Bloom's Taxonomy
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A PD presentation for awareness of Bloom's Taxonomy

A PD presentation for awareness of Bloom's Taxonomy

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Bloom's Taxonomy Bloom's Taxonomy Presentation Transcript

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