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Bloom's Cognitive and Affective Taxonomies
Blooms taxonomies are defined through roles. What is the students role at various levels? What is the teachers role at various levels? What can be demonstrated, documented and defended at various levels?
RECEIVING: (affective)
What is the student's role at receiving? I have an attitude of interest, openness, curiosity, preparedness, attentiveness, and/or willingness to engage in a learning process.
What is the learning leaders's role at receiving? The learning leader provides an effective learning environment with a process that will engage the students interest, is interested in each student, and gives each the respect they deserve by their presence.
How is receiving demonstrated? I am attentive and interested in the learning process and those involved
KNOWLEDGE (REMEMBERING): (Cognitive)
What is the student's role at knowledge? I read, listen, watch or observe, take notes, and am able to recall information, ask and respond to questions. I practice self-help.
What is the learning leader's role at knowledge? The learning leader introduces, shows, presents information, and provides resources.
How is knowledge demonstrated? I can define by stating who, what, where, when, why, and how.
RESPONDING: (affective)
What is the student's role at responding? I am thinking about the information/skill being shared, and I am realizing how it connects with other information/skills as I interact during the learning experience in a way that benefits myself and others. I may participate at first because it is expected, but later because I desire participation. I practice self-help.
What is the learning leaderÕs role at responding? The learning leader provides opportunities for each student to participate in the learning experience; encourages participation by using questions, active listening, clarification, and activities. The students responses are valued as they are observed.
How is responding demonstrated? I am interacting with others, desiring to learn and to accomplish the assigned tasks. I am beginning to realize the connections between what I am learning and what I know, or can already do.
COMPREHENSION (UNDERSTANDING): (Cognitive)
What is the student's role at comprehension? I understand the information or skill and can recognize it in other forms; I can explain it to others and make use of it. I practice self-help.
What is the learning leader's role at comprehension? The learning leader observes, listens, questions, evaluates, guides, and responds to students.
How is comprehension demonstrated? I can give a personal or original example of how I use this information.
VALUING: (affective)
What is the student's role at valuing? I recognize the importance of the learning process and the new information/skill. I am realizing its ability to be used separately or with existing information/skills that I already have to accomplish desired results. Not only am I involved in the learning experience, but I desire others to be involved and help facilitate their involvement. I practice self-help.
What is the learning leader's role at valuing? The learning leader provides a process that assists the student in making connections between the information/skill acquired during the learning process, and with existing information skills. An opportunity for application of the information/skill is provided that will encourage the student to realize its importance. The learning process will provide the student with opportunities to interact with other students and accept roles that allow the student to encourage others in their participation.
How is valuing demonstrated? I appreciate the information/skills that I am learning and desire to use them. I am not only interested in participating in the learning experience, but I also encourage others in their participation.
APPLICATION (SOLVING THE PROBLEM): (Cognitive)
What is the student's role at application? I can apply my prior knowledge and understanding to new situations. I practice self-help.
What is the learning leader's role at application? The learning leader observes, coaches, facilitates, and questions work being done.
How is application demonstrated? I can solve problems on my own. I recognize when the information or skill is needed, and I can use it to solve new problems or complete tasks.
ORGANIZATION BY VALUES: (affective)
What is the student's role at organization by values? I understand the importance of the information/skill and realize its relative importance, as a whole and in its component parts to the existing information/skills which I possess, and I act accordingly. I understand what can be accomplished with the information/skill, and I am realizing the importance of that for myself and others now, and for possible future use. I practice self-help.
What is the learning leader's role at organization by values? The learning leader observes, probes, guides, asks critical questions, and acts in a manner that assists the student with understanding the relative importance of the information/skills being learned, providing opportunities to use the information/skills in a team environment.
How is organization by values demonstrated? As I work in the learning environment I understand how the new information/skills can be used, and how important they are compared to other information/skills I already possess. It is important to me that I, and others with whom I work, know how to best use the information/skills, and use them effectively.
ANALYSIS (LOGICAL ORDERING): (Cognitive)
What is the student's role at analysis? I examine process. I break down information into component parts and can explain the individual parts. I know how and when to put the parts back together so that the organization of the whole becomes clearer. I practice self-help.
What is the learning leader's role at analysis? The learning leader observes, probes, guides, asks critical questions, and acts as a resource.
How is analysis demonstrated? I am able to teach the knowledge or skill effectively to another person and act as a resource for others. I can compare/contrast the information or skill with other knowledge or skills.
SYNTHESIS (CREATING): (Cognitive)
What is the student's role at synthesis? I use all knowledge, understanding, and skills to develop new tools, plan effectively, and create alternatives. I practice self-help.
What is the learning leader's role at synthesis? The learning leader supports, guides, stimulates, and facilitates assessment.
How is synthesis demonstrated? I combine, develop, and create.
CHARACTERIZATION BY VALUES: (affective)
What is the student's role at characterization by values? I realize that the information/skills have become a part of my understanding of who I am, and how I view the world around me. I am aware that my behavior has changed because of my use of the new information/skills. What I have learned has not only changed what I know, and how I act, it has also in part changed who I am. I practice self-help.
What is the learning leader's role at characterization by values? The learning leader supports, guides, stimulates, actively listens, discusses, challenges, and accepts. Other team/class members may provide additional reflection as facilitated by the learning leader.
How is characterization by values demonstrated? I act responsibly toward my team/class members, with my behavior characterizing the values I hold in a consistent manner.
EVALUATION: (Cognitive)
What is the student's role at evaluation? I am open to and appreciative of the value of ideas, procedures, and methods and can make well-supported judgments, backed up by knowledge, understanding, and skills. I practice self-help.
What is the learning leader's role at evaluation? The learning leader listens, discusses, challenges, and accepts.
How is evaluation demonstrated? I formulate and present well-supported judgments, display consideration of others, examine personal options, and can make wise choices.