TaxonomíA Bloom
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El documento describe la taxonomía de objetivos educativos de Benjamin Bloom, la cual clasifica los objetivos en tres dominios: cognoscitivo, afectivo y psicomotor. El dominio cognoscitivo incluye seis niveles de complejidad que van desde el conocimiento hasta la evaluación. El dominio afectivo describe cinco etapas del proceso de internalización de valores y actitudes. Y el dominio psicomotor enumera siete niveles de destreza física que van desde la imitación hasta la creación.
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Bloom power point
Benjamin Bloom was an American educational psychologist born in 1913. He graduated as valedictorian and received his bachelor's and master's degrees in psychology from Penn State University and a Ph.D from the University of Chicago. Bloom is renowned for developing Bloom's Taxonomy, a classification of learning objectives identifying three learning domains: cognitive, affective, and psychomotor. Bloom's Taxonomy, created in 1948, aimed to develop a classification of intellectual behavior and challenge students with higher-level questions after noticing teachers asked too many lower-level questions. Bloom's original taxonomy was later revised by one of his former students to better suit modern education.
Bloom's Revised Taxonomy
Bloom's Revised Taxonomy is a classification of learning objectives organized into six levels, from the lowest order of thinking skills to the highest. The document discusses Bloom's Revised Taxonomy, which provides a framework for educators to structure learning objectives, develop assessments, and track student progress. It lists the six levels of the taxonomy from lowest to highest order thinking skills.
Bloom's Taxonomy
This document provides an overview of Bloom's Taxonomy, which classifies learning objectives into six levels: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Each level is defined and examples of learning objectives for that level are given. The document also discusses using Bloom's Taxonomy to design classroom lectures and assessments that target different cognitive abilities.
Bloom's Taxonomy Presentation
The document discusses Bloom's Revised Taxonomy, which organizes thinking skills into six levels from basic to more complex. It outlines the original and revised terms, with changes made to better reflect active thinking processes. Examples of classroom activities are provided for each of the six levels - Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating.
Who is Ben Bloom
Ben Bloom is an independent financial planner who started his career at MassMutual Financial Group during the financial crisis of 2008. He has various licenses and designations in financial planning and insurance. He takes initiative and enjoys being his own boss as an entrepreneur. Bloom continues his education and is working toward an MBA, with a goal of obtaining further certifications to improve himself through continuing education.
Benjamin Bloom Presentation
The document discusses the educational theorist Benjamin Bloom and his taxonomy of learning domains. It introduces Bloom and provides links about his life and his taxonomy, which categorizes learning objectives into three main domains: the cognitive domain involving knowledge and intellectual skills, the affective domain concerning growth in feelings or emotional areas, and the psychomotor domain regarding manual or physical skills. It also mentions mastery learning in connection with Bloom's taxonomy.
About Benjamin Bloom
1) Bloom's Taxonomy outlines six levels of thinking skills - knowledge, comprehension, application, analysis, synthesis, and evaluation.
2) These levels progress from basic recall of facts to more complex thinking skills such as applying knowledge to solve problems or create new ideas.
3) Each level involves different types of thinking and can be assessed through varying question cues that require different cognitive processes.
Bloom’s Taxonomy (complete)
Prepared by: Ms. JAMAICA OLAZO
Want to ask a copy on this, just reach me on my fb account:
https://www.facebook.com/ja.maica.393
DON'T FORGET TO HIT LIKE or LEAVE A COMMENT BELOW.
Thanks :)
Definition of Taxonomy
Benjamin Samuel Bloom
History of Bloom's Taxonomy
Three Domains
Six Levels of Cognitive Domain
Appropriate Verbs
Products and Model Questions
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Bloom power point
Benjamin Bloom was an American educational psychologist born in 1913. He graduated as valedictorian and received his bachelor's and master's degrees in psychology from Penn State University and a Ph.D from the University of Chicago. Bloom is renowned for developing Bloom's Taxonomy, a classification of learning objectives identifying three learning domains: cognitive, affective, and psychomotor. Bloom's Taxonomy, created in 1948, aimed to develop a classification of intellectual behavior and challenge students with higher-level questions after noticing teachers asked too many lower-level questions. Bloom's original taxonomy was later revised by one of his former students to better suit modern education.
Bloom's Revised Taxonomy
Bloom's Revised Taxonomy is a classification of learning objectives organized into six levels, from the lowest order of thinking skills to the highest. The document discusses Bloom's Revised Taxonomy, which provides a framework for educators to structure learning objectives, develop assessments, and track student progress. It lists the six levels of the taxonomy from lowest to highest order thinking skills.
Bloom's Taxonomy
This document provides an overview of Bloom's Taxonomy, which classifies learning objectives into six levels: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Each level is defined and examples of learning objectives for that level are given. The document also discusses using Bloom's Taxonomy to design classroom lectures and assessments that target different cognitive abilities.
Bloom's Taxonomy Presentation
The document discusses Bloom's Revised Taxonomy, which organizes thinking skills into six levels from basic to more complex. It outlines the original and revised terms, with changes made to better reflect active thinking processes. Examples of classroom activities are provided for each of the six levels - Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating.
Who is Ben Bloom
Ben Bloom is an independent financial planner who started his career at MassMutual Financial Group during the financial crisis of 2008. He has various licenses and designations in financial planning and insurance. He takes initiative and enjoys being his own boss as an entrepreneur. Bloom continues his education and is working toward an MBA, with a goal of obtaining further certifications to improve himself through continuing education.
Benjamin Bloom Presentation
The document discusses the educational theorist Benjamin Bloom and his taxonomy of learning domains. It introduces Bloom and provides links about his life and his taxonomy, which categorizes learning objectives into three main domains: the cognitive domain involving knowledge and intellectual skills, the affective domain concerning growth in feelings or emotional areas, and the psychomotor domain regarding manual or physical skills. It also mentions mastery learning in connection with Bloom's taxonomy.
About Benjamin Bloom
1) Bloom's Taxonomy outlines six levels of thinking skills - knowledge, comprehension, application, analysis, synthesis, and evaluation.
2) These levels progress from basic recall of facts to more complex thinking skills such as applying knowledge to solve problems or create new ideas.
3) Each level involves different types of thinking and can be assessed through varying question cues that require different cognitive processes.
Bloom’s Taxonomy (complete)
Prepared by: Ms. JAMAICA OLAZO
Want to ask a copy on this, just reach me on my fb account:
https://www.facebook.com/ja.maica.393
DON'T FORGET TO HIT LIKE or LEAVE A COMMENT BELOW.
Thanks :)
Definition of Taxonomy
Benjamin Samuel Bloom
History of Bloom's Taxonomy
Three Domains
Six Levels of Cognitive Domain
Appropriate Verbs
Products and Model Questions
HISTORIA DE NEUROCIENCIA
El documento presenta un resumen de la historia de la neurociencia. Comienza con Hipócrates en la Edad Antigua y continúa con contribuciones clave como la teoría errónea de René Descartes, el método de tintura de Golgi, los descubrimientos de Broca, Wernicke y Santiago Ramón y Cajal, y las teorías y descubrimientos de Galvani, Müller y la frenología en los siglos XVIII y XIX que llevaron al establecimiento de la neurociencia como disciplina en el siglo XX.
Educational objectives by bloom's taxonomy
This document outlines the objectives and content of an educational seminar on writing educational objectives. It defines educational objectives as describing what students should be able to do after learning. It then describes the types and levels of educational objectives, including cognitive, affective, and psychomotor domains. For each domain and level, it provides examples of behavioral verbs that could be used in formulating objectives. The document concludes by emphasizing the importance of using behavioral terms precisely in writing clear educational objectives for nursing students.
Blooms taxonomy powerpoint
This document discusses the Revised Bloom's Taxonomy and improving student thinking. It provides an overview of Bloom's Taxonomy, noting that the revised version changes the terminology, structure, and emphasis. The goal is to help teachers develop lessons and assessments that engage students in higher-order thinking skills like analysis, evaluation, and creation.
Blooms Taxonomy Made Easy
The document discusses Revised Bloom's Taxonomy, which is an update to the original Bloom's Taxonomy of learning objectives. It provides details on the history and development of Bloom's Taxonomy, including the original taxonomy from 1956 and revisions made in 2001. The revised version uses verbs to describe six levels of thinking skills (remember, understand, apply, analyze, evaluate, create) and considers knowledge dimensions. Examples are provided of how teachers can incorporate different levels of thinking skills into classroom lessons and assessments using Bloom's Taxonomy.
Objetivos De Bloom
El documento describe los seis niveles de los objetivos de aprendizaje de Bloom, incluyendo conocimiento, comprensión, aplicación, análisis, síntesis y evaluación. Para cada nivel se proporciona una definición breve y ejemplos de verbos que demuestran ese nivel de aprendizaje.
Benjamin bloom
Este documento presenta una biografía y resumen de las contribuciones de Benjamin Bloom al campo de la educación. Bloom desarrolló una taxonomía de objetivos educativos que clasifica los objetivos en dominios cognitivos, afectivos y psicomotrices. Dentro del dominio cognitivo, Bloom propuso una jerarquía de seis niveles de objetivos - desde conocimiento hasta evaluación - que ordena los procesos de pensamiento de menor a mayor complejidad. La taxonomía de Bloom ha sido ampliamente utilizada por educadores para planificar lecciones y evaluar
Making Learning Personal
The document discusses making learning more personalized based on research showing that one-on-one tuition can increase student performance by two grades. It presents the idea of a personalized learning system that allows students to set goals, access resources and courses, and create pathways tailored to their individual needs and competencies in order to make learning more effective. This system aims to bring together goals, pathways, courses, competencies assessments, and resources to create personalized learning plans that can be measured and improved through a plan-do-measure cycle.
BNC Educational Standards
Originally presented as a webinar for BookNet Canada, this presentation discusses the BISG Educational Taxonomy and book metadata to improve discovery by teachers and librarians.
My Blooms Taxonomy
The document discusses Bloom's Taxonomy, which categorizes different levels of learning. It presents the three domains of cognitive, affective, and psychomotor learning. Within the cognitive domain are knowledge, comprehension, application, analysis, synthesis, and evaluation. These levels progress from basic recall and understanding to more complex analysis, evaluation, and creation of new ideas. The document provides examples of verbs associated with each level of learning and suggests how instructors can incorporate the different taxonomy levels into their teaching practices.
Blooms taxonomy
The document provides information about Bloom's Taxonomy, which categorizes different levels of thinking and learning. It presents the six levels from lowest to highest order: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. For each level, it gives examples of related cognitive processes and thinking skills as well as sample verbs that could be used to frame learning objectives or assessment questions targeting that level. It also provides examples applying Bloom's Taxonomy to analyze thinking levels required by tasks and questions related to common stories.
The Untitled Universal Taxonomy of Learning [first draft]
A taxonomy to direct your learning, life and find meaning. Also useful for learners and educators to chalk out modular educational/learning programs for attaining specific goals, assessing progress and awarding credentials.
Blooms taxonomy Expanding past rote memory
Benjamin Bloom created a taxonomy of cognitive processes and knowledge dimensions in 1956. The taxonomy outlines six levels of cognitive processes - remembering, understanding, applying, analyzing, evaluating, and creating. It also describes four dimensions of knowledge - factual, conceptual, procedural, and metacognitive. Bloom's taxonomy set the framework for categorizing educational goals and objectives according to their cognitive complexity and has influenced the development of educational objectives and assessments. It was later revised in 2001 to better reflect 21st century work.
Bloom S Taxonomy More details about the general structure
This document discusses Bloom's Taxonomy, which classifies educational goals into three domains: Cognitive, Affective, and Psychomotor. The Cognitive domain was revised by Anderson and Krathwohl in 2001 to better align with 21st century skills. The revised taxonomy has six levels within the Cognitive domain - Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. Objectives are classified based on the type of knowledge (factual, conceptual, procedural, metacognitive) and cognitive process verb used. The document provides examples of verbs to write objectives for each cognitive process level.
Bloomsobjectives
The document discusses Bloom's Taxonomy and its use in developing learning objectives. It outlines Bloom's original and revised cognitive domains, providing examples of verbs and outcomes for different levels. It also provides guidance on writing measurable learning objectives, including specifying the audience, behavior, conditions, and criteria. Educators are encouraged to design objectives and assessments that promote enduring understanding and allow students to demonstrate their learning in authentic ways.
Bloom taxonomy presentation
The document discusses Bloom's Taxonomy, which is a system for classifying educational objectives. Bloom's Taxonomy divides educational objectives into three domains: the cognitive domain (knowledge), affective domain (feelings), and psychomotor domain (skills). Within the cognitive domain, the taxonomy further categorizes objectives into six levels - knowledge, comprehension, application, analysis, synthesis, and evaluation - moving from basic recall to more complex thinking skills. The document provides details on the objectives and verbs associated with each level of Bloom's Taxonomy, particularly within the cognitive domain.
Teaching Science
The document discusses key aspects of teaching science effectively, including:
- Understanding science content as well as pedagogical strategies and curriculum knowledge is important for quality science teachers.
- The science curriculum focuses on building understanding of conceptual ideas in life, matter, energy, earth and space as well as experiencing how science is applied.
- Effective classroom strategies include using the whiteboard well, asking good questions, giving clear instructions, incorporating practical work while maintaining safety, and managing timing and student movement.
Revised Blooms Taxonomy
The document summarizes revisions made to Bloom's Taxonomy of learning domains. The original taxonomy developed in 1956 categorized learning objectives using nouns. It was revised in 2001 to use active verbs and be more relevant for teachers. The categories were renamed and the hierarchy was adjusted with Synthesis and Evaluation changing places. The revised taxonomy is also two-dimensional, with knowledge and cognitive process dimensions instead of being one-dimensional. It provides examples of applying the taxonomy to the story of Goldilocks.
Bloom taxonomy revised
Lorin Anderson revised Benjamin Bloom's taxonomy of educational objectives in the 1990s. The two main changes were changing the categories from nouns to verbs and rearranging the order. The categories are now Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. This revision provides examples and key verbs for each category to better illustrate how to assess learning in a domain from lower order to higher order thinking skills.
Bloom's taxonomy powerpoint
This document discusses several models of thinking including Bloom's Taxonomy, Marzano's Dimensions of Learning, and Costa and Kallick's 16 Habits of Mind. It provides details on Bloom's original and revised cognitive, affective, and psychomotor domains. The document also explains how these models can be applied to project planning and student assessment. Finally, it defines the 16 Habits of Mind which include persisting, thinking flexibly, managing impulsivity, and more.
how to teach science effectively
Scientists use the scientific method to systematically investigate the natural world through observation and experimentation. The scientific method involves formulating a hypothesis, conducting experiments or observations to test the hypothesis, analyzing the results, and communicating findings. It is important for scientists to document their work through organized records and reports to build knowledge and allow their findings to be evaluated by others. Safety is also crucial when conducting scientific experiments. Teachers can stay informed about educational resources and professional development opportunities by accessing websites run by authoritative organizations like science associations and government agencies.
FEEDBACK DE LA ESTRUCTURA CURRICULAR- 2024.pdf
José Luis Jiménez Rodríguez
Junio 2024.
“La pedagogía es la metodología de la educación. Constituye una problemática de medios y fines, y en esa problemática estudia las situaciones educativas, las selecciona y luego organiza y asegura su explotación situacional”. Louis Not. 1993.
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El documento presenta un resumen de la historia de la neurociencia. Comienza con Hipócrates en la Edad Antigua y continúa con contribuciones clave como la teoría errónea de René Descartes, el método de tintura de Golgi, los descubrimientos de Broca, Wernicke y Santiago Ramón y Cajal, y las teorías y descubrimientos de Galvani, Müller y la frenología en los siglos XVIII y XIX que llevaron al establecimiento de la neurociencia como disciplina en el siglo XX.
Educational objectives by bloom's taxonomy
This document outlines the objectives and content of an educational seminar on writing educational objectives. It defines educational objectives as describing what students should be able to do after learning. It then describes the types and levels of educational objectives, including cognitive, affective, and psychomotor domains. For each domain and level, it provides examples of behavioral verbs that could be used in formulating objectives. The document concludes by emphasizing the importance of using behavioral terms precisely in writing clear educational objectives for nursing students.
Blooms taxonomy powerpoint
This document discusses the Revised Bloom's Taxonomy and improving student thinking. It provides an overview of Bloom's Taxonomy, noting that the revised version changes the terminology, structure, and emphasis. The goal is to help teachers develop lessons and assessments that engage students in higher-order thinking skills like analysis, evaluation, and creation.
Blooms Taxonomy Made Easy
The document discusses Revised Bloom's Taxonomy, which is an update to the original Bloom's Taxonomy of learning objectives. It provides details on the history and development of Bloom's Taxonomy, including the original taxonomy from 1956 and revisions made in 2001. The revised version uses verbs to describe six levels of thinking skills (remember, understand, apply, analyze, evaluate, create) and considers knowledge dimensions. Examples are provided of how teachers can incorporate different levels of thinking skills into classroom lessons and assessments using Bloom's Taxonomy.
Objetivos De Bloom
El documento describe los seis niveles de los objetivos de aprendizaje de Bloom, incluyendo conocimiento, comprensión, aplicación, análisis, síntesis y evaluación. Para cada nivel se proporciona una definición breve y ejemplos de verbos que demuestran ese nivel de aprendizaje.
Benjamin bloom
Este documento presenta una biografía y resumen de las contribuciones de Benjamin Bloom al campo de la educación. Bloom desarrolló una taxonomía de objetivos educativos que clasifica los objetivos en dominios cognitivos, afectivos y psicomotrices. Dentro del dominio cognitivo, Bloom propuso una jerarquía de seis niveles de objetivos - desde conocimiento hasta evaluación - que ordena los procesos de pensamiento de menor a mayor complejidad. La taxonomía de Bloom ha sido ampliamente utilizada por educadores para planificar lecciones y evaluar
Making Learning Personal
The document discusses making learning more personalized based on research showing that one-on-one tuition can increase student performance by two grades. It presents the idea of a personalized learning system that allows students to set goals, access resources and courses, and create pathways tailored to their individual needs and competencies in order to make learning more effective. This system aims to bring together goals, pathways, courses, competencies assessments, and resources to create personalized learning plans that can be measured and improved through a plan-do-measure cycle.
BNC Educational Standards
Originally presented as a webinar for BookNet Canada, this presentation discusses the BISG Educational Taxonomy and book metadata to improve discovery by teachers and librarians.
My Blooms Taxonomy
The document discusses Bloom's Taxonomy, which categorizes different levels of learning. It presents the three domains of cognitive, affective, and psychomotor learning. Within the cognitive domain are knowledge, comprehension, application, analysis, synthesis, and evaluation. These levels progress from basic recall and understanding to more complex analysis, evaluation, and creation of new ideas. The document provides examples of verbs associated with each level of learning and suggests how instructors can incorporate the different taxonomy levels into their teaching practices.
Blooms taxonomy
The document provides information about Bloom's Taxonomy, which categorizes different levels of thinking and learning. It presents the six levels from lowest to highest order: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. For each level, it gives examples of related cognitive processes and thinking skills as well as sample verbs that could be used to frame learning objectives or assessment questions targeting that level. It also provides examples applying Bloom's Taxonomy to analyze thinking levels required by tasks and questions related to common stories.
The Untitled Universal Taxonomy of Learning [first draft]
A taxonomy to direct your learning, life and find meaning. Also useful for learners and educators to chalk out modular educational/learning programs for attaining specific goals, assessing progress and awarding credentials.
Blooms taxonomy Expanding past rote memory
Benjamin Bloom created a taxonomy of cognitive processes and knowledge dimensions in 1956. The taxonomy outlines six levels of cognitive processes - remembering, understanding, applying, analyzing, evaluating, and creating. It also describes four dimensions of knowledge - factual, conceptual, procedural, and metacognitive. Bloom's taxonomy set the framework for categorizing educational goals and objectives according to their cognitive complexity and has influenced the development of educational objectives and assessments. It was later revised in 2001 to better reflect 21st century work.
Bloom S Taxonomy More details about the general structure
This document discusses Bloom's Taxonomy, which classifies educational goals into three domains: Cognitive, Affective, and Psychomotor. The Cognitive domain was revised by Anderson and Krathwohl in 2001 to better align with 21st century skills. The revised taxonomy has six levels within the Cognitive domain - Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. Objectives are classified based on the type of knowledge (factual, conceptual, procedural, metacognitive) and cognitive process verb used. The document provides examples of verbs to write objectives for each cognitive process level.
Bloomsobjectives
The document discusses Bloom's Taxonomy and its use in developing learning objectives. It outlines Bloom's original and revised cognitive domains, providing examples of verbs and outcomes for different levels. It also provides guidance on writing measurable learning objectives, including specifying the audience, behavior, conditions, and criteria. Educators are encouraged to design objectives and assessments that promote enduring understanding and allow students to demonstrate their learning in authentic ways.
Bloom taxonomy presentation
The document discusses Bloom's Taxonomy, which is a system for classifying educational objectives. Bloom's Taxonomy divides educational objectives into three domains: the cognitive domain (knowledge), affective domain (feelings), and psychomotor domain (skills). Within the cognitive domain, the taxonomy further categorizes objectives into six levels - knowledge, comprehension, application, analysis, synthesis, and evaluation - moving from basic recall to more complex thinking skills. The document provides details on the objectives and verbs associated with each level of Bloom's Taxonomy, particularly within the cognitive domain.
Teaching Science
The document discusses key aspects of teaching science effectively, including:
- Understanding science content as well as pedagogical strategies and curriculum knowledge is important for quality science teachers.
- The science curriculum focuses on building understanding of conceptual ideas in life, matter, energy, earth and space as well as experiencing how science is applied.
- Effective classroom strategies include using the whiteboard well, asking good questions, giving clear instructions, incorporating practical work while maintaining safety, and managing timing and student movement.
Revised Blooms Taxonomy
The document summarizes revisions made to Bloom's Taxonomy of learning domains. The original taxonomy developed in 1956 categorized learning objectives using nouns. It was revised in 2001 to use active verbs and be more relevant for teachers. The categories were renamed and the hierarchy was adjusted with Synthesis and Evaluation changing places. The revised taxonomy is also two-dimensional, with knowledge and cognitive process dimensions instead of being one-dimensional. It provides examples of applying the taxonomy to the story of Goldilocks.
Bloom taxonomy revised
Lorin Anderson revised Benjamin Bloom's taxonomy of educational objectives in the 1990s. The two main changes were changing the categories from nouns to verbs and rearranging the order. The categories are now Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. This revision provides examples and key verbs for each category to better illustrate how to assess learning in a domain from lower order to higher order thinking skills.
Bloom's taxonomy powerpoint
This document discusses several models of thinking including Bloom's Taxonomy, Marzano's Dimensions of Learning, and Costa and Kallick's 16 Habits of Mind. It provides details on Bloom's original and revised cognitive, affective, and psychomotor domains. The document also explains how these models can be applied to project planning and student assessment. Finally, it defines the 16 Habits of Mind which include persisting, thinking flexibly, managing impulsivity, and more.
how to teach science effectively
Scientists use the scientific method to systematically investigate the natural world through observation and experimentation. The scientific method involves formulating a hypothesis, conducting experiments or observations to test the hypothesis, analyzing the results, and communicating findings. It is important for scientists to document their work through organized records and reports to build knowledge and allow their findings to be evaluated by others. Safety is also crucial when conducting scientific experiments. Teachers can stay informed about educational resources and professional development opportunities by accessing websites run by authoritative organizations like science associations and government agencies.
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TaxonomíA Bloom
- 1. Taxonomía de Objetivos Educativos Benjamin Bloom
Notas del editor
- Recepción - El nivel más bajo; el estudiante presta atención en forma pasiva. Sin este nivel no puede haber aprendizaje. Respuesta - El estudiante participa activamente en el proceso de aprendizaje, no sólo atiene a estimulos, el estudiante también reacciona de algún modo. Valoración - El estudiante asigna un valor a un objeto, fenómeno a o información. Organización - Los estudiantes pueden agrupar diferentes valores, informaciones e ideas y acomodarlas dentro de su propio esquema; comparando, relacionando y elaborando lo que han aprendido. Caracterización - El estudiante cuenta con un valor particular o creencia que ahora ejerce influencia en su comportamiento de modo que se torna una característica