Scribd
Upload
168 views10 pages

Bloom's Taxonomy in Curriculum Design

This document discusses Bloom's taxonomy of the affective domain for developing attitudes. It provides an overview of the 5 categories in the affective domain - receiving, responding, valuing, organizing, and characterizing - arranged from simplest to most complex. Each category is defined and examples are given of key verbs used to describe learning objectives within each category. The document concludes with recommendations for applying the affective domain in classroom practices, such as engaging parents and maintaining respect, rules, and integrated learning.

Uploaded by

norhamisah90
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
168 views10 pages

Bloom's Taxonomy in Curriculum Design

This document discusses Bloom's taxonomy of the affective domain for developing attitudes. It provides an overview of the 5 categories in the affective domain - receiving, responding, valuing, organizing, and characterizing - arranged from simplest to most complex. Each category is defined and examples are given of key verbs used to describe learning objectives within each category. The document concludes with recommendations for applying the affective domain in classroom practices, such as engaging parents and maintaining respect, rules, and integrated learning.

Uploaded by

norhamisah90
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd

CURRICULUM AND PEDAGOGY

SGDC 5013
LECTURER : ABDUL RAZAK BIN HASHIM

PRESENTED BY :

ZUHAIDA BT ABD WAHAB 818788


NOR HAMISAH BT RAHAMAN 816990
WAN NOR LIYANA SHAMIRA BT WAN ZAKARIA 820163
SRI FATIHAH BINTI MAHMUD 816986

Blooms theory advocates this structure and sequence for


developing attitudes.
As with the other domain, this domain provides a
framework for teaching, training, assessing, and
evaluating the effectiveness of training and lesson design
and delivery and also the retention by and affect upon the
learner.
It describes learning objectives that emphasize a feeling
of tone, an emotion of acceptance or rejection.
This domain can be divided into five categories.
The characteristics are arranged from the simplest to the

1) RECEIVING
Awareness, listening and paying attention.
Start with being aware of the fact that

learners have to receive the information


in order to learn it.

Learner must be willing to listen and pay


selective attention to what is being
learned.

If learner are doing self study, they have


to motivate their self to pay attention
when receiving the information.

Example : listen to
others
with
respect.
: Read to intent
Keywords : asks,
chooses, describes,
follows, gives, holds,
identifies, locates,
names, point to,
select, replies, uses.

2) RESPONDING
responding by active participation.
Learning cannot be a static one way process.
If learner simply sit in the class and listen
passively, minimum learning will take place.

Attends and react to a particular


phenomenon.

Learning outcomes may emphasize

compliance in satisfaction in responding


(motivation).

Example : participate
in
the class
: gives the
presentation.
Keywords : answers,
assists, complies,
discusses, greets,
helps, label, perform,
presents, writes

The worth or value a person

3) VALUING

attaches to a particular object,


phenomenon or behaviour.

Starts by simple acceptance of

the fact and ends with the more


complex of commitment.

Valuing is based on the

internalization of a set of
specified values, while these
values are expressed in the
learners behaviour and often
identifiable.

Examples : showing the


ability to solve problem.
Keywords : completes,
demonstrates, joint, follow,
reports, selects, shares,
works.

4) ORGANIZING

Organizes values into priorities


by contrasting different
values,
resolving conflicts between
them, and creating an unique
value system.

Based on comparing, relating,


synthesizing these values.

Learner will have to prioritize


the value based on practically
and learner desire.

Examples : accepting
professional
ethical
standards.
: creating a life plan
in
harmony with abilities,
interests and beliefs.
Keywords : arranges,
combines, compares,
defends, explains, prepares,
relates.

5) CHARACTERIZING
Has a value system that controls
their behaviour.

The behaviour is consistent and

most importantly, characteristics


of the learner.

Instructional objectives are

concerned with the students


general patterns of adjustment
(personal, social, emotional).

Examples : cooperate in
group activities.
: Display good
teamwork
Keywords : acts,
displays, influence,
listens, qualifies, solves,
verifies.

Classroom recommendation
Engage parents in education
Conduct classroom with respect between
student-teacher, student-student.
Maintain clear and consistent rules of behaviour
and apply them with compassion and equity.
Integrate all learning.
Model all behaviour seek in others.

CONCLUSION

REFERENCES

You might also like