When speaking about Bloom’s taxonomy of educational objectives, one is to keep in mind that Bloom described the process of thinking in such a way that his traditional hierarchy of thinking skills is still used in our days. Thinking skills Benjamin Bloom reflected include knowledge, comprehension, application, analysis, synthesis and evaluation (“Designing Effective Projects: Thinking Skills Frameworks,” 2009, p. 1). Knowledge means information recalling; comprehension denotes the process of understanding; application is mostly associated with a new situation, in which a concept can be used; analysis means breaking information into separate parts, in order to understand its meaning deeper; synthesis is related to ideas combination; evaluation is considered to be a judgment.
In 1999, Bloom’s taxonomy was modernized. The cognitive process dimension is based on the same number of skills; however, these skills are improved. So, remembering, understanding, applying, analysis, evaluation, and creating are considered to be revised thinking skills of Bloom’s taxonomy.
Adult learning should be conceptual, contextual, and continuous. Bloom’s taxonomy, in its turn, has been developed to explain the processes, which occur in the human mind. Thus, psychomotor domain-skills Bloom’s taxonomy is based on such processes as observing, preparing, performing, and acting. So, adults are to rely on the above-mentioned processes to succeed in learning. Affective domain-attitudes Bloom’s taxonomy includes paying attention, participating, valuing, value system, and adopting outlook. So, the success of adult learning depends upon the constituents. The characteristic features of cognitive domain-knowledge Bloom’s taxonomy were depicted earlier.
Reference
Designing Effective Projects: Thinking Skills Frameworks. (2009). Umd.edu. Web.