Question No 37: How do educators typically use Bloom's Taxonomy in the design of educational activities?
Answer: Educators use Bloom's Taxonomy to create learning objectives that align with the desired level of cognitive engagement, helping learners move beyond mere memorization to deeper understanding and application.
Question No 38: Why is it important to consider the three domains of learning when designing educational programs or training courses?
Answer: Considering all three domains—Cognitive, Affective, and Psychomotor—ensures a well-rounded and comprehensive approach to learning, addressing knowledge, attitudes, and physical skills, which are essential for holistic education and skill development.
Question No 38: What prompted Lorin Anderson and David Krathwohl to revisit and revise Bloom's Cognitive Taxonomy?
Answer: Anderson and Krathwohl revisited Bloom's Cognitive Taxonomy in the mid-nineties to introduce changes that reflected a more active form of thinking and to enhance its accuracy.
Question No 39: What were the three most prominent changes made to Bloom's Cognitive Taxonomy in the revised version?
Answer: The three most prominent changes were:
1. Changing the category names from noun to verb forms.
2. Rearranging the categories.
3. Creating processes and levels of knowledge matrix.
Question No 40: Can you provide an example of a learning objective at the "Remembering" level in the revised taxonomy?
Answer: A learning objective at the "Remembering" level might involve recognizing or recalling knowledge from memory, such as listing historical facts or reciting definitions.
Question No 41: How does the revised taxonomy emphasize a more active form of thinking compared to the original version?
Answer: The revised taxonomy emphasizes active thinking by using action verbs in category names and focusing on processes like interpreting, inferring, comparing, and creating, which require more engagement and critical thinking.
