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The revised taxonomy (Anderson and Krathwohl, 2001) incorporates both the kind of knowledge to be learned (knowledge dimension) and the process used to learn (cognitive process), allowing for the instructional designer to efficiently align objectives to assessment techniques. Both dimensions are illustrated in the following table that can be used to help write clear, focused objectives.
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Teachers may also use the new taxonomy dimensions to examine current objectives in units, and to revise the objectives so that they will align with one another, and with assessments.
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Anderson and Krathwohl also list specific verbs that can be used when writing objectives for each column of the cognitive process dimension.
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Figure 3: Classifying objectives with the revised taxonomy table
Use this technique to analyze objectives. If an objective has a vague learning procedure for students to complete, such as "to know", the objective cannot be placed on the table: a clue that the old objective needs to be revised.
The more teachers learn about the way students learn, the more inst
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Lennie SymesBloom's revised taxonomy
BLOOM CREATED A LEARNING TAXONOMY IN 1956, and since that time we have learned more about the way that children learn. Teachers have also revised the way that they plan and implement instruction in the classroom. To keep the impo -
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Tim McGeeRevised Version of Bloom's Taxonomy
design education guide instructionaldesign learning objectives
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Teachers have also revised the way that they plan and implement instruction in the classroom.
Blooms assessment curriculum design education learning pedagogy teaching theory
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