taxonomy of learning,dr.irfanuddin

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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 iscalled “circumcision”



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



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 isbetter for the amateur and circummethod 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 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



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 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



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 thatinvolve 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 howmuch 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 trafficlight



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

taxonomy of learning,dr.irfanuddin

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