topic: [[Assessing]] people: #people/bloom created: 2023-05-06 *A model for thinking about layers of knowing, doing, and valuing an educational idea.* This reminds me of [[Embodied Cognition]], and how we can identify and work towards the instinctive doing of things It's kind of like demonstrating [[Learning]] and valuing can be hard! Bloom's Taxonomy exists to help us understand the [[ways of knowing]] and [[Assessing]] learning. The domains include [[ways of knowing]], [[Doing]], and [[Feeling]], so cognitive, psychomotor, and affective domains as demonstrated below. By identifying change in all of these domains we can consider a more balanced view of the impact of our interventions. Cognitive Domain (Mualem et al., 2018) ![[Representation-of-Blooms-Taxonomy-in-the-cognitive-domain-The-taxonomy-provides-a.png]] [Psychomotor Domain](https://www.saintpaul.edu/aei/Documents/Flyer_AIC%20Blooms-Pyramid%20Psychomotor%20Version%202.pdf) ![[CleanShot 2023-05-06 at 08.40.14.jpg]] Affective domain (Gulzar, 2021) ![[CleanShot 2023-05-06 at 08.40.45.jpg]] This matters because in [[🐓 Idea Farm/Deadfall/For myself only/Readwise/Books/Understanding by Design]] we have to ask, "How do we know?" Bloom gives us one model for asking that question, [[all models are wrong but some are useful]]. ##### What would the opposite argument be? ![[CleanShot 2023-05-06 at 08.39.36.jpg]] [[applications are part of the knowledge]], one cannot separate the application from the knowledge, and [[our environment shapes our behavior]], so the context plays a huge role in our ability to apply what we know. This also excludes measuring the [[social-cognitive learning theory]], such as in [[Mentoring_Relationships__A_Mentee_s_Journey.30.pdf]], or in taking the [[relational coordination]] view of a learning relationship between the program and the learners. When one is a [[learning leader]], one must work on the symbiotic relationship between the learners - learning leader and the [[Learning]] tags: #note/idea | #on/learning | #on/ubd | #on/assessment ##### Sources: Mualem, Raed & Leisman, Gerry & Zbedat, Yusra & Ganem, Sherif & Mualem, Ola & Amaria, Monjed & Kozle, Aiman & Khayat-Moughrabi, Safa & Ornai, Alon. (2018). The Effect of Movement on Cognitive Performance. Frontiers in Public Health. 6. 10.3389/fpubh.2018.00100. Gulzar, A. A. (2021, April 4). Affective Domain—Krathwohl’s Taxonomy—Educare ~ We Educate, We Care. _Educare_. [https://educarepk.com/affective-domain-krathwohls-taxonomy.html](https://educarepk.com/affective-domain-krathwohls-taxonomy.html) https://www.saintpaul.edu/aei/Documents/Flyer_AIC%20Blooms-Pyramid%20Psychomotor%20Version%202.pdf [[Bloom's Mastery for Learning 1968]] [[Can Group Instruction Facilitate Personalized Education? Revisiting Bloom's Learning for Mastery Model (Doctoral dissertation).]]