Blooms taxonomy Expanding past rote memory
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Blooms taxonomy Expanding past rote memory

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

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

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Blooms taxonomy Expanding past rote memory Blooms taxonomy Expanding past rote memory Presentation Transcript

  • Benjamin Bloom Taxonomy of Cognitive Processes Sets-Up The Theory of Multiple Intelligences
  • Benjamin Bloom
    • Created a learning taxonomy in 1956
    • Taxonomy ( taxis :list/ nomos :law)
    • A list is more properly referred to as a Vocabulary.
    • However, Bloom used this term because a taxon is interconnected.
    • Meaning that the cognitive process and dimensions of knowledge listed are connected
  • Two Parts
    • Cognitive process:
    • Refers to information processing and the development of concepts.
    • Dimension of knowledge:
    • The process of representation.
  • 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
  • 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]
  • Dimensions of Knowledge x Information Y Understanding Instructors are encouraged to build into their lessons understanding to promote a greater mastery of the objective.
  • Dimensions of Knowledge M Application x Information Y Understanding Use of the information is measured at the x/y intercept
  • Dimensions of Knowledge x Information X 2 To list Mnemonics as indexes (rote memory)
  • 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.
  • Dimensions of Knowledge M Application Good: Reconstruct Better: Re-contextualize
  • 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
  • Dimensions of Knowledge M Application x Information Y Understanding
  • Knowledge Remember information (Factual) Understand explain (Conceptual) Apply do (Procedural) Synthesize + Analyze = Create (Meta-cognition) Revised Dimensions of Knowledge (Anderson and Krathwohl 2001)
    • Cognitive Process
    • Dimensions of knowledge
    • 6 levels/parts
    • Cognitive, psychomotor, Affective domains are equally important
    Bloom
  • Dimensions of Knowledge Z Application x Information Y Understanding X 2 To list Y 2 To explain Range of Analysis Synthesis Creation
  • 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.