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Taxonomy of Learning
Irfannuddin
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Learning Objectives
Understand the taxonomy of learning
Describe the taxonomy
Utilize the taxonomy in methods of
learning
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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
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What is taxonomy ?
…….
…….
…….
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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 …….”
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What are the most popular taxonomy of
learning ?
Bloom‟s Taxonomy
Gagne‟s Taxonomy
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Bloom‟s Taxonomy
3 Domain of educational activity
Cognitive (knowledge)
Mental skill Affective (attitude)
Growth in feelings/emotional area
Psychomotor (skills)
Manual/physical skills
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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
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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 iscalled “circumcision”
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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 procedures1. Antiseptic
2. Anesthetic
3. Cutting preputium Dorsum method
Circum method4. Stop bleeding
5. Suture wound
6. Wound toilet
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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.
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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 isbetter for the amateur and circummethod is better for the master.
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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
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Affective
The manner in which we deal with topicsemotionally
Express the feelings, values, attitudes,
appreciations, enthusiasms, and motivation 5 major categories:
1. Receiving phenomena
2. Responding phenomena
3. Valuing4. Organization
5. Internalizing value
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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
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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
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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
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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
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A5: Internalizing values
Characterization according valuesystem 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
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P1: Imitation
Observing & patterning behavior after
someone else
Performance: May be low of quality
Example:
Copying a work art
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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
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P3: Precision
Refining, becoming more exact
Performance: Few error are apparent
Example:
Working and reworking, so it will be just
right
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P4: Articulation
Coordinating a series of action,
achieving harmony and internal
consistency Performance: Consistence to their own
style
Example: Producing a video thatinvolve music, drama, sound ect.
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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
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GAGNE‟S TAXONOMY
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5 Domains
1. Motor skills
2. Attitude
3. Verbal information
4. Cognitive strategy
5. Intellectual skills
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Motor skills
Bodily movements involving muscular
activity
Starting a car, shooting a target.Swinging racquet
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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
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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
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Cognitive Strategy
Control his/her own way of thinking &
learning
Engaging in self-testing to decide howmuch study in need
Answering the responded questions
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Intellectual Skills
4 Levels:
1. Discrimination
2. Concrete concept
3. Rule using
4. Problem solving
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Discrimination
Making different responses to the
different member
Example: distinguish colors of trafficlight
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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
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Rule Using
Applying a rule to a given situation
Using antipyretic to improve the pever
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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
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Task:
Task
Make „4‟ MCQ from topic of adult
learning which consist of C1-C4
Bloom‟s level cognitive.