Education Curriculum Development

Education Curriculum
Development

Table of Contents
INTRODUCTION...........................................................................................................................1
MAIN BODY...................................................................................................................................1
1. Reviewing the revised Bloom's Taxonomy and discussion of the need to develop students in
the cognitive, affective and psychomotor domains......................................................................1
2. Preparing the activities in each of the levels of the cognitive domain.....................................2
CONCLUSION................................................................................................................................3
REFERENCES................................................................................................................................4

INTRODUCTION
Curriculum development could be defined as the progressive, planned systematic and
purposeful process which is focused with creation of positive improvements in the system which
is focused for providing education to the individuals. With the help of it talent in learners could
be developed as it will help them to acquire all the opportunities that will help them to meet
career goals (Agarwal, 2019). Present report is focused with analysis of revised Bloom's
Taxonomy and discussion of need to develop students in cognitive, psychomotor and affective
domains. Apart from this, different types of activities in different level of cognitive domain are
also developed in this assignment.
MAIN BODY
1. Reviewing the revised Bloom's Taxonomy and discussion of the need to develop students in
the cognitive, affective and psychomotor domains
Bloom's Taxonomy was developed in year 2001 by cognitive psychologists, researchers
and curriculum theorists. There are various elements of the revised taxonomy of Bloom. These
are remember, understand, apply, analyse, evaluate and create. Under this model knowledge is
segregated on the basis of four different cognitive processes. These are factual, conceptual,
procedural and meta cognitive knowledge (Köksal and Ulum, 2018). The authors who developed
revised taxonomy of Bloom suggest that it should be used by the individuals while working as a
teacher as it can help to develop students. According to them it is important to establish
objectives in pedagogical inter change so all the students and teachers can understand the main
purpose of interchange. Apart from this, it has been also described by the authors that of
objectives will be established the it can help to clarify them for the individuals whether they are
teachers or students. If teachers will develop objectives then it can help them to design valid
assessment strategies and tasks, plan and deliver proper instructions etc. Apart from this, with the
help of it they can also ensure that assessment and instruction are aligned with the predetermined
goals. All the key aspe4cts of the revised taxonomy could be analysed with the help of following
chart:
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