Bloom’s Taxonomy of Learning
In 1956, Benjamin Bloom together with Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals describing a “Taxonomy of Educational Objectives”. Today, this taxonomy is fondly known as Bloom’s Taxonomy, a framework applied by generations of teachers and college professors in their teachings.
The framework elaborated by Bloom et al consists of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as “skills and abilities,” with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice.
Bloom’s Taxonomy of Learning
In 1956, Benjamin Bloom together with Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals describing a “Taxonomy of Educational Objectives”. Today, this taxonomy is fondly known as Bloom’s Taxonomy, a framework applied by generations of teachers and college professors in their teachings.
The framework elaborated by Bloom et al consists of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as “skills and abilities,” with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice.
Bloom’s Taxonomy of Learning
In 1956, Benjamin Bloom together with Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals describing a “Taxonomy of Educational Objectives”. Today, this taxonomy is fondly known as Bloom’s Taxonomy, a framework applied by generations of teachers and college professors in their teachings.
The framework elaborated by Bloom et al consists of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as “skills and abilities,” with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice.
Bloom’s Taxonomy of Learning
In 1956, Benjamin Bloom together with Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals describing a “Taxonomy of Educational Objectives”. Today, this taxonomy is fondly known as Bloom’s Taxonomy, a framework applied by generations of teachers and college professors in their teachings.
The framework elaborated by Bloom et al consists of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as “skills and abilities,” with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice.
Bloom’s Taxonomy of Learning
In 1956, Benjamin Bloom together with Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals describing a “Taxonomy of Educational Objectives”. Today, this taxonomy is fondly known as Bloom’s Taxonomy, a framework applied by generations of teachers and college professors in their teachings.
The framework elaborated by Bloom et al consists of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as “skills and abilities,” with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice.
Bloom’s Taxonomy of Learning
In 1956, Benjamin Bloom together with Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals describing a “Taxonomy of Educational Objectives”. Today, this taxonomy is fondly known as Bloom’s Taxonomy, a framework applied by generations of teachers and college professors in their teachings.
The framework elaborated by Bloom et al consists of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as “skills and abilities,” with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice.