The New Bloom's Taxonomy
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The New Bloom's Taxonomy

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The New Bloom's Taxonomy The New Bloom's Taxonomy Presentation Transcript

  • The New Bloom’s Taxonomy An Interactive Quiz Game Developed by Nancy Andrews, Emily Hodge, and Amy McElveen
  • Instructions
    • On the next slide (Question Index), click a question number.
    • Click your selected response on the question slide. If you are correct, continue to the next question. If not, return to the question and try again.
    • Click the button to begin.
  • Question Index Click on a question number to select it. 12 6 11 5 10 4 9 3 8 2 7 1
  • What was the central focus of Bloom’s life work?
    • Creating a diagram to organize his six levels of thought
    • Improving student learning
    • Classifying the affective and psychomotor domains
    1
  • Which of the following is NOT a benefit of Bloom’s Taxonomy?
    • It creates common ground for discussions about educational goals and objectives.
    • It helps ensure the alignment of objectives with standards and assessments.
    • It is sufficient as the only model teachers need to use to be successful .
    2
  • Mrs. Macintosh wants her students to compare and contrast two Native American folktales and the cultures each represents. At which level of thought is Mrs. Macintosh asking her students to work according to Bloom’s Taxonomy?
    • Remembering
    • Understanding
    • Analyzing
    3
  • Mrs. Smith has asked her students to classify the items in a diagram as living or nonliving. At what level of Bloom’s Taxonomy is she having her students think?
    • Understanding
    • Applying
    • Evaluating
    4
  • How has Bloom’s Taxonomy changed from its original version to the revised version?
    • New uses, terminology, and domain
    • New terminology, structure, and emphasis
    • New examples, categories, and classifications
    5
  • Students in Mrs. McElveen’s class have been asked to read a research article and summarize it in their own words. At which level of Bloom’s Taxonomy is she asking them to think?
    • Understanding
    • Remembering
    • Applying
    6
  • Mrs. Hodge has asked students to list every possible way to answer the math word problem on the board. Then she asks them to choose the best method for solving the problem and to defend their answers. At which level of Bloom’s Taxonomy is she asking them to think?
    • Creating
    • Analyzing
    • Evaluating
    7
  • Which two dimensions are used in the Taxonomy Table?
    • Knowledge and Cognitive Process
    • Meta-cognitive Process and Understanding
    • Knowledge and Classification
    8 Bloom
    • Place the events of the story in chronological order.
    • Write a new ending for the story.
    • Choose one of the story’s characters as a “best friend” and justify your choice.
    • On what date did this story begin?
    9 Mrs. Andrews assigned the following tasks as part of a reading lesson. Place them in order of their location on the revised Bloom’s Taxonomy from lowest to highest.
        • a. 1, 2, 3, 4
        • b. 4, 1, 3, 2
        • c. 4, 1, 2, 3
        • d. 1, 4, 3, 2
  • Which of the following statements describes how the revised Bloom’s Taxonomy differs from the original?
    • It uses verbs instead of nouns.
    • Creating has replaced Evaluation as the highest level.
    • The taxonomy is two-dimensional.
    • All of the above
    10
  • Mr. Jones knows that the new Bloom’s Taxonomy Table can help him write better lesson objectives. He wants to write one that will require his students to apply the factual knowledge they have learned. According to the table, what verb might he use in an assignment that will accomplish this?
    • a. Describe b. Summarize
    • c. Assess d. Classify
    11
  • The original Bloom group met for the purpose of helping
    • university professors who wanted to classify objectives, experiences, processes, and evaluation questions.
    • classroom teachers who had been criticized by education experts for focusing on low-level student tasks.
    • business trainers who wanted their employees to be more imaginative.
    12
  • Yes! Good Job! Continue Game End game
  • Incorrect! Try Again! Back to question 1
  • Incorrect! Try Again! Back to question 2
  • Incorrect! Try Again! Back to question 3
  • Incorrect! Try Again! Back to question 4
  • Incorrect! Try Again! Back to question 5
  • Incorrect! Try Again! Back to question 6
  • Incorrect! Try Again! Back to question 7
  • Incorrect! Try Again! Back to question 8
  • Incorrect! Try Again! Back to question 9
  • Incorrect! Try Again! Back to question 10
  • Incorrect! Try Again! Back to question 11
  • Incorrect! Try Again! Back to question 12