Blooms taxonomy Expanding past rote memory

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This illuminates the synthesis and re-contextualization aspects of Bloom.

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Blooms taxonomy Expanding past rote memory

  1. 1. Benjamin Bloom Taxonomy of Cognitive Processes Sets-Up The Theory of Multiple Intelligences
  2. 2. Benjamin Bloom <ul><li>Created a learning taxonomy in 1956 </li></ul><ul><li>Taxonomy ( taxis :list/ nomos :law) </li></ul><ul><li>A list is more properly referred to as a Vocabulary. </li></ul><ul><li>However, Bloom used this term because a taxon is interconnected. </li></ul><ul><li>Meaning that the cognitive process and dimensions of knowledge listed are connected </li></ul>
  3. 3. Two Parts <ul><li>Cognitive process: </li></ul><ul><li>Refers to information processing and the development of concepts. </li></ul><ul><li>Dimension of knowledge: </li></ul><ul><li>The process of representation. </li></ul>
  4. 4. Cognitive Process Making decisions and recommendations. Evaluation/Creating Creating and inventing new ideas from known information. Synthesis/Evaluating Investigating and comparing information. Analysis/Analyzing Applying known facts to a new situation. Application/Applying Demonstrating an understanding of information. Comprehension/Understanding Recalling factual information. Knowledge/Remembering
  5. 5. Dimensions of Knowledge x Information “95% of the test questions students encounter requires them to think only at the lowest possible level…the recall of information.” [Bloom 1956]
  6. 6. Dimensions of Knowledge x Information Y Understanding Instructors are encouraged to build into their lessons understanding to promote a greater mastery of the objective.
  7. 7. Dimensions of Knowledge M Application x Information Y Understanding Use of the information is measured at the x/y intercept
  8. 8. Dimensions of Knowledge x Information X 2 To list Mnemonics as indexes (rote memory)
  9. 9. Dimensions of Knowledge Y Understanding Y 2 To explain Increase ability of students’ to state an opinion, predict an outcome, and compare, summarizing cause & effect.
  10. 10. Dimensions of Knowledge M Application Good: Reconstruct Better: Re-contextualize
  11. 11. Dimensions of Knowledge M Application level 3 x Information level 1 Y Understanding level 2 X 2 To list Y 2 To explain Level 4 Range of Analysis Synthesis Creation
  12. 12. Dimensions of Knowledge M Application x Information Y Understanding
  13. 13. Knowledge Remember information (Factual) Understand explain (Conceptual) Apply do (Procedural) Synthesize + Analyze = Create (Meta-cognition) Revised Dimensions of Knowledge (Anderson and Krathwohl 2001)
  14. 14. <ul><li>Cognitive Process </li></ul><ul><li>Dimensions of knowledge </li></ul><ul><li>6 levels/parts </li></ul><ul><li>Cognitive, psychomotor, Affective domains are equally important </li></ul>Bloom
  15. 15. Dimensions of Knowledge Z Application x Information Y Understanding X 2 To list Y 2 To explain Range of Analysis Synthesis Creation
  16. 16. References Bloom, B. (1956)Taxonomy of Educational Objectives: The Classification of Educational Goals; Hand Book 1 : cognitive domain. New York. David Mackay. Anderson, L.W., and Krathwohl (eds). (2001) A Taxonomy of Learning, Teaching, and Accessing: A revision of Bloom’s Taxonomy of Education Objectives. New York. Longman.

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