The document discusses Bloom's Revised Taxonomy, which organizes thinking skills into six levels from basic to more complex. It provides an overview of the original taxonomy and changes made in the revision, including renaming categories from nouns to verbs and emphasizing explanation over lists. Examples are given of classroom activities and assessments for each of the six levels: remembering, understanding, applying, analyzing, evaluating, and creating.
In this presentation, you will learn about what a taxonomy is, what the two-dimensional taxonomy means for you in your classroom, and how to write student learning outcomes (SLOs) using Bloom's Revised Taxonomy.
Summary
- Why do we ask questions?
- What questions do we ask?
- Question can
- FA & SA
- What teachers are expected to do..
- Bloom's Taxonomy with examples..
- Convergent Vs Divergent question
- Criteria for good test
- Prepare students for
- Avoid..
- Remember to..
In this presentation, you will learn about what a taxonomy is, what the two-dimensional taxonomy means for you in your classroom, and how to write student learning outcomes (SLOs) using Bloom's Revised Taxonomy.
Summary
- Why do we ask questions?
- What questions do we ask?
- Question can
- FA & SA
- What teachers are expected to do..
- Bloom's Taxonomy with examples..
- Convergent Vs Divergent question
- Criteria for good test
- Prepare students for
- Avoid..
- Remember to..
EDUC 303
Assessment Assignment Grading Rubric
Bloom’s Taxonomy
Original
Revised
Remembering
The learner is able to recall, restate and remember learned information.RecognizingListingDescribingIdentifyingRetrievingNamingLocatingFinding
Can you recall information?
Remembering cont’ListMemorizeRelateShowLocateDistinguishGive exampleReproduceQuoteRepeatLabelRecallKnowGroupReadWriteOutline Choose Listen Group Recite Review Quote Record Match Select Underline Cite Sort
Recall or recognition of specific information
: Quiz Definition Fact Worksheet Test
Label List Workbook ReproductionVocabulary
Products Include
Classroom Roles for Remembering
Teacher rolesDirectsTellsShowsExaminesQuestionsEvaluates
Student rolesRespondsAbsorbsRemembersRecognizesMemorizesDefinesDescribesRetell
Remembering: Potential ActivitiesMake a story map showing the main events of the story.Make a time line of your typical day.Make a concept map of the topic.Write a list of keywords you know about….What characters were in the story?Make a chart showing…Make an acrostic poem about…Recite a poem you have learned...
Understanding
The learner grasps the meaning of information by interpreting and translating what has been learned.InterpretingExemplifyingSummarizingInferringParaphrasingClassifyingComparingExplaining
Can you explain ideas or concepts?
Understanding cont’RestateIdentifyDiscussRetellResearchAnnotateTranslateGive examplesParaphraseReorganizeAssociate
Describe Report Recognize Review Observe Outline Account for Interpret Give main
idea Estimate Define
Understanding of given information
Recitation Summary Collection Explanation Show and tell
Example Quiz List Label Outline
Products Include
Classroom Roles for Understanding
Teacher rolesDemonstratesListensQuestionsComparesContrastsExamines
Student rolesExplainsDescribesOutlinesRestatesTranslatesDemonstratesInterpretsActive participant
Understanding: Potential ActivitiesWrite in your own words…Cut out, or draw pictures to illustrate a particular event in the story.Report to the class…Illustrate what you think the main idea may have been.Make a cartoon strip showing the sequence of events in the story.Write and perform a play based on the story.Write a brief outline to explain this story to someone elseExplain why the character solved the problem in this particular wayWrite a summary report of the event.Prepare a flow chart to illustrate the sequence of events.Make a colouring book.Paraphrase this chapter in the book.Retell in your own words.Outline the main points.
Applying
The learner makes use of information in a context different from the one in which it was learned.
ImplementingCarrying outUsingExecuting
Can you use the information in another familiar situation?
Applying cont’TranslateManipulateExhibitIllustrateCalculateInterpretMakePracticeApplyOperateInterview Paint Change Compute Sequence Show Solve Collect Demonstrate ...
Bloom’s Taxonomy
Original
Revised
Remembering
The learner is able to recall, restate and remember learned information.RecognizingListingDescribingIdentifyingRetrievingNamingLocatingFinding
Can you recall information?
Remembering cont’ListMemorizeRelateShowLocateDistinguishGive exampleReproduceQuoteRepeatLabelRecallKnowGroupReadWriteOutline Choose Listen Group Recite Review Quote Record Match Select Underline Cite Sort
Recall or recognition of specific information
: Quiz Definition Fact Worksheet Test
Label List Workbook ReproductionVocabulary
Products Include
Classroom Roles for Remembering
Teacher rolesDirectsTellsShowsExaminesQuestionsEvaluates
Student rolesRespondsAbsorbsRemembersRecognizesMemorizesDefinesDescribesRetell
Remembering: Potential ActivitiesMake a story map showing the main events of the story.Make a time line of your typical day.Make a concept map of the topic.Write a list of keywords you know about….What characters were in the story?Make a chart showing…Make an acrostic poem about…Recite a poem you have learned...
Understanding
The learner grasps the meaning of information by interpreting and translating what has been learned.InterpretingExemplifyingSummarizingInferringParaphrasingClassifyingComparingExplaining
Can you explain ideas or concepts?
Understanding cont’RestateIdentifyDiscussRetellResearchAnnotateTranslateGive examplesParaphraseReorganizeAssociate
Describe Report Recognize Review Observe Outline Account for Interpret Give main
idea Estimate Define
Understanding of given information
Recitation Summary Collection Explanation Show and tell
Example Quiz List Label Outline
Products Include
Classroom Roles for Understanding
Teacher rolesDemonstratesListensQuestionsComparesContrastsExamines
Student rolesExplainsDescribesOutlinesRestatesTranslatesDemonstratesInterpretsActive participant
Understanding: Potential ActivitiesWrite in your own words…Cut out, or draw pictures to illustrate a particular event in the story.Report to the class…Illustrate what you think the main idea may have been.Make a cartoon strip showing the sequence of events in the story.Write and perform a play based on the story.Write a brief outline to explain this story to someone elseExplain why the character solved the problem in this particular wayWrite a summary report of the event.Prepare a flow chart to illustrate the sequence of events.Make a colouring book.Paraphrase this chapter in the book.Retell in your own words.Outline the main points.
Applying
The learner makes use of information in a context different from the one in which it was learned.
ImplementingCarrying outUsingExecuting
Can you use the information in another familiar situation?
Applying cont’TranslateManipulateExhibitIllustrateCalculateInterpretMakePracticeApplyOperateInterview Paint Change Compute Sequence Show Solve Collect Demonstrate Dramatize Construct Use Adapt Draw
Using strat ...
The Challenge Toolkit provides 50 different activities to stretch and extend students' thinking. They can be used for all ages and subjects.
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Objective:
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Blooms
1. Presented by Denise Tarlinton Pupil Free Day Monday 14 July, 2003 Bloom's Revised Taxonomy
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10. BLOOM’S REVISED TAXONOMY Creating Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing. Evaluating Justifying a decision or course of action Checking, hypothesising, critiquing, experimenting, judging Analysing Breaking information into parts to explore understandings and relationships Comparing, organising, deconstructing, interrogating, finding Applying Using information in another familiar situation Implementing, carrying out, using, executing Understanding Explaining ideas or concepts Interpreting, summarising, paraphrasing, classifying, explaining Remembering Recalling information Recognising, listing, describing, retrieving, naming, finding Higher-order thinking
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37. Sample Unit : Space Remembering Cut out “space” pictures from a magazine. Make a display or a collage. List space words (Alphabet Key). List the names of the planets in our universe. List all the things an astronaut would need for a space journey. Understanding Make your desk into a spaceship, Make an astronaut for a puppet play. Use it to tell what an astronaut does. Make a model of the planets in our solar system. Applying Keep a diary of your space adventure (5 days). What sort of instruments would you need to make space music? Make a list of questions you would like to ask an astronaut. Analysing Make an application form for a person applying for the job of an astronaut. Compare Galileo’s telescope to a modern telescope. Distinguish between the Russian and American space programs. Evaluating Compare the benefits of living on Earth and the moon. You can take three people with you to the moon. Choose and give reasons. Choose a planet you would like to live on- explain why. Creating Write a newspaper report for the following headline: “Spaceship out of control”. Use the SCAMPER strategy to design a new space suit. Create a game called “Space Snap”. Prepare a menu for your spaceship crew. Design an advertising program for trips to the moon.
38. Sample Unit : Travel Remembering How many ways can you travel from one place to another? List and draw all the ways you know. Describe one of the vehicles from your list, draw a diagram and label the parts. Collect “transport” pictures from magazines- make a poster with info. Understanding How do you get from school to home? Explain the method of travel and draw a map. Write a play about a form of modern transport. Explain how you felt the first time you rode a bicycle. Make your desk into a form of transport. Applying Explain why some vehicles are large and others small. Write a story about the uses of both. Read a story about “The Little Red Engine” and make up a play about it. Survey 10 other children to see what bikes they ride. Display on a chart or graph. Analysing Make a jigsaw puzzle of children using bikes safely. What problems are there with modern forms of transport and their uses- write a report. Use a Venn Diagram to compare boats to planes, or helicopters to bicycles. Evaluating What changes would you recommend to road rules to prevent traffic accidents? Debate whether we should be able to buy fuel at a cheaper rate. Rate transport from slow to fast etc.. Creating Invent a vehicle. Draw or construct it after careful planning. What sort of transport will there be in twenty years time? Discuss, write about it and report to the class. Write a song about traveling in different forms of transport.
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50. How does it all fit together? Bloom’s Revised Taxonomy Thinker's Keys Six Hats Multiple Intelligences/ Smarts Multiple Intelligences/ Smarts Thinking Skills
51. Creating Green Hat, Construction Key, SCAMPER, Ridiculous Key, Combination Key, Invention Key Evaluating Brick Wall Key, Decision Making Matrix, PMI, Prioritising. Analysing Yellow Hat, Black Hat, Venn Diagram, Commonality Key, Picture Key, Y Chart, Combination Key. Applying Blue Hat, Brainstorming, Different uses Key, Reverse Listing Key, Flow Chart. Understanding Graphic Organisers, Variations Key, Reverse Listing, PMI, Webs (Inspiration). Remembering White Hat, Alphabet Key, Graphic Organisers, Acrostic, Listing, Brainstorming, Question Key.
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53. This world is but a canvas for our imaginations. (Henry David Thoreau)