A revision from the original taxonomy seeking to extend the approach, use common language, be consistent with current psychological and educational trends, and provide realistic examples of the uses of the framework.
- The framework provide teachers with a tool to help them make sense of objectives and to organize them so they are clearly understood and fairly easy to implement.
- Definitions, examples, and verbal descriptions, sample objectives/standards, sample assessment tasks/test items, and sample instructional activities are integrated throughout.
- A series of vignettes written by and for teachers illustrate how to use this ground-breaking framework (6 vignettes) (Ch. 7-13).
Drawing heavily from Bloom's Taxonomy, this new book helps teachers understand and implement a standards-based curriculum. An extraordinary group of cognitive psychologists, curriculum specialists, teacher-educators, and researchers have developed a two-dimensional framework, focusing on knowledge and cognitive processes, that defines what students are expected to learn in school. A series of vignettes-written by and for teachers-illustrates how to use this unique framework. A revision only in the sense that it builds on the original framework, it is a completely new manuscript in both text and organization. Its two-dimensional framework interrelates knowledge with the cognitive processes students use to gain and work with knowledge. Together, these define the goals, curriculum standards, and objectives students are expected to learn. The framework facilitates the exploration of curriculums from four perspectives-what is intended to be taught, how it is to be taught, how learning is to be assessed, and how well the intended aims, instruction and assessments are aligned for effective education. This "revisited" framework allows you to connect learning from all these perspectives. This "Professional Edition" includes an additional section ("The Taxonomy in Perspective,") which is not available in the "Revisited for Teachers" edition of the book.
Dr. Lorin W. Anderson is a Carolina Distinguished Professor at the University of South Carolina where he has served on the faculty since 1973. He has written extensively in the areas of classroom instruction and school learning, educational programs for economically disadvantaged children and youth, and testing and assessment. In addition to this title, he has authored Bloom's Taxonomy: A Forty-Year Retrospective (1994), A Handbook for Teacher Leadership (1995), and the International Encyclopeida of Teaching and Teacher Education, Second Edition (1995)
List of Tables and Figures. Preface. Foreword.
SECTION I: THE TAXONOMY, EDUCATIONAL OBJECTIVES AND STUDENT LEARNING. 1. Introduction. 2. The Structure, Specificity, and Problems of Objectives.
SECTION II: THE REVISED TAXONOMY STRUCTURE. 3. The Taxonomy Table. 4. The Knowledge Dimension. 5. The Cognitive Process Dimension.
SECTION III: THE TAXONOMY IN USE. 6. Using the Taxonomy Table. 7. Introduction to the Vignettes. 8. Nutrition Vignette. 9. Macbeth Vignette. 10. Addition Facts Vignette. 11. Parliamentary Acts Vignette. 12. Volcanoes? Here? Vignette. 13. Report Writing Vignette. 14. Addressing Long-standing Problems in Classroom Instruction.
SECTION IV: THE TAXONOMY IN PERSPECTIVE. 15. The Taxonomy in Relation to Alternative Frameworks. 16. Empirical Studies of the Structure of the Taxonomy. 17. Unsolved Problems.
APPENDICES. Appendix A: Summary of the Changes from the Original Framework. Appendix B: Condensed Version of the Original Taxonomy of Educational Objectives: Cognitive Domain.. Appendix C: Data Used in the Meta-Analysis in Chapter 16. References. Credits. Index.
Tertiary; University or College
Number Of Pages: 384
Published: 1st December 2000
Publisher: Pearson Education (US)
Country of Publication: US
Dimensions (cm): 24.13 x 19.68
Weight (kg): 0.82
Edition Number: 1
Edition Type: Revised