Introduction to concepts of Taxonomy

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Introduction to concepts of Taxonomy
Basic workshop on Medical Education
Technology ELMCH , Lucknow

• Uma Gupta
• MD(OBG),PGDHM,MA(RD)
• FAIMER Fellow CMCL 2012

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• Learning, teaching, identifying educational goals
  and thinking are interwoven in an intricate web

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Objectives

• To understand the concept of educational
  objectives
• To understand the principles of taxonomy of
  educational objectives.
• Define the terms cognitive, affective and
  psychomotor domains
• Formulate educational objectives belonging to
  these domains.

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What do you do when you have to address an
audience or a class

• ???
• Plan- Who, What, what is the goal and a take home
  message
• TL goal oriented (objectives)

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• Both Teaching and learning should be GOAL
  ORIENTED
• GOALS are technically called as OBJECTIVES

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Goal Of Education
Student/Learner
Intended Outcomes/Objectives
CURRICULUM Achieved
Outcomes/Objectives
Competent Health Professional
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Levels of Objectives

• Institutional objectives
• Intermediate (divisional) departmental objectives
• Specific learning/teaching (individual objectives
  SLO)

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• Learning Objectives
• what the student is expected to learn at the end
  of the course
• Teaching Objectives
• from teachers perspective
• driven by learning objectives
• The two can be merged - Educational Objectives

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How Learning Objectives help?

• Guides the learner through the process
• of learning
• He/She knows exactly what is expected
• from the acquired knowledge and skill
• He/She is also aware of the criteria by
• which their performance will be judged

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How teaching objectives helps?

• By having measurable and observable objectives
• Help in planning the curriculum
• Implementing the program
• Formulating evaluation systems

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Knowledge and Education

• Knowledge all of the information
• about any topic
• Education all the knowledge plus the
• process of teaching and learning it.
• Education is more holistic word

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Taxonomy

• Etymology - From the Greek word arrangement
• Taxonomy means a system of grouping or
  categorizing things
• Taxonomy and classification are synonymous

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Educational Objectives

• To achieve that ultimate status of complete
• Learning
• - first step is to understand what all
• aspects or components have to be covered
• Systematic categorization or classification
• of all the components is called as
• Taxonomy of Educational Objectives

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Goal Of Education
Student/Learner
Intended Outcomes/Objectives
CURRICULUM Achieved
Outcomes/Objectives
Competent Health Professional
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Is it the only system of classification?

• NO - There are other systems or hierarchies
• that have been devised in the educational
• and training world.
• However - Bloom's taxonomy is easily
• understood and is probably the most
• widely applied one in use today

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• A committee of colleagues, led by
• Benjamin Bloom (1956), identified three domains
  of educational
• activities

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Blooms taxonomyTHREE DOMAINs of education
HAND   Practical Skill
Psychomotor Domain

• HEAD
• (Intellectal skill)
• Cognitive Domain

• HEART
•  
• Behavioural skill (Attitude)
• Affective Domain

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Goals of learning

• At the end of the learning session the learner
  should have acquired
• New Knowledge
• New Skills
• New Attitudes
• KSA

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The Domains - subclasses

• The three domains are divided into subdivisions,
• starting from the simplest
• behavior to the most complex.

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The cognitive domain

• involves knowledge and the development of
  intellectual skills.
• includes the recall or recognition of
• specific facts,
• procedural patterns
• concepts
• serve in the development of intellectual
• abilities and skills.

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Categories in the Cognitive domain

• There are six major categories
• The categories can be thought of as degrees of
  difficulties.
• That is, the first ones must normally be mastered
  before the next ones can take place

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1. Knowledge

• Recall data or information
• Remembering of previously learned
• Information
• Knowledge of terminology, specific facts,
  principles, theories

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1. Knowledge

• Key words to be
• used in framing
• Objectives
• Eg. Define hypertension?

• Define
• Describe
• Enumerate
• Identify
• Label
• List
• Match
• Reproduce

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2. Comprehension

• Understand the meaning,
• Interpretation of instructions and
• problem and stating it in one's own words.
• Grasping the meaning
• of informational material
• Eg., Given a set of readings- can categorize
  mild, moderate and severe.

• Key words to be used in framing objectives
• Classify
• Categorize
• Convert
• Describe
• Discuss
• Estimate
• Explain
• Illustrate
• Outline
• Summarize

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3. Application

• Carrys out or use a procedure in a given
  situation.

• Use of previously
• learned information
• in new and concrete
• situations to solve
• problems that have
• single or best
• answer

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3. Application

• Key words to be
• used in framing objectives
• Compute
• Construct
• Calculate
• Determine
• Develop
• Prepare
• Use
• Utilize
• Inform
• Predict

• can use facts
• e.g., predicts how anti-hypertensive treatment
  can be modified in angina or CCF

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4. Analysis

• Action words to be
• used in framing objectives
• Compare
• Contrast
• Correlate
• Differentiate
• Distinguish
• Illustrate
• Infer
• Outline
• e.g., cognisance of socioeconomic, cultural,
  personal factors while selecting therapy

• Distinguishes between facts and inferences.
• Breakdown of material into
• component parts trying to
• understand the
• organizational structure of
• such information to
• develop divergent
• conclusions and
• identifying motives

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Evaluation

• Make judgments about the value of
• ideas or materials
• Judging the value of the
• knowledge material
• based on personal values
• and opinions resulting in
• an end product with a
• given purpose without
• real right or wrong
• answers

• Appraise
• Contrast
• Conclude
• Criticize
• Justify
• Defend
• Judge
• Reframe
• E.g., can outline prognosis of hypertensive
  patient

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Synthesis

• Compile
• Compose
• Create
• Develop
• Devise
• Integrate
• Hypothesize
• Eg,.Write a rational individualized prescription
  of patient with hypertension

• Put elements together to form a coherent or
  functional whole reorganize elements into a new
  pattern or structure

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Factual Knowledge
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COGNITIVE DOMAIN
 Applying  Understanding Remembering
 
3.Application-can use facts e.g.,predicts how
anti-hpy tt be modified in angina or
CCF 2.Comprehension- -given a set of readings-
can categorize mild,mod,sev. 1.Knowledge-
define hypertension
Higher-order thinking
Taxonomic levels assessment
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COGNITIVE DOMAIN
Creating  Evaluating   Analysing  
6.Synthesis- ability to assemble, innovate Write
a rational individualized prescription with
hypertension 5. Evaluation- judge the
reliability, utility, procedure, method. E.g.,
can outline prognosis of hypertensive pt. 4.
Analysis- break the problem to components and
interpret findings- e.g., cognisance of
socioeconomic, cultural, personal factors while
selecting therapy
Higher-order thinking
Taxonomic levels assessment
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Psychomotor domain

• How to do something
• Physical methods
• Motor skills
• coordination

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• Psychomotor Domain
• Development of these skills requires
• Practice
• Measured in terms of speed,
• precision, distance, procedures, or
• techniques in execution.
• Three major categories - from the
• simplest behavior to the complex

• Three major categories - from the
• simplest behavior to the complex

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Psychomotor Domain
Automation
control
Imitation
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Psychomotor Domain

• Imitation
• Being exposed to an observational
• action undertakes a similar action
• at the level of the muscular system

• Learner shall observe CPR
• Readiness to observe to do CPR

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Imitation

• Complete
• Perform
• Distinguish
• Hear
• Identify
• Locate
• Manipulate
• Move
• Pickup
• Point to
• Practice

• Practice
• Press
• Pull
• Push
• See
• Select
• Setup
• Show
• Sort
• Specify
• Touch
• Transport

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Psychomotor Domain
Set Load Locate Loosen Manipulate
Measure Open Operate Perform

• Adjust
• Assemble
• Build
• Construct
• Copy
• Demonstrate
• Disconnect
• Draw

• Control
• Acts according to instructions and
• is able to differentiate/ select
• between acts
• Shall perform under guidance
• Learner shall perform CPR in hospital
  independently

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Skill Development

• Unconsciously competent
• Consciously competent
• Consciously incompetent
• Unconsciously incompetent

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Millers Pyramid
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TAXONOMY The Affective Domain
Being aware of or attending to something in the
environment
Receiving
Showing some new behaviors as a result of
experience
Responding
Showing some definite involvement or commitment
Valuing
Krathwohl, D., Bloom, B., Masia, B. (1956).
Taxonomy of educational objectives. Handbook II
Affective domain. New York David McKay.
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TAXONOMY The Affective Domain
Integrating a new value into one's general set of
values, giving it some ranking among one's
general priorities.
Organization
Acting consistently with the new value person is
known by the value.
Characterization by Value
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Affective DOMAIN-Taxonomic levels assessment
 Applying, VALUING   Comprehension
Responding Knowledge Receiving 
3. Able to realize that it is worth spending time
reassuring pt when anxious 2.Able to reassure
an anxious pt 1.Able to show awareness of
anxiety of pt- waiting for invasive proc.
Higher-order thinking
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Affective DOMAIN-Taxonomic levels assessment
 characterisatioin by a value
complexJustifying a decision or course of
actionChecking, hypothesising, critiquing,
experimenting, judging   OrganisationConcept
ulizing a value , casting to value in cohernt and
personally acceptableand acting even under
difficult conditions 
5.Able to determine the health for all has a
bearing on political will and commitment towards
emotional well being 4.Able to form judgement
as to responsibility of healthcare team for
commitment towards emotional well being of pt.
Higher-order thinking
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Affective DOMAIN-Taxonomic levels assessment
  characterisatioin by a value
complex    Organisation Applying, VALUING
Responding Receiving
5.Able to determine the health for all has a
bearing on political will and commitment towards
emotional well being 4.Able to form judgement as
to responsibility of healthcare team for
commitment towards emotional well being of pt.
3. Able to realize that it is worthspending time
reassuring pt when anxious 2.Able to reassure an
anxious pt 1.Able to show awareness of anxiety
of pt- waiting for invasive proc.
Higher-order thinking
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Millers Pyramid
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Test YOURSELF
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Mrs. Anita wants her students to compare and
contrast two Native Rajasthani folktales and the
cultures each represents. At which level of
thought is Mrs. Anita asking her students to work
according to Blooms Taxonomy?

• Remembering
• Understanding
• Analyzing

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Mr. Gode has asked his students to classify the
items in a diagram as living or nonliving. At
what level of Blooms Taxonomy is he having his
students think?

• Understanding
• Applying
• Evaluating

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Students in Mrs. Pradhans class have been asked
to read a research article and summarize it in
their own words. At which level of Blooms
Taxonomy is she asking them to think?

1. Understanding
2. Remembering
3. Applying

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Mrs. Hodge has asked students to list every
possible way to answer the math word problem on
the board. Then she asks them to choose the best
method for solving the problem and to defend
their answers. At which level of Blooms Taxonomy
is she asking them to think?
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1. Creating
2. Analyzing
3. Evaluating

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Specific Educational Objectives

• GROUP TASK
• FORMULATION OF SPECIFIC EDUCATIONAL OBJECTIVES
• (Time 10 Minutes)
• Draw up one specific educational objective of
  your speciality, keeping in mind the elements of
  the professional task. Discuss within your group,
  select and present any one during the plenary
  session.
• Plenary session (Time10 mins)

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Group Task

• Write 1- 3 broad educational goals for your
  curriculum
• Write one Learner Objectives from each domain for
  your curriculum
• Present and discuss and few Learning Objectives
  with the large group

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If you plan is for one year, plant rice If you
plan is for ten years, plant trees If your plan
is for a hundred years, Educate children.'
Confucius
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thank you