Taxonomy of Learning

Taxonomy of Learning

Irfannuddin

Learning Objectives

Understand the taxonomy of learning Describe the taxonomy Utilize the taxonomy in methods of

learning

Key Questions

What is taxonomy ? Why do we need the taxonomy in

medical education ? What are the most popular taxonomy

of learning ? How are their taxonomy of learning

What is taxonomy ?

……. ……. …….

Why do we need the taxonomy of learning ?

Determine the goals of learning process Guidance of instructional design Determine the students achievement

Guidance of assessments and evaluations

“After the training session, the learner should have acquires new …….”

What are the most popular taxonomy of learning ?

Bloom’s Taxonomy Gagne’s Taxonomy

Bloom’s Taxonomy

3 Domain of educational activity Cognitive (knowledge)

Mental skill Affective (attitude)

Growth in feelings/emotional area Psychomotor (skills)

Manual/physical skills

Cognitive Knowledge and the development of

intellectual skills Recall or recognition of specific facts,

procedural patterns, concepts 6 major categories

1. Knowledge

2. Comprehension

3. Application

4. Analysis

5. Synthesis

6. Evaluation

C1: Knowledge

Recall/remember data or information Key words:

Defines, describes, knows, recall, list, names, states

“I know” The ritual activity to clean the penis is

called “circumcision”

C2: Comprehension

Understand the meaning or interpretation of topics.

States the topics with one’s own words Key words:

Comprehend, explain, gives examples, interpret, review

“I understand” Circumcision is a surgery procedure that cutting

the preputium to clean the smegma

C3: Application Use / apply the concept to a new situation or

to solve problems Key words:

Apply, use, adopt, demonstrate, illustrate, show “I demonstrate” circumcision procedures

1. Antiseptic2. Anesthetic3. Cutting preputium

Dorsum method Circum method

4. Stop bleeding5. Suture wound6. Wound toilet

C4: Analysis

Breaking the topics in to parts: understanding the parts, analyze / distinguish between parts

Key words; Analyze, break down, compare, find the

relationships, infer, select, identify “I can see the comparison” “I analyze” steps of circumcision, “I compare”

both of cutting methods (dorsum-circum), and “I found” that circum method more simple, faster, but higher risk.

C5: Evaluation

Judging/asses the value of the topics Key word:

Accept, appraise, conclude, critique, judge, evaluate, justify, summarize

“I can judge” / “I conclude” “I conclude” that dorsum method is

better for the amateur and circum method is better for the master.

C6: Synthesis

Ability to formulate new idea/ creating a new meaning/ creating something new by putting part to a whole one

Combine, create, compile, design, plan, reform, revise, produce

“I can create” I can create a new combination of circum

method, that safer but still simple and faster

Affective

The manner in which we deal with topics emotionally

Express the feelings, values, attitudes, appreciations, enthusiasms, and motivation

5 major categories:1. Receiving phenomena2. Responding phenomena3. Valuing4. Organization5. Internalizing value

A1: Receiving Phenomena

Awareness, willingness to hear, selected attention

Key word: Ask, follow, name, select

Examples Attendance to the lecture Listen to others with respect Listen for/ remember the name of newly

introduced

A2: Responding to phenomena

Active participation to part of the learners. React/ responding to the phenomena

Key word: Answer, assist, present, report, tell, write

Examples Participate in discussion

Gives presentation Ask the question Answer the question

A3: Valuing

The worth or value a person attaches to a particular phenomena

Key word: Complete, demonstrate, join, invite, share

Examples: in debate Show ability to solve the problem Propose to improvement

A4: Organization

Organize value into priorities by contrasting different value

Resolving conflicts between them Key words:

Adhere, alter, arrange, combine, modifier, prepare, organize

Example: Prioritizes topics effectively to meet the need of

all members

A5: Internalizing values

Characterization according value system that control behaviors

Key words: Perform, practice, qualify, revise, solve

Example: Change behavior in light of new evidence Revised judgments, value people for

what they are, now how they look

Psychomotor Physical movement, coordination, and use

of the motor-skill area Require practice Measured by speed, precision, distance,

procedures or techniques in execution 5 Major (Dave’s)

Imitation Manipulation Precision Articulation Naturalization

P1: Imitation

Observing & patterning behavior after someone else

Performance: May be low of quality Example:

Copying a work art

P2: Manipulation

Being able to perform actions by following instruction and practicing

Performance: begin to follow the goal Example:

Creating work after taking lesson/ reading manual

P3: Precision

Refining, becoming more exact Performance: Few error are apparent Example:

Working and reworking, so it will be just right

P4: Articulation

Coordinating a series of action, achieving harmony and internal consistency

Performance: Consistence to their own style

Example: Producing a video that involve music, drama, sound ect.

P5: Naturalization/Origination

Become natural, without needing to think much, and some times special

Performance:

Highest level of performance Example:

Style of Michael Jordan playing Basket Ball Style of David Beckham kicking the ball Style of Zidane / Ronaldinho controlling the ball

GAGNE’S TAXONOMY

5 Domains

1. Motor skills

2. Attitude

3. Verbal information

4. Cognitive strategy

5. Intellectual skills

Motor skills

Bodily movements involving muscular activity

Starting a car, shooting a target. Swinging racquet

Attitude

Internal state which effects an individual’s choice of action toward some object, person

Choosing to visit art museum, writing letters with poetry words

Verbal information

Labels and Fact: Naming / making verbal response

Vocal or written response : name, talk

Bodies of Knowledge: Recalling a large body of interconnected

facts Paraphrasing the meaning of textual material/

rule/ regulation

Cognitive Strategy

Control his/her own way of thinking & learning Engaging in self-testing to decide how

much study in need Answering the responded questions

Intellectual Skills

4 Levels:1. Discrimination

2. Concrete concept

3. Rule using

4. Problem solving

Discrimination

Making different responses to the different member

Example: distinguish colors of traffic light

Concrete concept

Responses in a single way to all members of particular class of the topics

Example: When hearing ‘Indra Lesmana Music’, he

knew the music is Jazz music

Rule Using

Applying a rule to a given situation Using antipyretic to improve the pever

Problem Solving

Combining lower level rules to solve problems

May involve generating new rules Process: trial and error until the one to

solve the problem is found

Task:

Task

Make ‘4’ MCQ from topic of adult learning which consist of C1-C4 Bloom’s level cognitive.

THANK YOU