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blooms-taxonomy-presentation-19_11.ppt
- 2. Who is Benjamin Bloom? • American Educational Psychologist • Created Bloom’s Taxonomy in 1956 to promote Higher Order Thinking in education • Contributed towards research in Mastery Learning - pupils are taught at their level of proficiency - Pupils are assessed - Pupils given more opportunities to ‘master’ the learning or given more challenging tasks - Focus on process not content
- 3. What is Bloom’s Taxonomy? • Taxonomy: Classification • Bloom’s classifies ways of thinking from lower order to more difficult, higher order skills • These terms were updated in the 1990s
- 4. • Creating • Evaluating •Analysing • Applying • Understanding • Remembering Classification Terms Creating Evaluating Analysing Applying Understanding Remembering
- 6. Activity Take 2 minutes. Write down 2 questions to ask someone about the story of Beauty and the Beast.
- 13. Activity Now…use the question sheet to reflect on the level of thinking required for each question you created.
- 14. How do we use it in the classroom? • As part of Active Learning • As part of play • As part of Guided Reading • Differentiation • All Curricular Areas for feedback linked to Learning Intentions and Success Criteria (Mid-lesson and plenary) • Encouraging young people to think, question, reflect and work together • Teachers planning questioning before lessons and for Assessment
- 19. Skills for Learning: Bloom’s Taxonomy
- 20. How does it link to the curriculum? • Used to inform the Experiences and Outcomes in Curriculum for Excellence • STEM • Critical Thinking and Problem Solving • Skills for learning, life and work • Debating Skills • Digital Learning https://www.youtube.com/watch?v=fqgTBwElPzU
- 21. How does it link to the curriculum? Mastery of basic skills of literacy and numeracy Ability to work with others Ability to cope with change Well developed verbal skills Decision-making and problem solving skills Higher Order Thinking Skills encourage:
- 23. ‘It is important that all learners are given appropriate opportunities to develop their thinking skills. These skills can be developed across a range of contexts including through more practical or applied learning opportunities’ Curriculum for Excellence: Building the Curriculum 4: skills for learning, skills for life and skills for work, Page 8
- 24. Example of progression Curriculum for Excellence: Experiences and Outcomes for Literacy
- 25. How can this be used at home? • Discussing stories being read • Reflecting on the school day • Questioning through play instead of directing play • Use of Digital Technology
Editor's Notes
- Emphasise that Higher order Thinking Moves Away from rite learning.
- Lower Order Thinking at bottom of pyramid, progressively moving to Higher Order Thinking. Revised Terminology.
- Remember facts about the information.
- Explain the ideas in the information.
- Use the information in a new way.
- Break down the information to understand it better.
- Say what I think about the information and back up opinion.
- Use information to build new ideas.
- Watch Video from 2.40 – 4.10
- Only some of these will apply to Primary aged pupils as sourced from further education document.