Bloom taxonomy

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Bloom taxonomy

  1. 1. Bloom’s TaxonomyHow will it impact in your classroom? Eileen HerteisThe Gwenna Moss Teaching & Learning Centre
  2. 2. What is Bloom’s Taxonomy? A theory to identify cognitive levels (Levels of thinking) Represents the full range of cognitive functioning up to and including adult levels Not necessarily demonstrated by all children These levels can be improved with practice Eileen Herteis, The Gwenna Moss Teaching &
  3. 3. Bloom’s Taxonomy Evaluation Synthesis Analysis Application Comprehension Knowledge Eileen Herteis, The Gwenna Moss Teaching &
  4. 4. Bloom’s Taxonomy Provides1. The basis for creating C-L-E-A-R student learning expectations: Comprehensible to students Learner-Centered Evident, observable in fulfillment Attainable, but of a high standard Related to the course content and goals Eileen Herteis, The Gwenna Moss Teaching &
  5. 5. Bloom’s Taxonomy Provides2. Cues for asking questions that stimulate classroom discussion3. A framework for ensuring that you encourage students’ higher-order thinking skills Note: This is a taxonomy, not a hierarchy. Eileen Herteis, The Gwenna Moss Teaching &
  6. 6. In the following slidesThis column represents the This column learner behaviour or represents the verbs outcome you desire or which should start the wish to test. learning expectations or questions. Eileen Herteis, The Gwenna Moss Teaching &
  7. 7. 1. Knowledge (low level thinking)The learner should Cues and starter be able to verbs include Acquire specific  Define facts, ideas, or  List vocabulary  Record Recall and move  Repeat information from  Name short-term to long-  Recall term memory Eileen Herteis, The Gwenna Moss Teaching &
  8. 8. 2. Comprehension (low levelthinking)Learners should be Cues and starter able to verbs include Grasp the meaning of  Describe material learned  Discuss Communicate what  Explain has been learned and  Identify interpret it  Locate Reach understanding  Report Eileen Herteis, The Gwenna Moss Teaching &
  9. 9. 3. Application (low level thinking)The learner should Cues and starter be able to verbs include Use learned  Apply knowledge  Illustrate  in new or concrete  Demonstrate ways, or  Dramatize  to solve new problems  Employ  Use Eileen Herteis, The Gwenna Moss Teaching &
  10. 10. 4. Analysis (high level thinking)The learner should be Cues and starter verbsable to include Take ideas and  Analyze knowledge apart  Calculate Dismantle concepts into  Distinguish their components and  Examine  seek links between  Experiment concepts (compare)  find what is unique  Relate (contrast)  Solve Eileen Herteis, The Gwenna Moss Teaching &
  11. 11. 5. Synthesis (high level thinking)Learner should be Cues and starter able to verbs include Re-organize parts to  Arrange create a new or  Compose original concept or  Formulate idea  Construct Make predictions  Predict based on analysis of  Design knowledge  Create Eileen Herteis, The Gwenna Moss Teaching &
  12. 12. 6. Evaluation (high level thinking)Learner should be Cues and starter able to verbs include Make judgements or  Assess decisions based on  Select logical criteria or  Rate conditions  Estimate Rate or assess  Compare conclusions  Judge Make valid choices  Revise  In my opinion Eileen Herteis, The Gwenna Moss Teaching &
  13. 13. Other Points Bloom felt that problem solving was best suited to higher levels of thinking but also should include the level of application Younger children due to their egocentric nature & incomplete neurological development initially focus on the lower levels of cognition However, asking some higher order questions help children to practice to look beyond simple interpretations of factual material Eileen Herteis, The Gwenna Moss Teaching &
  14. 14. Other Points Students need to have the information and understanding of a concept at the lower level before they can solve a problem or think at a higher level. E.g. you need to know & understand the plot of a story before you can analyse the story and recreate a new ending. Eileen Herteis, The Gwenna Moss Teaching &
  15. 15. Teaching GiftedStudents/Classes All activities need to encourage students to work on a daily basis with higher order thinking activities Expectations and application activities should beat a synthesis, evaluation or analysis level Eileen Herteis, The Gwenna Moss Teaching &
  16. 16. Two Useful Resources Bloom, Benjamin S. (Ed). Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook I. Cognitive Domain (pp. 201-207). New York: McKay. 1956. Miller, W & Miller, M. Handbook for College Teaching (pp.33-51). PineCrest Publications. 1997. Eileen Herteis, The Gwenna Moss Teaching &

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