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Revised Bloom’s taxonomy,[object Object],How to Use Higher Order Thinking Skills in the Classroom,[object Object],By:  Laura Davis,[object Object],     June 5, 2011,[object Object]
Table of Contents,[object Object],Higher Order Thinking,[object Object],What is Bloom’s Taxonomy?,[object Object],Old vs. New,[object Object],Who uses Bloom’s?,[object Object],Remembering ,[object Object],Understanding,[object Object],Applying,[object Object],Analyzing,[object Object],Evaluating,[object Object],Creating,[object Object],Other Visualizations of Bloom’s,[object Object],Digital Revised Bloom’s Taxonomy,[object Object]
Thinking is the hardest work there is, which is probably the reason why so few engage in it. ,[object Object],-Henry Ford,[object Object],Higher Order Thinking,[object Object]
Quick Facts about Higher Order Thinking,[object Object],H: Higher ,[object Object],O: Order,[object Object],T: Thinking,[object Object],No one thinks perfectly or poorly all the time.,[object Object],Memorizing something is not the same as thinking about it.,[object Object],You can memorize something without understanding it.,[object Object],Thinking is done in both words and pictures.,[object Object],There are three main types of intelligence and thinking: analytical, creative and practical.,[object Object],All three intelligences and ways of thinking are useful in our everyday lives.,[object Object],You can improve your thinking skills by understanding the processes involved in thinking.,[object Object],Metacognition-thinking about thinking-is part of higher order thinking.,[object Object],http://www.cdl.org/resource-library/articles/highorderthinking.php,[object Object]
Higher Order Thinking (HOT),[object Object],HOT does not include memorization. ,[object Object],HOT requires that we do something with the facts. ,[object Object],We must understand them, connect them to each other, categorize them, manipulate them, put them together in new or novel ways, and apply them as we seek new solutions to new problems.,[object Object],Higher Order Thinking involves metacognition.,[object Object],Metacognition is thinking about your thinking. When a learner uses metacognition they are contemplating and revising their thoughts continuously to make sure they truly understand the information. ,[object Object]
What is it and where did it come from?,[object Object],Bloom’s Taxonomy,[object Object]
Bloom’s Timeline,[object Object],1948: Benjamin Bloom and a group of psychologists studied classroom activities and goals teachers has while planning these activities. ,[object Object],Through this study three domains were concluded:,[object Object],Cognitive Domain,[object Object],Affective Domain,[object Object],Psychomotor Domain,[object Object],Cognitive Domain was split into a hierarchy of 6 thinking skills: knowledge, comprehension, application, analysis, synthesis, and evaluation.,[object Object],1956: Original Bloom’s Taxonomy is published,[object Object],http://learngen.org/Resources/lgend101_norm1/3000/3100_4/3130/3131alias2.html,[object Object]
Original Bloom’s Taxonomy,[object Object],According to the original Bloom’s Taxonomy, the lowest order of thinking is knowledge (remembering something) and comprehension (knowing what something use). ,[object Object],These tiers were used as building blocks to help teachers scaffold their lessons and build students up to the top tier of thinking. ,[object Object]
Bloom’s Timeline Continued,[object Object],1995: Lorin Anderson, a former student of Benjamin Bloom, led another team of psychologists in revising the original Bloom’s Taxonomy to represent the 21st century. ,[object Object],Changes occurred in terminology, structure, and emphasis. See the next slide for more information on the changes. ,[object Object],2001: The final revision of Bloom’s Taxonomy was published.,[object Object]
Old vs. New Bloom’s ,[object Object],Notice the terminology changes in the comparison above. ,[object Object]
What’s the Difference?,[object Object],Terminology: Used nouns to describe the levels of thinking. ,[object Object],Structure: One dimensional using the Cognitive Process.,[object Object],Emphasis was originally for educators and psychologists. Bloom’s taxonomy was used by many other audiences.,[object Object],Terminology: Uses verbs to describe the levels of thinking.,[object Object],Structure: Two dimensional using the Knowledge Dimension and how it interacts with the Cognitive Process. See next slide for an interactive grid.,[object Object],Emphasis is placed upon its use as a more authentic tool for curriculum planning, instructional delivery and assessment.,[object Object],Original Bloom’s Taxonomy,[object Object],Revised Bloom’s Taxonomy,[object Object],http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy#Revised_Bloom.27s_Taxonomy_.28RBT.29,[object Object]
Factual Knowledge:  The basic elements that must be known within a discipline.,[object Object],Conceptual Knowledge: The interrelationships among the factual knowledge.,[object Object],Two Dimensional Blooms Taxonomy,[object Object],Procedural Knowledge: How to do something, methods of inquiry, and criteria for using a skill, algorithm, technique or method.,[object Object],Meta-Cognitive Knowledge: The awareness of one’s own cognition.,[object Object],http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy#Revised_Bloom.27s_Taxonomy_.28RBT.29,[object Object]
Those who know how to think need no teachers. ,[object Object],-Mahatma Gandhi,[object Object],Who uses Bloom’s?,[object Object]
We all think…but are we using HOT skills? ,[object Object]
Using Bloom’s in the Classroom,[object Object],Using questions from all levels of Bloom’s will help you scaffold learning and differentiate instruction the easy way! ,[object Object],Teachers can implement Bloom’s Taxonomy by using HOT Questions! ,[object Object]
Tiers of Revised Bloom’s Taxonomy,[object Object]
Lower Order Thinking Skill:  Remembering,[object Object]
Remembering Questions,[object Object],What is …?,[object Object],Where is …?,[object Object],How did ___ happen?,[object Object],Why did …?,[object Object],When did …?,[object Object],How would you show …?,[object Object],Who were the main …?,[object Object],Which one …?,[object Object],How is …?,[object Object],When did ___  happen?,[object Object],How would you explain …?,[object Object],How would you describe ..?,[object Object],Can you recall …?,[object Object],Can you select …?,[object Object],Can you list the three …?,[object Object],Who was …? ,[object Object]
Using Remembering in a Lesson,[object Object],Make a list of the main events.,[object Object],Make a timeline of events.,[object Object],Make a facts chart.,[object Object],Write a list of any pieces of information you can remember.,[object Object],List all the …in the story.,[object Object],Make a chart showing…,[object Object],Make an acrostic.,[object Object],Recite a poem.,[object Object],Websites to help scaffold with this tier:,[object Object],www.Spellingcity.com,[object Object],www.Thatquiz.org,[object Object],www.Aplusclick.com,[object Object],www.Dictionary.com,[object Object],www.socialstudiesforkids.com/subjects/timelines.htm,[object Object]
Lower Order Thinking Skill:  Understanding,[object Object]
Understanding Questions,[object Object],How would you classify the type of …?,[object Object],How would you compare …? contrast …?,[object Object],Will you state or interpret in your own words …?,[object Object],How would you rephrase the meaning …?,[object Object],What facts or ideas show …?,[object Object],How would you summarize …? ,[object Object],What is the main idea of …?,[object Object],Which statements support …?,[object Object],Can you explain what is happening …? what is meant …?,[object Object],What can you say about …?,[object Object],Which is the best answer …?,[object Object]
Using Understanding in a Lesson,[object Object],Cut out or draw pictures to show a particular event.,[object Object],Illustrate what you think the main idea was.,[object Object],Make a cartoon strip showing the sequence of events.,[object Object],Retell the story in your own words.,[object Object],Paint a picture of some aspect you like.,[object Object],Write a summary report of an event.,[object Object],Prepare a flow chart to illustrate the sequence of events.,[object Object],Make a colouring book.,[object Object],Websites to help you scaffold with this tier:,[object Object],www.Tagxedo.com,[object Object],www.Wordle.net,[object Object],www.makebeliefscomix.com,[object Object],www.prezi.com,[object Object],www.bitstrips.com/create/comic/,[object Object],www.toondoo.com/,[object Object],www.netrover.com/~kingskid/anchors/anchors_main.htm,[object Object]
Moving up to Applying,[object Object]
Applying Questions ,[object Object],How would you use …?,[object Object],What examples can you find to …?,[object Object],How would you solve ___ using what you’ve learned …?,[object Object],How would you organize ___ to show …?,[object Object],How would you show your understanding of …?,[object Object],What approach would you use to …?,[object Object],How would you apply what you learned to develop …?,[object Object],What other way would you plan to …?,[object Object],What would result if …?,[object Object],Can you make use of the facts to …?,[object Object],What elements would you choose to change …?,[object Object],What facts would you select to show …?,[object Object],What questions would you ask in an interview with …?,[object Object]
Using Applying in a Lesson,[object Object],Construct a model to demonstrate how it will work.,[object Object],Make a diorama to illustrate an important event.,[object Object],Make a scrapbook about the areas of study.,[object Object],Make a papier-mache map to include relevant information about an event.,[object Object],Take a collection of photographs to demonstrate a particular point.,[object Object],Make up a puzzle game showing the ideas from an area of study.,[object Object],Make a clay model of an item in the area.,[object Object],Design a market strategy for your product.,[object Object],Dress a doll in costume.,[object Object],Paint a mural.,[object Object],Write a textbook outline.,[object Object],Websites to help you scaffold with this tier:,[object Object],www.animoto.com,[object Object],www.cropmom.com,[object Object],www.discoveryeducation.com/free-puzzlemaker/,[object Object],www.teachingkidsbusiness.com/just-for-clicks-business-game.htm,[object Object],http://marvel.com/games/cyos,[object Object]
Higher Order Thinking Skill: Analyzing,[object Object]
Analyzing Questions,[object Object],What are the parts or features of …?,[object Object],How is ___ related to …?,[object Object],Why do you think …?,[object Object],What is the theme …?,[object Object],What motive is there …?,[object Object],Can you list the parts …?,[object Object],What inference can you make …?,[object Object],What conclusions can you draw …?,[object Object],How would you classify...?,[object Object],How would you categorize...?,[object Object],Can you identify the different parts …?,[object Object],What evidence can you find …?,[object Object],What is the relationship between …?,[object Object],Can you distinguish between …?,[object Object],What is the function of …?,[object Object],What ideas justify …? ,[object Object]
Using Analyzing in a Lesson,[object Object],Design a questionnaire to gather information.,[object Object],Write a commercial to sell a new product.,[object Object],Conduct an investigation to produce information to support a point of view.,[object Object],Construct a graph to illustrate selected information.,[object Object],Make a jigsaw puzzle.,[object Object],Make a family tree showing relationships.,[object Object],Put on a play about the study area.,[object Object],Write a biography of the study person.,[object Object],Prepare a report.,[object Object],Arrange a party and record as a procedure.,[object Object],Review a piece of art including form, colour and texture,[object Object],Websites to help you scaffold with this tier:,[object Object],http://dissect.froguts.com/,[object Object],www.zunal.com,[object Object],www.polleverywhere.com,[object Object],http://nces.ed.gov/nceskids/createagraph/,[object Object],http://kids.familytreemagazine.com/kids/,[object Object],www.kidsturncentral.com/topics/hobbies/genforms.htm,[object Object],www.timeforkids.com/TFK/kids/hh/writeideas/articles/0,28372,634428,00.html,[object Object]
Higher Order Thinking Skill: Evaluating,[object Object]
Evaluating Questions,[object Object],Do you agree with the actions…? with the outcome…?,[object Object],What is your opinion of …?,[object Object],How would you prove …? Disprove…?,[object Object],Can you assess the value or importance of …?,[object Object],Would it be better if …?,[object Object],Why did they (the character) choose …?,[object Object],What would you recommend…?,[object Object],How would you rate the …?,[object Object],What would you cite to defend the actions …?,[object Object],How could you determine…?,[object Object],What choice would you have made …?,[object Object],How would you prioritize …?,[object Object],What judgment would you make about …?,[object Object],Based on what you know, how would you explain …?,[object Object],What information would you use to support the view…?,[object Object],How would you justify …?,[object Object],What data was used to make the conclusion…?,[object Object],What was it better that …?,[object Object],How would you compare the ideas …?  people …?,[object Object]
Using Evaluating in a Lesson,[object Object],Prepare a list of criteria to judge a ……..show? Remember to indicate priorities and ratings.,[object Object],Conduct a debate about a special issue.,[object Object],Make a booklet about 5 rules you see as important to convince others.,[object Object],Form a panel to discuss views.,[object Object],Write a letter to .... advising on changes needed at …,[object Object],Write a half yearly report.,[object Object],Present your point of view.,[object Object],Websites to help you scaffold with this tier:,[object Object],www.rubistar.com,[object Object],www.funenglishgames.com/writinggames/debate.html,[object Object],www.idebate.org/debatabase/search.php?junior=yes,[object Object],www.bubblesnaps.com/,[object Object],www.fodey.com,[object Object]
Higher Order Thinking Skill: Creating,[object Object]
Creating Questions,[object Object],What changes would you make to solve …?,[object Object],How would you improve …?,[object Object],What would happen if …?,[object Object],Can you elaborate on the reason …?,[object Object],Can you propose an alternative…?,[object Object],Can you invent …?,[object Object],How would you adapt ___ to create a different …?,[object Object],How could you change (modify) the plot (plan) …?,[object Object],What could be done to minimize (maximize) …?,[object Object],What way would you design …?,[object Object],What could be combined to improve (change) …?,[object Object],Suppose you could ___ what would you do …?,[object Object],How would you test …?,[object Object],Can you formulate a theory for …?,[object Object],Can you predict the outcome if …?,[object Object],How would you estimate the results for …?,[object Object],What facts can you compile …?,[object Object],Can you construct a model that would change …?,[object Object],Can you think of an original way for the …?,[object Object]
Using Creating in a Lesson,[object Object],Invent a machine to do a specific task.,[object Object],Design a building to house your study.,[object Object],Create a new product, give it a name and then devise a marketing strategy.,[object Object],Write about your feelings in relation to …,[object Object],Design a record, book or magazine cover.,[object Object],Sell an idea.,[object Object],Devise a way to …,[object Object],Compose a rhythm or put new words to an old song.,[object Object],Websites to help you scaffold with this tier:,[object Object],www.fantasticcontraption.net,[object Object],www.magmypic.com/,[object Object],www.fakemagazinecover.com/,[object Object],www.createspace.com/Tools/CoverCreator.jsp,[object Object],www.blogger.com,[object Object],www.wikispaces.com,[object Object]
Thought is the blossom; language the bud; action the fruit behind it.,[object Object],-Ralph Waldo Emerson,[object Object],Other Visualizations of Bloom’s,[object Object]
Blooming Orange,[object Object]
This is based on the original Bloom’s but I thought it was a great illustration.,[object Object],http://fisheggs.typepad.com/forty-fisheggs/2010/06/fishegg-129-blooms-taxonomy-levels-of-thinking.html,[object Object]
Blooming Butterfly,[object Object]
Technology is integrated in almost every part of lesson preparation and presentation. Scholars have now come up with a digital Bloom’s Taxonomy. Check it out!!,[object Object],DIGITAL Revised Bloom’s Taxonomy,[object Object]
What do you use everyday? Are you using your HOT skills?,[object Object],There is a whole website dedicated to digital Bloom’s! Check it out here: http://visualblooms.wikispaces.com/,[object Object]
Bibliography,[object Object],EduPress. (n.d.). Questions for the Revised Bloom's Taxonomy. Retrieved June 5, 2011, from EduPress Inc.: http://www.highsmith.com/edupress/Quick-Flip-Questions-for-the-Revised-Blooms-Taxonomy-c_23506705/EP729/,[object Object],Lee, V. S. (1999). Creating a Blueprint for the Constructivist Classroom. National Teaching & Learning Forum, 8 (4).,[object Object],Thomas, A., & Thorne, G. (n.d.). Higher Order Thinking. Retrieved June 5, 2011, from Center for Development and Learning: http://www.cdl.org/resource-library/articles/highorderthinking.php,[object Object],University of Kansas. (2002). Reporting. Retrieved June 5, 2011, from University of Kansas: http://learngen.org/Resources/lgend101_norm1/3000/3100_4/3130/3131alias2.html,[object Object],Western Carolina University. (n.d.). Revised Bloom's Taxonomy Matrix. Retrieved June 5, 2011, from Western Carolina University: www.wcu.edu/WebFiles/WordDocs/wcucfc_bloomsverbsmatrix_082409.doc,[object Object], ,[object Object]

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Blooms Taxonomy Made Easy

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