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Bloom’s Taxonomy     Im age  Source:  http://redie.uabc.mx/contenido/vol6no2/art-104-spa/bloom.png   A Training Session Pr...
What Is Bloom’s Taxonomy? <ul><li>Bloom's Taxonomy is a hierarchial or  </li></ul><ul><li>multi-tiered model of classifyin...
Bloom’s Taxonomy Chart
Taxonomy Descriptions <ul><li>KNOWLEDGE : The recall of data or information. </li></ul><ul><li>COMPREHENSION : Understandi...
Background History <ul><li>During the 1950s Benjamin Bloom along with  </li></ul><ul><li>other college researchers develop...
http://www.coursestar.org/ku/aust/tl729/M3_Inquiry/Lessons/L4_Inquiry_Projects/t103c4_01005.html
Cognitive Domain: Mind-Based <ul><li>Knowledge and development of intellectual skills </li></ul><ul><li>Recall or recognit...
Affective Domain: Belief-Based <ul><li>Receiving: attending to new information </li></ul><ul><li>Responding: interacting w...
Psychomotor Domain: Skilled-Based <ul><li>Three Levels: </li></ul><ul><li>Imitation </li></ul><ul><li>Practice  </li></ul>...
Revision of Bloom’s Taxonomy <ul><li>During the 1990s, a former student of Bloom, revisited his taxonomy. As a result, cha...
Old vs. Revised Version
Remember Key Verbs: tell list describe relate locate write find state name <ul><li>Questions: </li></ul><ul><li>How many p...
Understand Key Verbs: explain interpret discuss predict restate compare describe <ul><li>Questions: </li></ul><ul><li>What...
Apply Key verbs solve show use illustrate construct complete calculate classify <ul><li>Questions: </li></ul><ul><li>How w...
Analyze Key verbs: analyze distinguish examine investigate categorize identify <ul><li>Questions: </li></ul><ul><li>How wa...
Evaluate Key Verbs: decide justify debate verify argue recommend assess prioritize  <ul><li>Questions: </li></ul><ul><li>D...
Create Key Verbs: create invent compose plan design imagine propose formulate <ul><li>Questions: </li></ul><ul><li>Can you...
Summary of Bloom’s Revised Taxonomy <ul><li>1.0 Remember </li></ul><ul><ul><li>1.1 Recognizing – Identifying </li></ul></u...
<ul><li>4.0 Analyze </li></ul><ul><ul><li>4.1 Differentiating – Discriminating, distinguishing, focusing, selecting </li><...
References <ul><li>http:// www.teachers.ash.org.au/researchskills/dalton.htm   </li></ul><ul><li>http://www.odu.edu/educ/l...
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Bloom's Taxonomy

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Transcript of "Bloom's Taxonomy"

  1. 1. Bloom’s Taxonomy Im age Source: http://redie.uabc.mx/contenido/vol6no2/art-104-spa/bloom.png A Training Session Presented By: Douglas Fears Peter Larson Elizabeth Parker
  2. 2. What Is Bloom’s Taxonomy? <ul><li>Bloom's Taxonomy is a hierarchial or </li></ul><ul><li>multi-tiered model of classifying thinking </li></ul><ul><li>according to six cognitive levels of </li></ul><ul><li>complexity. </li></ul>
  3. 3. Bloom’s Taxonomy Chart
  4. 4. Taxonomy Descriptions <ul><li>KNOWLEDGE : The recall of data or information. </li></ul><ul><li>COMPREHENSION : Understanding information; interpreting and translating knowledge. </li></ul><ul><li>APPLICATION : Using a concept in a new situation; Applying prior knowledge to real life situations </li></ul><ul><li>ANALYSIS : Separating concepts into components to understand organizational structural. </li></ul><ul><li>SYNTHESIS : Puts parts together to form a whole. </li></ul><ul><li>EVALUATION : Making judgments about value, ideas, or materials. </li></ul>
  5. 5. Background History <ul><li>During the 1950s Benjamin Bloom along with </li></ul><ul><li>other college researchers developed the </li></ul><ul><li>following levels of educational domains: </li></ul><ul><li>Cognitive </li></ul><ul><li>Affective </li></ul><ul><li>Psychomotor </li></ul>
  6. 6. http://www.coursestar.org/ku/aust/tl729/M3_Inquiry/Lessons/L4_Inquiry_Projects/t103c4_01005.html
  7. 7. Cognitive Domain: Mind-Based <ul><li>Knowledge and development of intellectual skills </li></ul><ul><li>Recall or recognition of specific facts, procedural patterns, and concepts </li></ul><ul><li>Divided into six categories </li></ul>
  8. 8. Affective Domain: Belief-Based <ul><li>Receiving: attending to new information </li></ul><ul><li>Responding: interacting with new information </li></ul><ul><li>Valuing: seeking worth in new information </li></ul><ul><li>Organization: filtering new information into schema </li></ul><ul><li>Characterization: Integrating new information into schema </li></ul>
  9. 9. Psychomotor Domain: Skilled-Based <ul><li>Three Levels: </li></ul><ul><li>Imitation </li></ul><ul><li>Practice </li></ul><ul><li>Habit </li></ul>
  10. 10. Revision of Bloom’s Taxonomy <ul><li>During the 1990s, a former student of Bloom, revisited his taxonomy. As a result, changes were made. Nouns were changed to verb forms to illustrate that thinking is an active process. The knowledge level was renamed, comprehension became understanding, and synthesis was renamed creating. </li></ul>
  11. 11. Old vs. Revised Version
  12. 12. Remember Key Verbs: tell list describe relate locate write find state name <ul><li>Questions: </li></ul><ul><li>How many planets are there? </li></ul><ul><li>Name the third President? </li></ul><ul><li>List the symbols of the United States. </li></ul><ul><li>Activities or Tasks: </li></ul><ul><li>Make a timeline of the events that lead up to D-Day. </li></ul><ul><li>Make a graph showing the change in plant growth over </li></ul><ul><li>1 month. </li></ul><ul><li>Create a chart to show the properties of the 10 minerals </li></ul><ul><li>we discussed. </li></ul>
  13. 13. Understand Key Verbs: explain interpret discuss predict restate compare describe <ul><li>Questions: </li></ul><ul><li>What is an example of a dictatorship? </li></ul><ul><li>How would you compare today’s immigrants to those </li></ul><ul><li>of the 19th century? </li></ul><ul><li>Explain the effects humans have on the water cycle. </li></ul><ul><li>Activities or Tasks: </li></ul><ul><li>Rewrite the Pledge of Allegiance in your own words </li></ul><ul><li>Make a cartoon strip illustrating the challenges of making </li></ul><ul><li>a law. </li></ul><ul><li>Act out a scene from the novel, Holes. </li></ul>
  14. 14. Apply Key verbs solve show use illustrate construct complete calculate classify <ul><li>Questions: </li></ul><ul><li>How would you find the area of an L shaped room? </li></ul><ul><li>Can you group these words based on their common </li></ul><ul><li>characteristics? </li></ul><ul><li>What questions would you ask in an interview of the </li></ul><ul><li>new President regarding the economy? </li></ul><ul><li>Activities or Tasks: </li></ul><ul><li>Construct models of the 2 types of levers we discussed </li></ul><ul><li>and show how they work. </li></ul><ul><li>Make a diorama illustrating one of the 4 major battles </li></ul><ul><li>between the U.S. and Native Americans we researched. </li></ul><ul><li>Create a collage to show your impression of diversity. </li></ul>
  15. 15. Analyze Key verbs: analyze distinguish examine investigate categorize identify <ul><li>Questions: </li></ul><ul><li>How was WWI similar to WWII? </li></ul><ul><li>What were some of the motives behind the U.S. </li></ul><ul><li>purchasing Alaska? </li></ul><ul><li>What was the turning point in the Civil War? </li></ul><ul><li>Activities or Tasks: </li></ul><ul><li>Create a commercial to sell the benefits of Green Living. </li></ul><ul><li>Review this movie using the principals of imagery </li></ul><ul><li>discussed in class. </li></ul><ul><li>Design a questionnaire to poll students understanding of </li></ul><ul><li>Free Enterprise. </li></ul>
  16. 16. Evaluate Key Verbs: decide justify debate verify argue recommend assess prioritize <ul><li>Questions: </li></ul><ul><li>Do you think Title IX is a good thing or a bad thing? </li></ul><ul><li>How would you feel about making school year round? </li></ul><ul><li>How would you have handled the Elan Gonzales issue? </li></ul><ul><li>Activities or Tasks: </li></ul><ul><li>Create the criteria for judging quality teachers, prioritizing </li></ul><ul><li>your list. </li></ul><ul><li>Write a letter to the textbook editor advising changes you </li></ul><ul><li>see needed. </li></ul><ul><li>Conduct a class debate on online vs. face to face </li></ul><ul><li>instruction. </li></ul>
  17. 17. Create Key Verbs: create invent compose plan design imagine propose formulate <ul><li>Questions: </li></ul><ul><li>Can you see a possible solution the demise of the family farm? </li></ul><ul><li>What do you predict would happen if a maximum driving age </li></ul><ul><li>were instituted? </li></ul><ul><li>How can you determine the number of pennies in a jar without </li></ul><ul><li>counting them? </li></ul><ul><li>Activities or Tasks: </li></ul><ul><li>Invent and design a machine to sort used batteries from new. </li></ul><ul><li>Write a letter to your Senator on a social issue that concerns </li></ul><ul><li>you. </li></ul><ul><li>Draw a map showing how you think America would look had </li></ul><ul><li>the South won the war. </li></ul>
  18. 18. Summary of Bloom’s Revised Taxonomy <ul><li>1.0 Remember </li></ul><ul><ul><li>1.1 Recognizing – Identifying </li></ul></ul><ul><ul><li>1.2 Recalling -Retrieving </li></ul></ul><ul><li>2.0 Understand </li></ul><ul><ul><li>2.1 Interpreting – Clarifying, paraphrasing, representing, translating </li></ul></ul><ul><ul><li>2.2 Exemplifying – Illustrating, instantiating </li></ul></ul><ul><ul><li>2.3 Classifying – Categorizing, subsuming </li></ul></ul><ul><ul><li>2.4 Summarizing – Abstracting, generalizing </li></ul></ul><ul><ul><li>2.5 Inferring – Concluding, extrapolating, interpolating, prediciting </li></ul></ul><ul><ul><li>2.6 Comparing – Contrasting, mapping, matching </li></ul></ul><ul><ul><li>2.7 Explaining – Constructing models </li></ul></ul><ul><li>3.0 Apply </li></ul><ul><ul><li>3.1 Executing – Carrying out </li></ul></ul><ul><ul><li>3.2 Implementing - Using </li></ul></ul>
  19. 19. <ul><li>4.0 Analyze </li></ul><ul><ul><li>4.1 Differentiating – Discriminating, distinguishing, focusing, selecting </li></ul></ul><ul><ul><li>4.2 Organizing – Finding coherence, integrating, structuring </li></ul></ul><ul><ul><li>4.3 Attributing - Deconstructing </li></ul></ul><ul><li>5.0 Evaluate </li></ul><ul><ul><li>5.1 Checking – Coordinating, detecting, monitoring, testing </li></ul></ul><ul><ul><li>5.2 Critiquing - Judging </li></ul></ul><ul><li>6.0 Create </li></ul><ul><ul><li>6.1 Generating - Hypothesizing </li></ul></ul><ul><ul><li>6.2 Planning - Designing </li></ul></ul><ul><ul><li>6.3 Producing - Constructing </li></ul></ul>
  20. 20. References <ul><li>http:// www.teachers.ash.org.au/researchskills/dalton.htm </li></ul><ul><li>http://www.odu.edu/educ/llschult/blooms_taxonomy.htm </li></ul><ul><li>http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy </li></ul><ul><li>http:// officeport.com/edu/blooms.htm </li></ul><ul><li>http:// www.nwlink.com/~donclark/hrd/bloom.html </li></ul><ul><li>http://www.nwlink.com/~donclark/hrd/bloom.html </li></ul><ul><li>http://www.coun.uvic.ca/learning/exams/blooms-taxonomy.html </li></ul>
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