The document discusses Bloom's Taxonomy, which divides learning into cognitive, affective, and psychomotor domains. It focuses on the cognitive domain, which has six levels - knowledge, comprehension, application, analysis, synthesis, and evaluation. Each level has its own key verbs and indicates the type of thinking required. The levels progress from simple recall to more complex thinking like evaluation and synthesis. Objectives and assessments should incorporate higher order thinking skills from all levels to encourage critical thinking.
This document provides a summary of higher order thinking questions categorized into 6 levels from basic recall to evaluation. The levels progress from simple recall of facts to more complex analysis, synthesis and evaluation. Level 1 questions assess basic recall and comprehension, Level 2 focuses on understanding ideas and concepts, Level 3 involves applying knowledge to solve problems, Level 4 examines analyzing and breaking down information, Level 5 deals with synthesizing elements into new patterns, and Level 6 evaluates ideas and information using criteria. Keywords are also provided for each level to indicate the types of questions and thinking involved.
General Methods And Techniques Of TeachingHernane Buella
The document discusses various general methods and techniques of teaching, including direct and experiential approaches. Direct approaches are more teacher-controlled and utilize expository strategies like direct teaching and deductive processes. Experiential approaches involve more student involvement through discovery strategies like inquiry teaching and inductive processes. Specific methods are also outlined, such as deductive teaching, expository methods, demonstration, inductive teaching, discovery learning, problem solving, and laboratory and reflective teaching.
The document discusses different teaching approaches and methods. It begins by distinguishing between direct/expository approaches that have high teacher direction and guided/exploratory approaches with high student participation. It then defines key concepts like approach and method. The main types covered are direct/expository methods like deductive and demonstrative, as well as guided/exploratory methods like inductive. Characteristics, examples and advantages/disadvantages of each method are provided. The document aims to help teachers understand different instructional strategies and how to apply them based on learning objectives and content.
Principles of Teaching:Different Methods and Approachesjustindoliente
The document discusses different approaches and methods for teaching. It defines key concepts like teaching approach, strategy, method, and technique. It also provides examples of different teaching approaches that range from teacher-centered to learner-centered. Direct instruction/lecture and demonstration are two methods discussed in more detail. For direct instruction, steps include demonstrating skills or concepts and providing guided and independent practice. Formative assessment is used during the process. Demonstration involves a teacher or student showing a process while others observe, and guidelines are provided for effective demonstrations.
The document outlines Bloom's Taxonomy and provides examples of verbs and question stems for each level of thinking:
1) Knowledge level questions ask students to recall or remember facts. Sample verbs include "tell," "list," and "describe."
2) Comprehension level questions ask students to demonstrate understanding of facts by explaining or providing examples. Sample verbs include "explain," "interpret," and "compare."
3) Application level questions ask students to use knowledge or rules to solve problems or provide examples. Sample verbs include "solve," "use," and "illustrate."
4) Higher order thinking includes Analysis, Synthesis, and Evaluation levels which involve examining, creating, and making judgments
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating.
It provides descriptions and examples of key words and questions for each of the six levels. Level 1 involves recalling facts, terms, and basic concepts. Level 2 demonstrates understanding through organizing, comparing, and interpreting ideas. Level 3 focuses on applying knowledge to solve problems in different ways. Level 4 examines information by identifying causes and relationships. Level 5 involves making judgements based on criteria. Level 6 has students compiling information in new ways by combining elements or proposing alternatives.
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating.
It provides descriptions and key words for each of the six levels. Questions types are also listed that align with each level of learning. For example, at the "Remembering" level, questions focus on recalling facts, while "Creating" level questions involve compiling information in new ways or proposing alternative solutions. Key words are also given to indicate the thinking skills required at each level.
This document provides a summary of higher order thinking questions categorized into 6 levels from basic recall to evaluation. The levels progress from simple recall of facts to more complex analysis, synthesis and evaluation. Level 1 questions assess basic recall and comprehension, Level 2 focuses on understanding ideas and concepts, Level 3 involves applying knowledge to solve problems, Level 4 examines analyzing and breaking down information, Level 5 deals with synthesizing elements into new patterns, and Level 6 evaluates ideas and information using criteria. Keywords are also provided for each level to indicate the types of questions and thinking involved.
General Methods And Techniques Of TeachingHernane Buella
The document discusses various general methods and techniques of teaching, including direct and experiential approaches. Direct approaches are more teacher-controlled and utilize expository strategies like direct teaching and deductive processes. Experiential approaches involve more student involvement through discovery strategies like inquiry teaching and inductive processes. Specific methods are also outlined, such as deductive teaching, expository methods, demonstration, inductive teaching, discovery learning, problem solving, and laboratory and reflective teaching.
The document discusses different teaching approaches and methods. It begins by distinguishing between direct/expository approaches that have high teacher direction and guided/exploratory approaches with high student participation. It then defines key concepts like approach and method. The main types covered are direct/expository methods like deductive and demonstrative, as well as guided/exploratory methods like inductive. Characteristics, examples and advantages/disadvantages of each method are provided. The document aims to help teachers understand different instructional strategies and how to apply them based on learning objectives and content.
Principles of Teaching:Different Methods and Approachesjustindoliente
The document discusses different approaches and methods for teaching. It defines key concepts like teaching approach, strategy, method, and technique. It also provides examples of different teaching approaches that range from teacher-centered to learner-centered. Direct instruction/lecture and demonstration are two methods discussed in more detail. For direct instruction, steps include demonstrating skills or concepts and providing guided and independent practice. Formative assessment is used during the process. Demonstration involves a teacher or student showing a process while others observe, and guidelines are provided for effective demonstrations.
The document outlines Bloom's Taxonomy and provides examples of verbs and question stems for each level of thinking:
1) Knowledge level questions ask students to recall or remember facts. Sample verbs include "tell," "list," and "describe."
2) Comprehension level questions ask students to demonstrate understanding of facts by explaining or providing examples. Sample verbs include "explain," "interpret," and "compare."
3) Application level questions ask students to use knowledge or rules to solve problems or provide examples. Sample verbs include "solve," "use," and "illustrate."
4) Higher order thinking includes Analysis, Synthesis, and Evaluation levels which involve examining, creating, and making judgments
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating.
It provides descriptions and examples of key words and questions for each of the six levels. Level 1 involves recalling facts, terms, and basic concepts. Level 2 demonstrates understanding through organizing, comparing, and interpreting ideas. Level 3 focuses on applying knowledge to solve problems in different ways. Level 4 examines information by identifying causes and relationships. Level 5 involves making judgements based on criteria. Level 6 has students compiling information in new ways by combining elements or proposing alternatives.
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating.
It provides descriptions and key words for each of the six levels. Questions types are also listed that align with each level of learning. For example, at the "Remembering" level, questions focus on recalling facts, while "Creating" level questions involve compiling information in new ways or proposing alternative solutions. Key words are also given to indicate the thinking skills required at each level.
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating. It provides key words and sample questions for each level to demonstrate the cognitive processes involved. Remembering involves recalling facts, terms, and answers to basic questions. Understanding involves demonstrating comprehension through organizing, interpreting, and explaining ideas and information. Applying refers to using knowledge to solve problems in novel ways. Analyzing breaks information down and makes inferences. Evaluating involves making judgements and defending opinions. Creating combines elements in new ways and proposes alternative solutions. The document provides guidance on using the taxonomy to develop questions at different cognitive levels.
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating. It provides key words and sample questions for each level to demonstrate the cognitive processes involved. Remembering involves recalling facts and details, while understanding requires demonstrating comprehension. Applying refers to using knowledge in new situations, and analyzing means examining information and issues. Evaluating is making judgments based on criteria, and creating combines elements in new ways. The document is intended to help teachers classify questioning techniques and plan lessons targeting different cognitive levels.
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating. It provides key words and sample questions for each level to demonstrate the cognitive processes involved. Remembering involves recalling facts, terms, and answers to basic questions. Understanding involves demonstrating comprehension through organizing, interpreting, and explaining ideas and information. Applying refers to using knowledge to solve problems in novel ways. Analyzing breaks information down and makes inferences. Evaluating involves making judgements and defending opinions. Creating combines elements in new ways and proposes alternative solutions. The document provides guidance on using the taxonomy to develop questions at different cognitive levels.
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating. It provides key words and sample questions for each level to demonstrate the cognitive processes involved. Remembering involves recalling facts and details, while understanding requires demonstrating comprehension. Applying refers to using knowledge in new situations, and analyzing means examining information and issues. Evaluating is making judgments based on criteria, and creating combines elements in new ways. The document is intended to help teachers classify questioning techniques and learning objectives according to the taxonomy.
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating. It provides key words and sample questions for each level to demonstrate skills within that domain. Remembering involves recalling facts, terms, and answers to basic questions. Understanding involves organizing, comparing, interpreting and stating main ideas. Applying involves solving problems by applying knowledge in different situations. Analyzing examines information and identifies relationships and conclusions. Evaluating involves making judgements and defending opinions. Creating involves compiling information in new ways and proposing alternative solutions. The document provides guidance on using the taxonomy to develop questions at different levels.
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating. It provides key words and sample questions for each level to demonstrate the cognitive processes involved. Remembering involves recalling facts, terms, and answers to basic questions. Understanding involves demonstrating comprehension through organizing, interpreting, and explaining ideas and information. Applying refers to using knowledge to solve problems in novel ways. Analyzing breaks information down and makes inferences. Evaluating involves making judgements and defending opinions. Creating combines elements in new ways and proposes alternative solutions. The document provides guidance on using the taxonomy to develop questions at different cognitive levels.
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating. It provides key words and sample questions for each level to demonstrate the cognitive processes involved. Remembering involves recalling facts, terms, and answers to basic questions. Understanding involves demonstrating comprehension through organizing, interpreting, and explaining ideas and information. Applying refers to using knowledge to solve problems in novel ways. Analyzing breaks information down and examines relationships between parts. Evaluating involves making judgments based on criteria. Creating puts elements together in new ways to design alternative solutions. The document provides guidance on using the taxonomy to structure learning activities and questioning techniques.
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating.
It provides descriptions and examples of key words and questions for each of the six levels. Level 1 involves recalling facts, terms, and basic concepts. Level 2 demonstrates understanding through organizing, comparing, and interpreting ideas. Level 3 focuses on applying knowledge to solve problems in different ways. Level 4 examines information by identifying causes and relationships. Level 5 involves making judgements based on criteria. Level 6 has students compile information in new ways by combining elements or proposing alternatives.
The document discusses Bloom's Taxonomy and its six levels of critical thinking: knowledge, comprehension, application, analysis, synthesis, and evaluation. For each level, key words are provided that exemplify that level as well as sample questions that could be asked to demonstrate skills at that level. The levels progress from basic recall of facts to more advanced skills like applying knowledge in new situations, breaking information down into its constituent parts, and making judgments based on criteria. The document is intended to help instructors design questions that target different critical thinking levels.
The document discusses Bloom's taxonomy, which is a classification of learning objectives within education. It provides an overview of the original taxonomy and a revised version. The original taxonomy consisted of six cognitive levels from lowest to highest order: remembering, understanding, applying, analyzing, evaluating, and creating. The revised taxonomy updates the terminology and ordering of the levels based on modern cognitive psychology and focuses on applying knowledge rather than just recalling information.
The document contains a series of questions that prompt the reader to demonstrate different levels of thinking, including recalling information, understanding concepts, applying knowledge, analyzing information, evaluating ideas, and creating new work. The questions cover topics such as recalling details, explaining events, making inferences, comparing ideas, assessing outcomes, and designing new approaches.
Bloom's Taxonomy outlines six levels of learning: knowledge, comprehension, application, analysis, synthesis, and evaluation. Each level builds on the previous ones as thinking becomes more complex. The levels progress from basic recall or recognition of facts, concepts and ideas to more complex and abstract mental levels including evaluating, analyzing and creating new ideas or products.
4.bloomsorgchartlirkpatrickwilmu2011 (4).docxIrish Antonio
This document provides an overview of Bloom's Taxonomy, a framework for categorizing levels of learning. It lists the six main levels - Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating - along with example verbs and activities associated with each level. The levels progress from basic recall and comprehension to more complex thinking skills like analysis, synthesis, and evaluation. Sample test questions are also provided for each level to illustrate how assessments can be designed to engage students at different depths of thinking according to Bloom's Taxonomy.
Bloom’s Taxonomy Bloom’s Taxonomy provides an important.docxAASTHA76
Bloom’s Taxonomy
Bloom’s Taxonomy provides an important framework for teachers to use to focus on
higher order thinking. By providing a hierarchy of levels, this taxonomy can assist teachers
in designing performance tasks, crafting questions for conferring with students, and
providing feedback on student work
This resource is divided into different levels each with Keywords that exemplify the level
and questions that focus on that same critical thinking level. Questions for Critical
Thinking can be used in the classroom to develop all levels of thinking within the
cognitive domain. The results will be improved attention to detail, increased
comprehension and expanded problem solving skills. Use the keywords as guides to
structuring questions and tasks. Finish the Questions with content appropriate to the
learner. Assessment can be used to help guide culminating projects. The six levels are:
Level I Knowledge
Level II Comprehension
Level III Application
Level IV Analysis
Level V Synthesis
Level VI Evaluation
Blooms Level I: Knowledge
Exhibits memory of previously learned material by recalling fundamental facts, terms,
basic concepts and answers about the selection.
Keywords:
who, what, why, when, omit, where, which, choose, find, how, define, label, show, spell,
list, match, name, relate, tell, recall, select
Questions:
• What is…? • Can you select? • Where is…? • When did ____ happen?
• Who were the main…? • Which one…? • Why did…? • How would you describe…?
• When did…? • Can you recall…? • Who was…? • How would you explain…?
• How did ___happen…? • Can you list the three..? • How is…?
• How would you show…?
Assessment:
Match character names with pictures of the characters.
Match statements with the character who said them.
List the main characteristics of one of the main characters in a WANTED poster.
Arrange scrambled story pictures and/or scrambled story sentences in sequential order.
Recall details about the setting by creating a picture of where a part of the story took place.
Blooms Level II: Comprehension
Demonstrate understanding of facts and ideas by organizing, comparing, translating,
interpreting, giving descriptors and stating main ideas.
Keywords: compare, contrast, demonstrate, interpret, explain, extend, illustrate, infer,
outline, relate, rephrase, translate, summarize, show, classify
Questions:
• How would you classify the type of…? • How would you compare…? contrast…?
• Will you state or interpret in your own words…?
• How would you rephrase the meaning?
• What facts or ideas show…? • What is the main idea of ……?
• Which statements support…? • Which is the best answer…?
• What can you say about …? • How would you summarize… ?
• Can you explain what is happening…? • What is meant by…?
Assessment:
Interpret pictures of scenes from the story or art print.
Explain selected ideas or parts from the s ...
Bloom taxonomia de Bloom para escribir preguntas jedi0473
This document provides a guide to writing questions based on Bloom's Taxonomy. It lists verbs and sample question stems for each of Bloom's six categories - Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. For each category, useful verbs are given along with examples of how to frame questions at that level. The purpose is to help writers construct questions that require different cognitive levels from simply recalling facts to more complex thinking like synthesis and evaluation.
According to Bloom's Taxonomy, there are six levels of cognition: 1) Knowledge, 2) Comprehension, 3) Application, 4) Analysis, 5) Synthesis, and 6) Evaluation. The levels move from basic recall of facts to more complex thinking skills. Each level has associated verbs and key questions that can be used to categorize learning objectives and assessments. Bloom's Taxonomy provides a framework for categorizing thinking skills and designing lessons, assessments, and learning objectives that target different cognitive levels.
Bentuk-Bentuk Pertanyaan Berdasarkan Taxonomy Bloom.pptxzainalarifin261192
This document discusses Bloom's taxonomy of educational objectives and provides examples of questions for each level of thinking skills. The levels are: remember, understand, apply, analyze. Examples of questions are provided for each level to illustrate the types of thinking required. Exercises include completing example questions and generating new questions for different texts based on the three lower levels of Bloom's taxonomy: remember, understand, apply. The purpose is to understand how to formulate questions that target different cognitive levels.
This document discusses Bloom's Taxonomy, which categorizes learning objectives into six levels - Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. For each level, example questions are provided that could be used to assess learning at that level. The questions get progressively more complex, from basic recall and understanding at the lower levels to more creative and evaluative thinking at the higher levels. The document serves as a reference for developing learning objectives and assessments across a range of cognitive complexity.
#DRii - 4 (ou 5!) éléments pour mieux apprendre dans la salle de classe.Ewan McIntosh
This document discusses 4 elements that teachers can use to improve student learning:
1) Clarifying and sharing learning objectives and success criteria
2) Creating conditions for effective discussions and activities that demonstrate learning
3) Providing assessments that push learning forward
4) Activating students as resources for each other
Bloom's Taxonomy provides a framework to promote higher-order thinking skills. It organizes six levels of cognitive complexity: knowledge, comprehension, application, analysis, synthesis, and evaluation. Questions and assessments for each level progress from basic recall to more complex thinking, such as analyzing information and creating new ideas. The taxonomy can help teachers design lessons that develop critical thinking at all cognitive levels.
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তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
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This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating. It provides key words and sample questions for each level to demonstrate the cognitive processes involved. Remembering involves recalling facts, terms, and answers to basic questions. Understanding involves demonstrating comprehension through organizing, interpreting, and explaining ideas and information. Applying refers to using knowledge to solve problems in novel ways. Analyzing breaks information down and makes inferences. Evaluating involves making judgements and defending opinions. Creating combines elements in new ways and proposes alternative solutions. The document provides guidance on using the taxonomy to develop questions at different cognitive levels.
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating. It provides key words and sample questions for each level to demonstrate the cognitive processes involved. Remembering involves recalling facts and details, while understanding requires demonstrating comprehension. Applying refers to using knowledge in new situations, and analyzing means examining information and issues. Evaluating is making judgments based on criteria, and creating combines elements in new ways. The document is intended to help teachers classify questioning techniques and plan lessons targeting different cognitive levels.
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating. It provides key words and sample questions for each level to demonstrate the cognitive processes involved. Remembering involves recalling facts, terms, and answers to basic questions. Understanding involves demonstrating comprehension through organizing, interpreting, and explaining ideas and information. Applying refers to using knowledge to solve problems in novel ways. Analyzing breaks information down and makes inferences. Evaluating involves making judgements and defending opinions. Creating combines elements in new ways and proposes alternative solutions. The document provides guidance on using the taxonomy to develop questions at different cognitive levels.
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating. It provides key words and sample questions for each level to demonstrate the cognitive processes involved. Remembering involves recalling facts and details, while understanding requires demonstrating comprehension. Applying refers to using knowledge in new situations, and analyzing means examining information and issues. Evaluating is making judgments based on criteria, and creating combines elements in new ways. The document is intended to help teachers classify questioning techniques and learning objectives according to the taxonomy.
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating. It provides key words and sample questions for each level to demonstrate skills within that domain. Remembering involves recalling facts, terms, and answers to basic questions. Understanding involves organizing, comparing, interpreting and stating main ideas. Applying involves solving problems by applying knowledge in different situations. Analyzing examines information and identifies relationships and conclusions. Evaluating involves making judgements and defending opinions. Creating involves compiling information in new ways and proposing alternative solutions. The document provides guidance on using the taxonomy to develop questions at different levels.
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating. It provides key words and sample questions for each level to demonstrate the cognitive processes involved. Remembering involves recalling facts, terms, and answers to basic questions. Understanding involves demonstrating comprehension through organizing, interpreting, and explaining ideas and information. Applying refers to using knowledge to solve problems in novel ways. Analyzing breaks information down and makes inferences. Evaluating involves making judgements and defending opinions. Creating combines elements in new ways and proposes alternative solutions. The document provides guidance on using the taxonomy to develop questions at different cognitive levels.
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating. It provides key words and sample questions for each level to demonstrate the cognitive processes involved. Remembering involves recalling facts, terms, and answers to basic questions. Understanding involves demonstrating comprehension through organizing, interpreting, and explaining ideas and information. Applying refers to using knowledge to solve problems in novel ways. Analyzing breaks information down and examines relationships between parts. Evaluating involves making judgments based on criteria. Creating puts elements together in new ways to design alternative solutions. The document provides guidance on using the taxonomy to structure learning activities and questioning techniques.
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating.
It provides descriptions and examples of key words and questions for each of the six levels. Level 1 involves recalling facts, terms, and basic concepts. Level 2 demonstrates understanding through organizing, comparing, and interpreting ideas. Level 3 focuses on applying knowledge to solve problems in different ways. Level 4 examines information by identifying causes and relationships. Level 5 involves making judgements based on criteria. Level 6 has students compile information in new ways by combining elements or proposing alternatives.
The document discusses Bloom's Taxonomy and its six levels of critical thinking: knowledge, comprehension, application, analysis, synthesis, and evaluation. For each level, key words are provided that exemplify that level as well as sample questions that could be asked to demonstrate skills at that level. The levels progress from basic recall of facts to more advanced skills like applying knowledge in new situations, breaking information down into its constituent parts, and making judgments based on criteria. The document is intended to help instructors design questions that target different critical thinking levels.
The document discusses Bloom's taxonomy, which is a classification of learning objectives within education. It provides an overview of the original taxonomy and a revised version. The original taxonomy consisted of six cognitive levels from lowest to highest order: remembering, understanding, applying, analyzing, evaluating, and creating. The revised taxonomy updates the terminology and ordering of the levels based on modern cognitive psychology and focuses on applying knowledge rather than just recalling information.
The document contains a series of questions that prompt the reader to demonstrate different levels of thinking, including recalling information, understanding concepts, applying knowledge, analyzing information, evaluating ideas, and creating new work. The questions cover topics such as recalling details, explaining events, making inferences, comparing ideas, assessing outcomes, and designing new approaches.
Bloom's Taxonomy outlines six levels of learning: knowledge, comprehension, application, analysis, synthesis, and evaluation. Each level builds on the previous ones as thinking becomes more complex. The levels progress from basic recall or recognition of facts, concepts and ideas to more complex and abstract mental levels including evaluating, analyzing and creating new ideas or products.
4.bloomsorgchartlirkpatrickwilmu2011 (4).docxIrish Antonio
This document provides an overview of Bloom's Taxonomy, a framework for categorizing levels of learning. It lists the six main levels - Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating - along with example verbs and activities associated with each level. The levels progress from basic recall and comprehension to more complex thinking skills like analysis, synthesis, and evaluation. Sample test questions are also provided for each level to illustrate how assessments can be designed to engage students at different depths of thinking according to Bloom's Taxonomy.
Bloom’s Taxonomy Bloom’s Taxonomy provides an important.docxAASTHA76
Bloom’s Taxonomy
Bloom’s Taxonomy provides an important framework for teachers to use to focus on
higher order thinking. By providing a hierarchy of levels, this taxonomy can assist teachers
in designing performance tasks, crafting questions for conferring with students, and
providing feedback on student work
This resource is divided into different levels each with Keywords that exemplify the level
and questions that focus on that same critical thinking level. Questions for Critical
Thinking can be used in the classroom to develop all levels of thinking within the
cognitive domain. The results will be improved attention to detail, increased
comprehension and expanded problem solving skills. Use the keywords as guides to
structuring questions and tasks. Finish the Questions with content appropriate to the
learner. Assessment can be used to help guide culminating projects. The six levels are:
Level I Knowledge
Level II Comprehension
Level III Application
Level IV Analysis
Level V Synthesis
Level VI Evaluation
Blooms Level I: Knowledge
Exhibits memory of previously learned material by recalling fundamental facts, terms,
basic concepts and answers about the selection.
Keywords:
who, what, why, when, omit, where, which, choose, find, how, define, label, show, spell,
list, match, name, relate, tell, recall, select
Questions:
• What is…? • Can you select? • Where is…? • When did ____ happen?
• Who were the main…? • Which one…? • Why did…? • How would you describe…?
• When did…? • Can you recall…? • Who was…? • How would you explain…?
• How did ___happen…? • Can you list the three..? • How is…?
• How would you show…?
Assessment:
Match character names with pictures of the characters.
Match statements with the character who said them.
List the main characteristics of one of the main characters in a WANTED poster.
Arrange scrambled story pictures and/or scrambled story sentences in sequential order.
Recall details about the setting by creating a picture of where a part of the story took place.
Blooms Level II: Comprehension
Demonstrate understanding of facts and ideas by organizing, comparing, translating,
interpreting, giving descriptors and stating main ideas.
Keywords: compare, contrast, demonstrate, interpret, explain, extend, illustrate, infer,
outline, relate, rephrase, translate, summarize, show, classify
Questions:
• How would you classify the type of…? • How would you compare…? contrast…?
• Will you state or interpret in your own words…?
• How would you rephrase the meaning?
• What facts or ideas show…? • What is the main idea of ……?
• Which statements support…? • Which is the best answer…?
• What can you say about …? • How would you summarize… ?
• Can you explain what is happening…? • What is meant by…?
Assessment:
Interpret pictures of scenes from the story or art print.
Explain selected ideas or parts from the s ...
Bloom taxonomia de Bloom para escribir preguntas jedi0473
This document provides a guide to writing questions based on Bloom's Taxonomy. It lists verbs and sample question stems for each of Bloom's six categories - Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. For each category, useful verbs are given along with examples of how to frame questions at that level. The purpose is to help writers construct questions that require different cognitive levels from simply recalling facts to more complex thinking like synthesis and evaluation.
According to Bloom's Taxonomy, there are six levels of cognition: 1) Knowledge, 2) Comprehension, 3) Application, 4) Analysis, 5) Synthesis, and 6) Evaluation. The levels move from basic recall of facts to more complex thinking skills. Each level has associated verbs and key questions that can be used to categorize learning objectives and assessments. Bloom's Taxonomy provides a framework for categorizing thinking skills and designing lessons, assessments, and learning objectives that target different cognitive levels.
Bentuk-Bentuk Pertanyaan Berdasarkan Taxonomy Bloom.pptxzainalarifin261192
This document discusses Bloom's taxonomy of educational objectives and provides examples of questions for each level of thinking skills. The levels are: remember, understand, apply, analyze. Examples of questions are provided for each level to illustrate the types of thinking required. Exercises include completing example questions and generating new questions for different texts based on the three lower levels of Bloom's taxonomy: remember, understand, apply. The purpose is to understand how to formulate questions that target different cognitive levels.
This document discusses Bloom's Taxonomy, which categorizes learning objectives into six levels - Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. For each level, example questions are provided that could be used to assess learning at that level. The questions get progressively more complex, from basic recall and understanding at the lower levels to more creative and evaluative thinking at the higher levels. The document serves as a reference for developing learning objectives and assessments across a range of cognitive complexity.
#DRii - 4 (ou 5!) éléments pour mieux apprendre dans la salle de classe.Ewan McIntosh
This document discusses 4 elements that teachers can use to improve student learning:
1) Clarifying and sharing learning objectives and success criteria
2) Creating conditions for effective discussions and activities that demonstrate learning
3) Providing assessments that push learning forward
4) Activating students as resources for each other
Bloom's Taxonomy provides a framework to promote higher-order thinking skills. It organizes six levels of cognitive complexity: knowledge, comprehension, application, analysis, synthesis, and evaluation. Questions and assessments for each level progress from basic recall to more complex thinking, such as analyzing information and creating new ideas. The taxonomy can help teachers design lessons that develop critical thinking at all cognitive levels.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
Bloom writingobjectives
1. Writing Objectives Using Bloom’s Taxonomy
Various researchers have summarized how to use Bloom’s Taxonomy.
Following are four interpretations that you can use as guides in helping
to write objectives using Bloom’s Taxonomy.
From: http://www.kcmetro.cc.mo.us/longview/ctac/blooms.htm
Bloom’s Taxonomy divides the way people learn into three domains.
One of these is the cognitive domain, which emphasizes intellectual
outcomes. This domain is further divided into categories or levels. The
key words used and the type of questions asked may aid in the
establishment and encouragement of critical thinking, especially in the
higher levels.
Level Level Keywords Questions
Attributes
1: Knowledge Exhibits who, what, why, What is …? How is …?
previously when, omit, where, Where is ...? When did
learned which, choose, find, _______ happen?
material by how, define, label, How did ______ happen?
recalling facts, show, spell, list, How would you explain ...?
terms, basic match, name, relate, Why did ...? How would you
concepts and tell, recall, select describe ...?
answers. When did ...? Can you recall
...?
How would you show ...?
Can you select ...?
Who were the main ...?
Can you list three ...?
Which one ...? Who was ...?
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2. Level Level Keywords Questions
Attributes
2: Demonstrating compare, contrast, How would you classify the
Comprehension understanding demonstrate, type of ...?
of facts and interpret, explain, How would you compare ...?
ideas by extend, illustrate, contrast ...?
organizing, infer, outline, relate, Will you state or interpret in
comparing, rephrase, translate, your own words ...?
translating, summarize, show, How would you rephrase the
interpreting, classify meaning ...?
giving What facts or ideas show ...?
descriptions What is the main idea of ...?
and stating Which statements support
main ideas. ...?
Can you explain what is
happening . . . what is meant
. . .?
What can you say about ...?
Which is the best answer ...?
How would you summarize
...?
3: Application Solving apply, build, choose, How would you use ...?
problems by construct, develop, What examples can you find
applying interview, make use to ...?
acquired of, organize, How would you solve
knowledge, experiment with, _______ using what you
facts, plan, select, solve, have learned ...?
techniques and utilize, model, How would you organize
rules in a identify _______ to show ...?
different way. How would you show your
understanding of ...?
What approach would you
use to ...?
How would you apply what
you learned to develop ...?
What other way would you
plan to ...?
What would result if ...?
Can you make use of the
facts to ...?
What elements would you
choose to change ...?
What facts would you select
to show ...?
What questions would you
ask in an interview with ...?
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3. Level Level Keywords Questions
Attributes
4: Analysis Examining and analyze, categorize, What are the parts or
breaking classify, compare, features of ...?
information contrast, discover, How is _______ related to
into parts by dissect, divide, ...?
identifying examine, inspect, Why do you think ...?
motives or simplify, survey, What is the theme ...?
causes; making take part in, test for, What motive is there ...?
inferences and distinguish, list, Can you list the parts ...?
finding distinction, theme, What inference can you make
evidence to relationships, ...?
support function, motive, What conclusions can you
generalizations. inference, draw ...?
assumption, How would you classify ...?
conclusion How would you categorize
...?
Can you identify the
difference parts ...?
What evidence can you find
...?
What is the relationship
between ...?
Can you make a distinction
between ...?
What is the function of ...?
What ideas justify ...?
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4. Level Level Keywords Questions
Attributes
5: Synthesis Compiling build, choose, What changes would you
information combine, compile, make to solve ...?
together in a compose, construct, How would you improve ...?
different way create, design, What would happen if ...?
by combining develop, estimate, Can you elaborate on the
elements in a formulate, imagine, reason ...?
new pattern or invent, make up, Can you propose an
proposing originate, plan, alternative ...?
alternative predict, propose, Can you invent ...?
solutions. solve, solution, How would you adapt
suppose, discuss, ________ to create a
modify, change, different ...?
original, improve, How could you change
adapt, minimize, (modify) the plot (plan) ...?
maximize, delete, What could be done to
theorize, elaborate, minimize (maximize) ...?
test, improve, What way would you design
happen, change ...?
What could be combined to
improve (change) ...?
Suppose you could _______
what would you do ...?
How would you test ...?
Can you formulate a theory
for ...?
Can you predict the outcome
if ...?
How would you estimate the
results for ...?
What facts can you compile
...?
Can you construct a model
that would change ...?
Can you think of an original
way for the ...?
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5. Level Level Keywords Questions
Attributes
6: Evaluation Presenting and award, choose, Do you agree with the
defending conclude, criticize, actions ...? with the
opinions by decide, defend, outcomes ...?
making determine, dispute, What is your opinion of ...?
judgments evaluate, judge, How would you prove ...?
about justify, measure, disprove ...?
information, compare, mark, rate, Can you assess the value or
validity of ideas recommend, rule on, importance of ...?
or quality of select, agree, Would it be better if ...?
work based on interpret, explain, Why did they (the character)
a set of appraise, prioritize, choose ...?
criteria. opinion, ,support, What would you recommend
importance, criteria, ...?
prove, disprove, How would you rate the ...?
assess, influence, What would you cite to
perceive, value, defend the actions ...?
estimate, influence, How would you evaluate ...?
deduct How could you determine ...?
What choice would you have
made ...?
What would you select ...?
How would you prioritize ...?
What judgment would you
make about ...?
Based on what you know,
how would you explain ...?
What information would you
use to support the view ...?
How would you justify ...?
What data was used to make
the conclusion ...?
Why was it better that ...?
How would you prioritize the
facts ...?
How would you compare the
ideas ...? people ...?
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6. From: http://www.umuc.edu/ugp/ewp/bloomtax.html
Bloom’s Ranking of Thinking Skills
Knowledge Comprehension Application Analysis Synthesis Evaluation
List Summarize Solve Analyze Design Evaluate
Name Explain Illustrate Organize Hypothesize Choose
Identify Interpret Calculate Deduce Support Estimate
Show Describe Use Contrast Schematize Judge
Define Compare Interpret Compare Write Defend
Recognize Paraphrase Relate Distinguish Report Criticize
Recall Differentiate Manipulate Discuss Justify
State Demonstrate Apply Plan
Visualize Classify Modify Devise
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8. From: http://epitome.ce.gatech.edu/iowa/how.html
According to Benjamin Bloom, and his colleagues, there are six levels
of cognition:
Knowledge: rote memorization, recognition, or recall of facts
Comprehension: understanding what the facts mean
Application: correct use of the facts, rules, or ideas
Analysis: breaking down information into component parts
Synthesis: combination of facts, ideas, or information to make a new
whole
Evaluation: judging or forming an opinion about the information or
situation
Ideally, each of these levels should be covered in each course and,
thus, at least one objective should be written for each level.
Depending on the nature of the course, a few of these levels may need
to be given more emphasis than the others.
Below are examples of objectives written for each level of Bloom’s
Taxonomy and activities and assessment tools based on those
objectives. Common key verbs used in drafting objectives are also
listed for each level.
Level Level Keywords Example Example Example
Attributes Objective Activity Assessment
1: Knowledge Rote list, recite, “By the end Have Use the
memorization, define, of this students following
recognition, name, course, the group up and question on
or recall of match, student will perform an exam or
facts. quote, recall, be able to simple homework.
identify, recite experiments “Recite
label, Newton’s to the class Newton’s
recognize three laws of showing how three laws of
motion.” one of the motion.”
laws of
motion
works.
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9. Level Level Keywords Example Example Example
Attributes Objective Activity Assessment
2: Understanding describe, “By the end Group Assign the
Comprehension what the facts explain, of this students into students to
mean. paraphrase, course, the pairs and write a simple
restate, give student will have each essay that
original be able to pair think of explains what
examples of, explain words that Newton’s laws
summarize, Newton’s describe of motion
interpret, three laws of motion. After mean in
discuss motion in a few his/her own
his/her own minutes, ask words.
words.” pairs to
volunteer
some of their
descriptions
and write
these
descriptions
on the board.
3: Application Correct use of calculate, “By the end After On a test,
the facts, predict, of this presenting define a
rules, or apply, solve, course, the the kinetic projectile and
ideas. illustrate, student will energy ask the
use, be able to equation in students to
demonstrate, calculate the class, have “Calculate the
determine, kinetic the students kinetic energy
model energy of a pair off for of the
projectile.” just a few projectile.”
minutes and
practice
using it so
that they feel
comfortable
with it before
being
assessed.
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10. Level Level Keywords Example Example Example
Attributes Objective Activity Assessment
4: Analysis Breaking classify, “By the end Present the Give the
down outline, of this students with students an
information break down, course, the different assignment
into categorize, student will situations that asks
component analyze, be able to involving them outline
parts. diagram, differentiate energy and the basic
illustrate between ask the principles of
potential and students to kinetic and
kinetic categorize potential
energy.” the energy energy. Ask
as either them to point
kinetic or out the
potential differences
then have between the
them explain two as well as
in detail why how they are
they related.
categorized it
the way they
did, thus
breaking
down what
exactly
makes up
kinetic and
potential
energy.
5: Synthesis Combining design, By the end of Tie each Give the
parts to make formulate, this section lecture or students a
a new whole. build, invent, of the course, discussion to project in
create, the student the previous which they
compose, will be able lectures or must design
generate, to design an discussions an original
derive, original before it, homework
modify, homework thus helping problem
develop problem the students dealing with
dealing with assemble all the principle
the principle the discreet of
of classroom conservation
conservation sessions into of energy.
of energy.” a unified
topic or
theory.
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11. Level Level Keywords Example Example Example
Attributes Objective Activity Assessment
6: Evaluation Judging the choose, “By the end Have On a test,
value or worth support, of the course, different describe a
of information relate, the student groups of dynamic
or ideas. determine, will be able students system and
defend, to determine solve the ask the
judge, grade, whether same students
compare, using problem which method
contrast, conservation using they would
argue, of energy or different use to solve
justify, conservation methods, the problem
support, of then have and why.
convince, momentum each group
select, would be present the
evaluate more pros and
appropriate cons of the
for method they
solving a chose.
dynamics
problem.”
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