Synopses & Reviews
This revision of Bloom's taxonomy is designed to help teachers understand and implement standards-based curriculums. Cognitive psychologists, curriculum specialists, teacher educators, and researchers have developed a two-dimensional framework, focusing on knowledge and cognitive processes. In combination, these two define what students are expected tolearn in school. Like no other text, it explores curriculums from three unique perspectives-cognitive psychologists (learning emphasis), curriculum specialists and teacher educators (C&I emphasis), and measurement and assessment experts (assessment emphasis). This "revisited" framework allows you to connect learning in all areas of curriculum. Educators, or others interested in Educational Psychology or Educational Methods for grades K-12.
Includes bibliographical references (p. 279-285) and index.
Table of Contents
List of Tables and Figures.
SECTION I: THE TAXONOMY, EDUCATIONAL OBJECTIVES AND STUDENT LEARNING. 1. Introduction.
2. The Structure, Specificity, and Problems of Objectives.
SECTION II: THE REVISED TAXONOMY STRUCTURE. 3. The Taxonomy Table.
4. The Knowledge Dimension.
5. The Cognitive Process Dimension.
SECTION III: THE TAXONOMY IN USE. 6. Using the Taxonomy Table.
7. Introduction to the Vignettes.
8. Nutrition Vignette.
9. Macbeth Vignette.
10. Addition Facts Vignette.
11. Parliamentary Acts Vignette.
12. Volcanoes? Here? Vignette.
13. Report Writing Vignette.
14. Addressing Long-standing Problems in Classroom Instruction.
APPENDICES. Appendix A: Summary of the Changes from the Original Framework.
Appendix B: Condensed Version of the Original Taxonomy of Educational Objectives: Cognitive Domain.