1.1.2. Bloom's Taxonomy

Bloom Taxonomy says about the planning of teaching and learning activities. So it is having 2 components one is teaching and another is learning.

Bloom's Taxonomy is a framework that helps educators plan and assess learning objectives. It emphasizes two main components: how instructors teach and how students learn. In essence, it encourages teachers to structure their lessons in a way that facilitates better learning outcomes by focusing on what students should achieve by the end of a lesson or course.

Think of Bloom's Taxonomy like a recipe when cooking. Just like a chef needs to know what ingredients to prepare and how to follow the recipe for a delicious dish, teachers need to know how to structure their lessons and what learning targets to set for students to achieve effective learning.

Basically all categories of learning can be categorized into 3 different domain as per blooms taxonomy these domains are cognitive domain, psychomotor domain and affective domain.

Bloom's Taxonomy categorizes learning into three distinct domains: cognitive, psychomotor, and affective. The cognitive domain involves intellectual skills and knowledge acquisition, the psychomotor domain focuses on physical skills and actions, and the affective domain is concerned with emotions and attitudes. This classification helps educators address different aspects of student development.

Imagine learning to ride a bicycle: the cognitive domain involves understanding the mechanics of how a bike works, the psychomotor domain is the physical act of balancing and pedaling, and the affective domain includes the enjoyment or fear associated with riding. Each aspect is essential for mastering the skill.

Cognitive domain it involves thinking, so basically we are going to teach the student the subject matter so that we can generate the thinking process on the student.

The cognitive domain is primarily concerned with mental skills and knowledge. This domain encourages students to think critically and solve problems. Educators aim to foster students' ability to recall facts, understand concepts, apply knowledge, analyze information, synthesize new ideas, and evaluate scientific arguments.

Consider a student learning math: first, they memorize the multiplication tables (recall), then understand how to solve problems (understanding), apply formulas to new equations (application), and finally analyze complex problems to derive solutions (analysis). Each step builds on the previous one, leading to deeper understanding.

In cognitive domain basically the sub classifications are in the lowest level it is knowledge. So we will give some ideas in knowledge level which is required and after looking into the scenario you will be able to comprehend the situation.

Bloom's Taxonomy further breaks down the cognitive domain into levels, starting from basic knowledge and moving to higher-order thinking skills. The levels include: knowledge (remembering facts), comprehension (understanding meaning), application (using knowledge), analysis (breaking down information), synthesis (creating new things), and evaluation (making judgments). Each level builds expertise and understanding incrementally.

Learning to read is a great illustration: first, a child learns to recognize letters (knowledge), then they understand how to make words (comprehension), apply that understanding to read simple sentences (application), analyze stories to identify the theme (analysis), craft their own stories (synthesis), and finally critique stories by evaluating characters and plot (evaluation).

In outcome based learning always you have to think about what is the outcome of the course.

Outcome-based learning emphasizes the results and achievements expected from students upon completing a course. Educators need to define clear objectives that align with the desired outcomes of learning effectively. This focus ensures that all learning activities are designed with the end goal in mind, allowing for structured development and assessment of students.

Think about training for a marathon. A runner sets a goal to complete the race within a certain time. All training activities, like running distances, diet, and rest, are designed around achieving that specific goal. In education, it's similar; all lessons and assessments should aim to meet the learning objectives set out at the beginning.

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