Use Bloom’s "Taxonomy of Educational Objectives for
the Cognitive Domain" to increase retention. Bloom’s Taxonomy of
Educational Objectives for the Cognitive Domain (1956, as cited in Fahy 1999, 42-43) is
similar to Gagne’s hierarchy of intellectual skills. Bloom
outlines the following cognitive activities organized from least to greater complexity:
- knowledge
- comprehension
- application
- analysis
- synthesis
- evaluation (making judgements)
In the following example, Bloom’s taxonomy is used to illustrate different objectives
related to learning objectives for studying nails (Fahy 1999, 43): Knowledge – Know enough about nails to be able to
explain what they are and what they are used for. Be able to recognize a nail as a
fastening device from a non-fastening devices.
Comprehension – Be able to identify a nail and
distinguish it from other fastening devices.
Application – Be able to use a nail to fasten
something competently, and actually do so.
Analysis – Be able to determine what kind of
nail and nailing technique would be required for most effective use of the device for a
specific purpose.
Synthesis – Be able to compare nails to other
fastening devices, and to compare various types of nails and nailing techniques for their
specific qualities and characteristics in specific situations.
Evaluation – Be able to assess examples of the
use of nails for fastening, and different nailing techniques, and to pass judgement as to
which were more effective, more artistic, more secure, more skillful, more workman like,
etc.
