taxonomy
Named after Dr. Benjamin Bloom, leader of a new type of teaching-learning concept.
A committee of colleges, led by Benjamin Bloom (1956), identified three domains of educational activities:
Cognitive: mental skills (Knowledge)
Affective: growth in feelings or emotional areas (Attitude)
Psychomotor: manual or physical skills (Skills)
Since the work was produced by higher education, the words tend to be a little bigger than we normally use. Domains can be thought of as categories. Trainers often refer to these three domains as Knowledge, Skills and Attitude (KSA). This taxonomy of learning behaviours can be thought of as ‘the goals of the training process.’ That is, after the training session, the learner should have acquired new skills, knowledge and/or attitudes.
In 1956, Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals: Taxonomy of Educational Objectives. Familiarly known as Bloom’s Taxonomy, this framework has been applied by generations of K-12 teachers and college instructors in their teaching.
The framework elaborated by Bloom and his collaborators consisted of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation.
Three domains of Learning
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Cognitive Domain – focused on Knowledge
The cognitive domain (Bloom, 1956) involves knowledge and the development of intellectual skills. This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills. There are six major categories, which are listed in order below, starting from the simplest behavior to the most complex. The categories can be thought of as degrees of difficulties.
Cognition refers to “the mental action or process of acquiring knowledge and understanding through thought, experience, and the senses“. It encompasses many aspects of intellectual functions and processes such as: perception, attention, the formation of knowledge, memory and working memory, judgment and evaluation, reasoning and “computation“, problem solving and decision making, comprehension and production of language.
Six simple to complex elements:
———————————-lower order of thinking————————-
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Knowledge
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Comprehension
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Application
————————————-higher order of thinking————————
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Analysis
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Synthesis
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Evaluation
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Cognitive domain was revised by Lorin Anderson and David Krathwohl in 2001. Now it has the following six elements:
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Remembering
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Understanding
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Applying
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Analyzing
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Evaluation
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Creating
2. Affective Domain – focused on Attitude toward learning or teaching.
The affective domain (Krathwohl, Bloom, Masia, 1973) includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes.
This domain was proposed by Krathwohl. Focused on feelings and emotions of the learner.
Five elements from simple to complex:
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Receiving
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Responding
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Valuing
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Organization
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Characterization
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Psychomotor Domain / Kinesthetic Domain- focused on Skills, natural response.
The psychomotor domain (Simpson, 1972) includes physical movement, coordination, and use of the motor-skill areas. Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures, or techniques in execution.
Psychomotor learning is the relationship between cognitive functions and physical movement. Psychomotor learning is demonstrated by physical skills such as movement, coordination, manipulation, dexterity, grace, strength, speed—actions which demonstrate the fine or gross motor skills, such as use of precision instruments or tools, and walking.
Behavioral examples include driving a car, throwing a ball, and playing a musical instrument. In psychomotor learning research, attention is given to the learning of coordinated activity involving the arms, hands, fingers, and feet, while verbal processes are not emphasized.
Simpson’s Models:
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Perception
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Set
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Guided Response
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Mechanism
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Complex Overt Response
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Adaptation
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Organization
Dave used:
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Imitation
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Manipulation
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Precision
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Articulation
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Naturalization
Harrow talks about movements including:
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Reflex Movements
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Fundamental Movements
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Perceptual Abilities
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Physical Abilities
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Skilled Movements
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Non-Discursive Communication
