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Bloom’s Taxonomy for Learning Outcomes

126 Verbs For Digital Learning

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Since 1948 Bloom’s Taxonomy of Educational Objectives has been the gold standard of classifying educational goals for learning outcomes and engagement. The original taxonomy was created by psychologist Benjamin Bloom, and has been revised in many different formats. The diagrams below represent various revisions of Bloom’s Taxonomy by different universities over the years. These diagrams are intended to illustrate the levels of engagement and learning that occurs as you move the ‘educational-dial of intelligent engagement’. For the purpose of this article, I have added (overlaid) all text and portions of the diagram that are labeled as traditional education, augmented reality, virtual reality, and knowledge transfer (Mixed Reality).

The Cognitive Domain of Bloom’s taxonomy consists of six hierarchical levels of learning. While educators, strive for students to reach the highest levels of learning at the top of the pyramid, all levels of learning depend on a solid foundation of those that come below.

This means that we can have taxonomies for differentiation and taxonomies for thinking and taxonomies for tasks and assessment–so many possibilities for examining the actual process of thinking, learning, and the application of each. This leads to cool visuals–Bloom’s Taxonomy posters, for example. It can lead to tools that help to design lessons, units, and assessments–Bloom’s Taxonomy power verbs work well here. And it can lead to further splinterng of the concept, like this graphic that merges 21st century learning, modern digital and social spaces, and Bloom’s Taxonomy in one framework. This Teach thought graphic provides 126 power verbs for digital learning–a kind of Bloom’s Digital Taxonomy that relies on the existing Remember–Understand–Apply–Analyze–Evaluate–Create and then provides common digital tasks like moderating, duplicating, blogging, wiki-building, podcasting, and more.

Blooms-Taxonomy-Teacher-Planning-Kit: Info-graphic Source : Center of evidence based medicine – Oxford University

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    A further issue is that video games are normally serious in nature with the major focus on knowing things rather than enjoyment. Although, there’s an entertainment feature to keep children engaged, each and every game is often designed to develop a specific experience or course, such as instructional math or scientific discipline. Thanks for your publication.

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