Bloom’s Revised Taxonomy
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Bloom’s Revised Taxonomy

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In this presentation, you will learn about what a taxonomy is, what the two-dimensional taxonomy means for you in your classroom, and how to write student learning outcomes (SLOs) using Bloom's ...

In this presentation, you will learn about what a taxonomy is, what the two-dimensional taxonomy means for you in your classroom, and how to write student learning outcomes (SLOs) using Bloom's Revised Taxonomy.

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  • Write on board: <br /> “The SWBAT use Bloom’s Revised Taxonomy to develop objectives.” <br /> “The SWBAT identify faulty test items.”

Bloom’s Revised Taxonomy Presentation Transcript

  • 1. Bloom’s Revised Taxonomy by Bryce Hantla, Ed.D. College of Biblical Studies-Houston bfhantla@gmail.com
  • 2. Objectives-Based Teaching  What are Objectives?  Goals or aims (even though these are broader than an objective) that the teacher states explicitly for the student.  Why do I need to use them?  Marzano’s meta-analysis records an average percentile gain of 25 when objectives are used in an educational setting! (Classroom instruction that Works, 2001)  Because you love your students!  How do I use them in an educational setting?  Write them so that the student can see them  Try having the student rewrite them in his own words
  • 3. What is Bloom’s Taxonomy?  Taxonomy – “n. Classification, esp. Of animals and plants according to their natural relationships…“1  Bloom’s Taxonomy – “n. Classification method to make objective writing more concrete for the intentional educator.”
  • 4. Constructing Objectives  Ex. “The student will be able to (or learn to) verb noun”  The verb indicates the cognitive process  The noun indicates the knowledge being transferred to the learner
  • 5. Simple Complex AbstractConcrete
  • 6. Example 1  The student will be able to (SWBAT) list the order of operations
  • 7. Example 2  The SWBAT construct a model of a human cell.
  • 8. Example 3  The SWBAT use sine, cosine, and tangent
  • 9. Example 4  The SWBAT develop a product of his choice from the teacher’s criteria.
  • 10. Time for Practice  Remember:  “The student will be able to verb noun.”  Don’t be overly specific (regarding techniques, etc.)  Use intentional language from your charts (Tables 4, 5, and 6)  See if you can align your objectives on the chart from Table 1  Develop three learning objectives geared toward your field of practice
  • 11. TEST QUESTION 1  Evaluate the following objective: “The student will be able to differentiate between two birds in a phylogenetic taxonomy based on the criteria provided in class.” a) Not Correct b) Correct
  • 12. TEST ITEM 2  T/F: Metacognitive knowledge is more like thinking about thinking than actual learning
  • 13. TEST ITEM 3  T/F: Bloom’s taxonomy was not written to undermine the educational system that had not yet been implemented by the behaviorists.
  • 14. TEST ITEM 4  Which of the following IS NOT one of the verbs in the Apply category? a) discovers b) comprehends c) manipulates d) modifies e) none of the above f) all of the above
  • 15. TEST ITEM 5  Who said the following quote from the extant research in cognitive psychology? “Objectives are intended results, intended outcomes, intended changes.”