About Benjamin Bloom
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About Benjamin Bloom



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Background info on who is Benjamin Bloom



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    About Benjamin Bloom About Benjamin Bloom Presentation Transcript

    • Bloom’s Taxonomy Ceanlia Vermeulen
    • About Benjamin Bloom
      • A facilitator, a scholar, and a researcher in the field of Education
      • Taxonomy of educational objectives: Handbook 1, the cognitive domain (Bloom et al., 1956)
      • www.ibe.unesco.org/International/Publications/Thinkers/ThinkersPdf/bloome.pdf
    • Six Levels of Questions Knowledge Comprehension Application Analysis Synthesis Evaluation Levels of Thinking Skills
    • Knowledge Level
      • Recall of information
      • Knowledge of data, events, and places
      • Knowledge of major ideas
      • Mastery of Subject matter
      • Question Cues:
        • List, define, tell, describe, identify, show, label,
        • collect, examine, who, when , where, etc.
        • List the major cities in South Africa .
        • Define the capital city of South Africa.
    • Comprehension Level
      • Understanding information
      • Grasp key meaning
      • Translate knowledge to a new context
      • Interpret, compare, contrast facts
      • Order, group, infer causes
      • Question cue:
        • Summarize, interpret, contrast, associate, distinguish, estimate, differentiate, discuss, extend, why, etc.
      Discuss the environmental problems existing in the major cities in South Africa. Infer the causes for the problems.
    • Application Level
      • Use information
      • Use methods, concepts, theories in new situation
      • Solve problems using required skills or knowledge
      • Question cues:
        • Apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, experiment, discover, etc.
      Work out possible solutions for the environmental problems in the major cities in South Africa. Calculations and experiments skills might be involved during the process to answer the question.
    • Analysis Level
      • Seeing patterns
      • Organization of parts
      • Recognition of hidden meanings
      • Identification of components
      • Question cues:
        • Analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, etc.
      Classify the environmental problems into different categories.
    • Synthesis Level
      • Use old ideas to create new ones
      • Generalize, predict from given facts
      • Relate knowledge from several areas
      • Draw conclusions
      • Question cues:
        • Combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite, predict, etc.
      Design and plan a social activity to call for more urban residents to contribute to environmental protection.
    • Evaluation Level
      • Compare and discriminate between ideas
      • Judge and appreciate value of concepts, theories, and principles
      • Make choice based on reasoned argument
      • Verify values of evidence
      • Recognize subjectivity
      • Question Cues:
        • Assess, decide, rank, grade, test, measure, recommend, convince, select, judge, discriminate, support, conclude, etc.
      Recommend the most practical and economic environment protecting plan to the city government. Use evidences and arguments to support your recommendations and convince the ministers.
    • Exercises
      • Identify the capital of Australia from the following list: Melbourne, Sydney, Canberra
      Knowledge Comprehension Application Analysis Synthesis Evaluation
    • Exercises
      • What classification of animals would a FROG belong to?
        • mammal / bird / fish / reptile / amphibian / insect
      Analysis Comprehension Application Knowledge Synthesis Evaluation
    • Exercises
      • Predict what would have happened to early Native Americans if they did not follow the migration of buffaloes:
        • They would hunt and eat other animals instead / They would starve / They would get all their food by farming
      Synthesis Comprehension Application Analysis Knowledge Evaluation
      • Great !!! Good job !!
      • This is a basic question of
      • knowledge to test whether
      • learners recall the knowledge
      • being taught.
      Next Question
      • Great !!! Good job !!
      • The learners are asked about the classification of animals and apply his/her knowledge to answer this question. The facilitators should follow the question by asking the learner to justify the answers.
      Next Question
      • Great !!! Good job !!
      • The learners are asked to PREDICT what would happen based on the given facts and their previous knowledge related.
      • Sorry, that’s not correct.
      Back to Question
      • Sorry, that’s not correct.
      Back to Question
      • Sorry, that’s not correct.
      Back to Question
    • Thank you! Ceanlia Vermeulen [email_address] Cell: 082 905 9339