Blooms4 learning
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Blooms4 learning



some web sites that provide interactive tools to allow application of Blooms taxonomy (2001) to different areas of course design

some web sites that provide interactive tools to allow application of Blooms taxonomy (2001) to different areas of course design



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  • Not updatedThe levels of affective learning included:Receiving: the lowest level; the student passively pays attention. Without this level, no learning can occur.Responding: the student actively participates in the learning process, not only attending to a stimulus, the student also reacts in some way.Valuing: the student attaches a value to an object, phenomenon, or piece of information.Organising: the student can put together different values, information, and ideas and accommodate them within his / her own schema; comparing, relating and elaborating on what has been learned.Characterising: the student has held a particular value or belief that now exerts influence on his / her behaviour so that it becomes a characteristic.
  • – Retrieve relevant knowledge from long term memory
  • Construct meaning from instructional messages – oral, written, graphic communication
  • Apply – carry out or use a procedure in a given situation
  • Break material into its constituent parts and detect how the parts relate to one another and to an overall structure or purpose
  • Make judgments based on criteria or standards
  • Put elements together to form a new, coherent whole
  • Colorado Community Colleges Online – a great flash-based tool to understand Bloom’s Taxonomy

Blooms4 learning Blooms4 learning Presentation Transcript

  • BLOOM’SApplying Bloom’s Taxonomy
  • History of Blooms TaxonomyCognitive
  • Remember• Recognize • Locate knowledge in long term memory• Recall • Retrieve relevant knowledge from long term memory
  • Understand• Interpret • Change from one form of representation to another• Classify • Determine that something belongs to a category• Summarize • Abstract a general theme or major point• Explain • Construct a cause and effect model of a system
  • Apply• Execute • Apply a procedure to a familiar task• Implement • Apply a procedure to an unfamiliar task
  • Analyze• Differentiate • Distinguish relevant from irrelevant parts• Organize • Determine how elements fit or function within a structure• Attribute • Determine a point of view, bias, intent
  • Evaluate• Check • Detect inconsistencies within a process or product• Critique • Detect inconsistencies between a product and external criteria
  • Create• Generate • Come up with alternative hypotheses based on criteria• Plan • Devise a procedure for accomplishing a task• Produce • Invent a product
  • 2001 Bloom’s Taxonomy2001 Bloom’s Taxonomy
  • Andrew Church’s Educational Origami site
  • Kathy Schrock’s Google Tools for Blooms Taxonomy