Which concept is used by many schools when developing learning objectives from simple to complex?

• A. Gardner's Theory
• B. Bloom's Taxonomy
• C. Maslow's Hierarchy
• D. Hierarchy of Skills

Answer: (D)

The idea being tested is organizing learning objectives as a progression of skills from simple to more complex. This approach, often called a hierarchy of skills, helps teachers plan activities that build on what a child can already do and gradually add new challenges. By sequencing objectives this way, instruction can be scaffolded so foundational abilities are mastered before moving to higher-level tasks, and assessments can match the increasing difficulty.

In practice, you’ll see this in early childhood planning: a math objective might start with counting objects, then move to one-to-one correspondence, followed by simple addition with manipulatives, and finally solving word problems in familiar contexts. The aim is for each new objective to extend the child’s current capabilities in a manageable step.

Other choices reflect different ideas. Gardner’s Theory describes multiple kinds of intelligence rather than a path of skill development; Maslow’s Hierarchy focuses on human needs rather than how learning is sequenced; Bloom’s Taxonomy outlines levels of thinking, which is related to complexity but doesn’t alone describe a stepwise skill progression used in many schools for setting day-to-day objectives.