Bloom’s Taxonomy of Educational Objectives

Introduction 

Bloom’s Taxonomy of educational objectives is a framework that enables educators to teach effectively by following various hierarchical cognitive aspects that promote learning. The taxonomy has been revised further to make it more relevant to educators. 

Thesis: The taxonomy of Educational objectives explores the analysis of six different hierarchical domains from Bloom and collaborators to help improve the steps of learning while creating their own curriculum for students. 

Bloom's Taxonomy of Educational Objectives 

Bloom’s taxonomy was established in 1956 by Benjamin Bloom in the pursuit of enhancing learning and the delivery of knowledge to others. For this reason, taxonomy is especially important for teachers who impart knowledge to learners. Bloom’s taxonomy is made of 6 components that are organized in a hierarchical order beginning with knowledge, comprehension, application, analysis, synthesis, and evaluation (Forehand, 2010). 

Proponents of Bloom's Taxonomy and its usability 

This section will highlight the main crusaders of Bloom’s taxonomy of educational objectives. The framework is mainly advocated by teachers and other individuals that participate in the learning strata. Scholars also constitute a greater part of the proponents, including David Krathwohl and Lorin Anderson, who took part in revising the old original version of Bloom’s taxonomy ( Krathwohl, 2002). 

Critics of Bloom's Taxonomy of Educational Objectives 

Various factions and individuals question the validity and relevance of Bloom’s taxonomy in promoting educational objectives. This section depicts the key critics of the framework, as well as the grounds held for the criticism. 

Domains of Learning Objectives 

There are three main domains of learning, which include cognitive, affective, and psychomotor. Each of these three domains has a taxonomy or classification that is meant to support its applicability in educational objectives (Forehand, 2010). This section will take a critical view of the three domains with a strong emphasis on the cognitive domain that was developed by Bloom and other colleagues. 

Conclusion 

This section will highlight the closing remarks based on the in-depth research made on Bloom’s taxonomy of educational objectives. The section will reiterate the issues pointed out in all the sections of the paper. 

References 

Forehand, M. (2010). Bloom’s taxonomy. Emerging perspectives on learning, teaching, and technology , 41 (4), 47-56. 

Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Theory into practice , 41 (4), 212-218.