The soundtrack on this Pecha Kucha is out of synch and impossible to change. Sorry


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Having done a first nerve-racking PK at the RSC-NW conference last year, I thought I'd better do one this year too. I thought I'd present myself with a challenge and decided that Bloom's Taxonomy in 6.6 minutes would do just that - enjoy. There is no audio at the beginning due to technical problems, but it picks up about slide 3 or 4

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  • Permissions for images used throughout this slideshow are either: The author’s own Taken from friends – with their permission Taken from the internet – in which case, credit is given on the notes page AND on the picture itself via alternative text. The author does not claim IPR for any – other than his own.
  • Born in 1913 Benjamin Bloom served Education for all of his life. He died in 1999. In the 1950's Benjamin Bloom developed his taxonomy of cognitive objectives, Bloom's Taxonomy . This categorized and ordered thinking skills and objectives. His taxonomy follows the thinking process. You cannot understand a concept if you do not first remember it, similarly you can not apply knowledge and concepts if you do not understand them. It is a continuum from Lower Order Thinking Skills (LOTS) to Higher Order Thinking Skills (HOTS). The image was created on using the small image which was from
  • Bloom led a group of educators who eventually undertook the ambitious task of classifying educational goals and objectives. While Bloom pushed for the use of the term "taxonomy," others in the group resisted because of the unfamiliarity of the term within educational circles. Eventually Bloom prevailed, forever linking his name and the term. Image from James Clay -
  • Blooms Taxonomy
  • Lorin Anderson David Krathwohl Clearly, Bloom's Taxonomy has stood the test of time. Due to its long history and popularity, it has been condensed, expanded, and reinterpreted in a variety of ways. Research findings have led to the discovery of a veritable smorgasbord of interpretations and applications falling on a continuum ranging from tight overviews to expanded explanations. Nonetheless, one recent revision (designed by one of the co-editors of the original taxonomy along with a former Bloom student) merits particular attention. Anderson, L. W., & Krathwohl, D. R. (eds.) (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives . New York: Longman. The image was created on using an image from:
  • Revised Bloom's Taxonomy (RBT) During the 1990's, a former student of Bloom's, Lorin Anderson, led a new assembly which met for the purpose of updating the taxonomy, hoping to add relevance for 21st century students and teachers. This time "representatives of three groups [were present]: cognitive psychologists, curriculum theorists and instructional researchers, and testing and assessment specialists" (Anderson, & Krathwohl, 2001, p. xxviii). Like the original group, they were also arduous and diligent in their pursuit of learning, spending six years to finalize their work. Published in 2001, the revision includes several seemingly minor yet actually quite significant changes. Several excellent sources are available which detail the revisions and reasons for the changes. A more concise summary appears here. The changes occur in three broad categories: terminology, structure, and emphasis. []
  • Tell What happened after …? List How many …? Who was …? Describe Who was it that …? Relate Can you name …? Locate Describe what happened at …? State …? Name …? Recite a poem? Knowledge Recall of something encountered before but without having to change it, use it or understand it; facts.
  • Interpreting (clarifying, paraphrasing, representing, translating) Exemplifying (illustrating, instantiating) Classifying (categorizing, subsuming) Summarizing (abstracting, subsuming) Inferring (concluding, extrapolating, interpolating, predicting) Comparing (contrasting, mapping, matching) Explaining (constructing models) Comprehension Understanding the knowledge that has been acquired without needing to relate it to other information.
  • Executing (carrying out) Implementing (using) Solve Do you know another instance when …? Show Could this have happened in …? Use Illustrate What factors would you change if …? Construct Could you relate this method to something you have done previously? Complete Examine Classify Application Use of a learned concept to resolve some situation or solve a new problem in an appropriate way. Own image.
  • Differentiating (discriminating, distinguishing, focusing, selecting) Organizing (finding coherence, integrating, outlining, parsing, structuring) Attributing (deconstructing) Analyse What events could have happened …? Distinguish In what way is this different from …? Examine In what way was ___ similar to …? Compare Contrast Analysis Taking something learned apart into separate components for purposes of thinking about the parts and how they fit together. Image from
  • Synthesis Generating or creating something different by assembling or connecting ideas in a way that makes a whole. Evaluation Looking at the particular value of materials, information or methods in characterizing the whole. Image from
  • Generating (hypothesizing) Planning (designing) Producing (construct) Creating (planning, recruiting, monitoring, testing) Critiquing (judging) Evaluation Looking at the particular value of materials, information or methods in characterizing the whole. Image made on using picture from
  • Blooms Taxonomy “ Learning is not attained by chance, it must be sought for with ardour and attended to with diligence.” Abigail Adams , 1780 wife of John Adams 1764 (1744 – 1818 @ HOTs and LOTs
  • Re-cap My image
  • Re-cap Own image of Mount Rainier near Seattle.
  • Let ’ s start by establishing what we mean by active learning - on the slide are 4 computer parts, a keyboard, a mouse, a webcam and a monitor. Circle the odd one out. The answer is the printer because the others are input devices and the monitor is an output device. This activity illustrates an exercise that is testing the learner ’ s recall and maybe comprehension, the lower end of Bloom ’ s taxonomy. Microsoft Clipart used here
  • In this slide are another four pictures: one of George Bush, a cartoon dinosaur, a cartoon pair of smiling balloons, and a cartoon bee. Again, people are asked to choose the odd one out. Some model answers include: Balloons are in black and white, inanimate George bush is the only human, photo Dinosaur cannot go up in the sky, doesn ’ t have the letter b in its name/word, not smiling, no longer exists Bee is the only thing with wings. Balloons don ’ t have legs There is no clear cut answer, and even though it ’ s the same activity, it ’ s stimulating thinking at a higher level. This illustrates the point that developing higher order thinking skills isn ’ t about how much technology you employ or how complicated the task is. Sometimes, it ’ s just a matter of using the simple tools but working out how to make them stimulate learning.
  • Skills in the cognitive domain revolve around knowledge, comprehension, and critical thinking of a particular topic. Traditional education tends to emphasize the skills in this domain, particularly the lower-order objectives. [disagree that it is just lower] There are six levels in the taxonomy, moving through the lowest order processes to the highest: Remembering – List Understanding – Summarise Applying – Classify Analysing – Order Evaluating – Rank Creating - Combine Image from
  • Skills in the psychomotor domain describe the ability to physically manipulate a tool or instrument like a hand or a hammer. Psychomotor objectives usually focus on change and/or development in behaviour and/or skills. Bloom and his colleagues never created subcategories for skills in the psychomotor domain, but since then other educators have created their own psychomotor taxonomies. [3] However, the taxonomy is employed by the learner REMEMBERING which tool (e.g. hammer, knife, scissors, spanner, file, grinder etc.) he or she should use. COMPREHENDING the health and safety requirements of that tool. Then when is or she is seen APPLYING the tool and incorporating what the ‘know’ and ‘understand’ they can be said to be operating in the Psychomotor domain. They may move around this level of work until they are able to move up towards ANALYSING their actions and making EVALUATIONS . Motor Car
  • Remembering – Describe Understanding – Interpret Applying – Experiment Analysing – Explain Evaluating – Assess Creating - Plan iPod Touch =*HpnmF4Ye3oBj18NqzF0NyH0EmGv8aZTu1DwC2ps06filEvG*kZSDU/itouch.jpg
  • Remember – Appropriate use Understand – Execute Apply – Construct Analyse – Achieve Evaluate – Action Create – Actualise
  • The soundtrack on this Pecha Kucha is out of synch and impossible to change. Sorry

    1. 1. Pecha Kucha David Sugden @dsugden [Twitter] [email_address] 07717 341 622
    2. 2. Benjamin Bloom
    3. 3. Bloom’s Taxonomy
    4. 4. Knowledge Comprehension Application Analysis Synthesis Evaluation Original
    5. 5. Anderson and Krathwohl
    6. 6. Remember ing Understand ing Apply ing Analys ing Evaluat ing Creat ing Revised
    7. 7. Remembering <> Knowledge
    8. 8. Understanding <> Comprehension
    9. 9. Applying <> Application
    10. 10. Analysing <> Analysis
    11. 11. Evaluating <> Synthesis
    12. 12. Creating <> Evaluation
    13. 13. Remembering Understanding Applying Analysing Evaluating Creating HOTS LOTS Knowledge Comprehension Application Analysis Synthesis Evaluation
    14. 14. Lower order Thinking Skills
    15. 15. Higher order Thinking Skills
    16. 16. 10 A B C D LOTS
    17. 17. B C D HOT – needs more thought? HOTS A
    18. 18. Cognitive domain
    19. 19. Psychomotor domain
    20. 20. Tools
    21. 21. And that’s nearly it
    22. 22. Pecha Kucha David Sugden 07717 341 622 <ul><li>Independent Trainer </li></ul><ul><li>e-Strategy development </li></ul><ul><li>v </li></ul><ul><li>VLE advice and guidance </li></ul><ul><li>Mobile Learning specialist </li></ul><ul><li>Blogs and Wikis (all of Web 2.0) </li></ul><ul><li>former e-Guide/PDA facilitator </li></ul><ul><li>Call me  </li></ul>