The New Taxonomy of Educational Objectives

The New Taxonomy as I understand. Having understood and used the ideas and frameworks Bloom et-all: Taxonomy for educational process since 1970s I have been guided in the ways how to deal with objective oriented education. Then having read and understood the improvement of Bloom Taxonomy on Cognitive domain by Anderson et-all, I have been reeducated to look at the integrated process of knowledge and cognitive process as a coherent process in learning, teaching, and assessing.Having understood the Marzano New's Taxonomy I have to say that I have been reeducated even more in perceiving the process of learning as a total psycho-social process covering cognitive system, meta-cognitive system, and self system. I am sure by continually understanding and using the Marzano New's Taxonomy educators will continually improve their ways of understanding and deal with educational process in a more holistic view.

Any help with Blooms is helpful - especially to new teachers. This book is especially helpful in showing how to apply the taxonomy to writing lesson plans and applying them to standards and incorporating them into the Common Core expectations. Novices need all the direction available especially in their first 1-2 years so they can apply them into their lesson plans and insuring the students are able to understand the intended goals.This particular text is especially helpful in these areas. Thank you to Robert Marzano and his co-author.

This book provides a model, heavily backed by research, to describe and understand the learning process. For those familiar with Bloom's taxonomy, this book addresses several issues found in the original and subsequent taxonomies, creating a 'new' taxonomy that is more consistent and unambiguous. The book is easy to read, well organized, and introduces taxonomy vocabulary terms in an effective manner. I recommend this book to anyone serious about understanding the learning process for the purposes of applying it in a pedagogical fashion.

I recommend this very good book for teachers interested in being educational leaders to the nature of knowledge from Bloom's taxonomy to Marzano and kendall's new taxonomy.Key words: investigating, recognizing, classifying, specifying, integrating, executing, standards documents (science, history, arts, health, economy, mathematicas and more).The book in a guide for specific applications in formulating a curriculum and for designing educational objectives.

Good luck with trying to find what's in the book by chapter. The table of content pages are corrupted in the Kindle edition of the book.

We are reviewing our standards and assessments. This has been a great book to use in both PE and Health.

One again, Dr. Marzano has clarified for us how to effectively teach to the standards through a new lens of teaching our students "thinking skills." I have often found Bloom's Taxonomy hard to implement with my students because it seemed that I struggled in creating lessons that challenged my students thinking. I believe that we absolutely need to find ways to effectively educate 21st Century students with 21st Century tools.Dr. Marzano clearly describes the differences between the New Taxonomy and Bloom's: when learning new information, it does not always occur in a sequential, level of difficulty process(Bloom's);instead, acquiring new information is initiated by the Self-system (New Taxonomy), which is controlled by our beliefs, values, personal goals, etc. For students to learn new information, they must make the decision that the information is beneficial to them. As educators, we are always looking for opportunities to make our lessons engaging and that motivate students towards higher order thinking skills...The N.T explains how to do this.Additionally, Dr. Marzano shows how to connect the N.T to the standards, which ensures that my lessons are standards-based and that I meet students' learning needs as well.I would caution that the book is written to explain in great detail the research behind the New Taxonomy and the intricate details within each cognitive thought process; however, I believe that once you get through Chapters 1 & 2, you should have a clear understanding of the research and skip to other chapters that impact teaching and learning.

This book has several typos and other editing errors. Errors make it hard to follow.