Marzano’s taxonomy: what it is, its objectives, and its parts.

This system of classifying objectives is widely used in the world of education.

However disconnected we may be from nature, human beings are animals and, as is the case in most of the animal kingdom, learning is fundamental for survival.

However, in the human case, our cognitive capacity acquires a great weight, which means that we are not mere receptacles of data, but that we process the information acquired and know how to use it, that is, to use what we have learned in an intelligent way.

For a long time now, attempts have been made to explain and enhance the capacity for human learning, being the taxonomy of Marzano and Kendall taxonomy is a great example of this, as well as being appropriate to what we know about learning processes in the 21st century. Let's get to know this model in more depth.

Marzano's taxonomy: what is it?

Marzano's taxonomy is a system of classification of educational objectives, elaborated by Robert J. Marzano and John S. Kendall.. This system takes its basis from the famous Bloom's taxonomy, elaborated by Benjamin Bloom from 1956, although it had later revisions. Marzano and Kendall's proposal was a revision of the classic model, recycling it and incorporating new ideas on how human beings process information.

Bloom's model, having its origins in the 1950s, became very outdated with the passage of time. This is why, after several decades of research in the field and improving the knowledge on how human beings learn, a reformulation of this model became necessary, and the Marzano and Kendall taxonomy, developed between 2007 and 2008, was the answer.

Although Bloom wanted, from the beginning, to elaborate a classification system of practical educational objectives, in reality it was more of a theoretical type, having little impact on the school curriculum and how it should be elaborated. This is why Marzano and Kendall decided to elaborate a more practical a more practical taxonomy, focused on improving the educational system.. Their classification system is more applicable, allowing teachers to adjust their teaching to the demands and needs of their students.

Dimensions

Marzano's taxonomy is composed of two dimensions, which interact with each other: knowledge domains and processing levels.

Knowledge domains

Knowledge domains refer to the type of learning that a learner may acquire. These domains are three: information, mental procedures and psychomotor procedures.

1. Information domain

The information domain refers to the acquisition of pure data, such as dates, historical events, theories, facts... That is to say, the acquisition of information is the memorization of data, without any reasoning behind it, is the memorization of data, without the need for reasoning behind it.It is the "copying of information and nothing else".

2. Mental procedures

Mental procedures are related to all knowledge that involves thinkingthat is, that make it necessary to follow a series of steps to achieve an objective.

An example of this would be solving a mathematical problem or applying a logical system of thought, such as the scientific method or philosophical reasoning. Reading or learning a new language are also considered mental procedures.

3. Psychomotor procedures

Psychomotor procedures are those related to using the body, i.e., physical mastery and coordination.that is, physical mastery and coordination. Within this domain would be all sports activities, as well as manual learning such as writing or playing an instrument.

Levels of processing

Processing levels indicate the degree of depth necessary to acquire a certain knowledge. Normally these processing levels are three: cognitive, metacognitive and internal or "self", although in practice they are divided into six sublevels.

Cognitive level

At the cognitive level is the newly acquired information, which is still on a conscious plane.. Here we can find four sub-levels: retrieval, comprehension, analysis and use of knowledge.

2. Metacognitive level

In the metacognitive level, the newly acquired knowledge is applied to regulate newly acquired knowledge is applied to regulate one's own mental processes, i.e., to think on the basis ofthat is, to think on the basis of what is being learned and to understand how to direct the learning process.

Thanks to metacognitive learning, one can set goals and self-regulate in order to achieve them.

3. Internal or "self" level

The internal or "self" level is reached when new knowledge affects the individual's belief system, making him/her reflect on or change his/her previous knowledge, either by expanding oreither by expanding or questioning it.

Interaction between domains and levels

Knowledge domains and levels are not isolated aspects of each other, on the contrary, they interact very strongly.on the contrary, they interact very strongly.

All new knowledge passes through the cognitive level, inasmuch as at some point in the individual's learning that knowledge is something newly acquired.

This knowledge can be information, a mental procedure or a psychomotor procedure and, whatever type it is, there will be a moment in which the person sets goals or regulates his or her behavior in order to perfect it, moving on to the metacognitive level..

Whether it is learning a language, practicing a sport or applying a mathematical formula, all knowledge undoubtedly has an influence on the individual's belief system, and therefore ultimately passes through the internal level or "self".

Utilities of Marzano's taxonomy

Marzano and Kendall's taxonomy has several advantages over the model it was intended to improve, i.e., Bloom's model.

In the first place, this system learning takes place gradually, increasing the individual's knowledge at the pace necessary and being much more practice-oriented. and being much more practice-oriented than Bloom's taxonomy. Thus, knowing aspects such as what the individual already knows, learning can be personalized, avoiding having to repeat content already seen or placing greater emphasis on aspects that are more difficult to learn.

Another important aspect of this taxonomy is that it is especially it is especially useful to apply it with adultsespecially considering that it gives great importance to the metacognitive level. Metacognitive skills, i.e., being aware of what one knows and what should be improved, are aspects that improve with age. While the model is perfectly applicable with children, it is this nuance that makes it ideal with older people, especially as it relates to the workplace.

How does it differ from Bloom's taxonomy?

Marzano and Kendall's taxonomy was developed with the intention of overcoming several limitations seen in Bloom's classic model, including its lack of practical applicability. In addition, Marzano's proposal takes into account the type of information or knowledge to be fostered, being aware that there are several differences between the two models.Marzano and Kendall were aware that there are several differences between acquiring pure information, thinking in a reasoned way and learning to perform physical actions.

Marzano and Kendall took very much into account the fact that in the learning process not everything that is learned or that influences this process is visible. On the one hand, we have the knowledge itself, but on the other hand, we have subjective but very important aspects such as motivation, memory, emotions and the individual's metacognition. of the individual. Thanks to all this, learning objectives can be established with a greater degree of precision, personalizing the teaching of students.

It is worth noting some small but important differences between the two taxonomies with respect to the type of learning that can take place. In the case of Bloom's model, as Marzano and Kendall do, there are three types of knowledge:

Cognitive (equivalent to Marzano's mastery of information). Psychomotor (equal to psychomotor procedures) Affective: ways of feeling and emotions.

Although Bloom's taxonomy became very famous already in the 1950s and 1960s, when most of the taxonomy was elaborated, Marzano and Kendall's proposal is considered more appropriate.. The reason for this is that it is more current to begin with, and without falling into an ad novitatem fallacy, it is worth noting that much progress has been made from the 1950s to the 21st century.

Bibliographical references:

• Bloom, B.S., Engelhart, M.D., Furst, E.J., Hill, W.H. and Krathwohl, D.R. (1956). Taxonomy of educational objectives. The classification of the educational goals. Handbook I: Cognitive domain. New York, USA: David McKay.
• De Vicenzi, A. and De Angelis, P. (2008). Assessing student learning: Guidelines for the design of assessment instruments. Journal of Education and Development, April-June, (17-22).
• Marzano, R. J. and Kendall, J.S. (2007). The new taxonomy of educational objectives. California, USA: Corwin Press.
• Marzano, R. J. and Kendall, J.S. (2008). Designing and assessing educational objectives: Applying the new taxonomy. California, USA: Corwin Press.