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Embodying advances in cognitive psychology since the publication of Bloom's taxonomy, this revision of that framework is designed to help teachers understand and implement standards-based curriculums as well as facilitate constructing and analyzing their own. A revision only in the sense that it builds on the original framework, it is a completely new manuscript in both text and organization. Its two-dimensional framework interrelates knowledge with the cognitive processes students use to gain and work with knowledge. Together, these define the goals, curriculum standards, and objectives students are expected to learn. The framework facilitates the exploration of curriculums from four perspectives-what is intended to be taught, how it is to be taught, how learning is to be assessed, and how well the intended aims, instruction and assessments are aligned for effective education. This "revisited" framework allows you to connect learning from all these perspectives.
Sommario
List of Tables and Figures.
Preface.
Foreword.
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.
References.
Credits.
Index.
Riassunto
Embodying advances in cognitive psychology since the publication of Bloom's taxonomy, this revision of that framework is designed to help teachers understand and implement standards-based curriculums as well as facilitate constructing and analyzing their own. A revision only in the sense that it builds on the original framework, it is a completely new manuscript in both text and organization. Its two-dimensional framework interrelates knowledge with the cognitive processes students use to gain and work with knowledge. Together, these define the goals, curriculum standards, and objectives students are expected to learn. The framework facilitates the exploration of curriculums from four perspectives-what is intended to be taught, how it is to be taught, how learning is to be assessed, and how well the intended aims, instruction and assessments are aligned for effective education. This "revisited" framework allows you to connect learning from all these perspectives.
