Bloom's taxonomy is a classification system used to categorize levels of thinking according to their complexity, from simple recall or recognition of facts to the more complex skills of evaluation, analysis, and creation of new ideas or products. It was originally developed in 1948 and has been revised over time. The taxonomy moves from lower to higher order thinking skills, starting with remembering factual information, then understanding concepts, applying knowledge to solve problems, analyzing by breaking things down into parts, evaluating by making judgments, and finally creating new ideas or products at the highest level.
In this presentation given at the Social Media for Teaching and Learning event in Boston this fall, Jeff Borden of Pearson explains that as technology informs educational processes for delivery, assessment, content creation, and more, the evolution of that technology is transforming teaching and learning. But, as we shift from Web 2.0 to Web 3.0, education must filter through the glitz and "shiny objects" to best understand what actually works and what does not. This presentation will draw on educational best practices from past to present (and even look to the future). From Bloom to Kolb to Johnson and Johnson, rote memorization to authentic assessment, learning theory to practical application, the World Wide Web has tools that not only help educators promote sound pedagogy, but advance it.
In this presentation given at the Social Media for Teaching and Learning event in Boston this fall, Jeff Borden of Pearson explains that as technology informs educational processes for delivery, assessment, content creation, and more, the evolution of that technology is transforming teaching and learning. But, as we shift from Web 2.0 to Web 3.0, education must filter through the glitz and "shiny objects" to best understand what actually works and what does not. This presentation will draw on educational best practices from past to present (and even look to the future). From Bloom to Kolb to Johnson and Johnson, rote memorization to authentic assessment, learning theory to practical application, the World Wide Web has tools that not only help educators promote sound pedagogy, but advance it.
Bloom’s Taxonomy and higher-order thinking
Take a walk down memory lane
Investigate the Revised Taxonomy
New terms
New emphasis
Explore each of the six levels
See how questioning plays an important role within the framework (oral language)
Use the taxonomy to plan a unit
Look at an integrated approach
Begin planning a unit with a SMART Blooms Planning Matrix
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Bloom’s Taxonomy and higher-order thinking
Take a walk down memory lane
Investigate the Revised Taxonomy
New terms
New emphasis
Explore each of the six levels
See how questioning plays an important role within the framework (oral language)
Use the taxonomy to plan a unit
Look at an integrated approach
Begin planning a unit with a SMART Blooms Planning Matrix
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
Bloom's taxonomy
1.
2. The mind is not a vessel to be filled,
but a fire to be ignited.
(Plutarch)
3. Definition
"Taxonomy” simply means
“classification”, so the well-known
taxonomy of learning objectives is
an attempt (within
the behavioral paradigm) to
classify forms and levels of
learning.
http://www.learningandteaching.info/learning/bloomtax.htm
4. Toward Productive Pedagogies
• Students are engaged only in lower-order thinking; i.e.
they receive, or recite, or participate in routine practice…
However,
• Almost all students, almost all the time are engaged in
higher-order thinking.
Bloom’s
Higher-order thinking involves:
the transformation of information
and ideas.
Taxonomy
Students combine facts and ideas
Synthesise
Generalise
Explain
Hypothesise
or arrive at some conclusion or
interpretation.
(Department of Education, Queensland, 2002, p. 1)
5. History of Bloom’s Taxonomy
Generated in 1948 by psychologist Benjamin
Bloom and several colleagues. Originally
developed as a method of classifying educational
goals for student performance evaluation,
Revised over the years by Anderson and
Krathwohl (1990, 2001) and is still utilized in
education today.
It is suggested that one cannot effectively —
or ought not try to — address higher levels
until those below them have been covered (it
is thus effectively serial in structure).
(http://www.learnnc.org/lp/pages/4719)
6. Original Terms New Terms
• Evaluation •Creating
• Synthesis •Evaluating
• Analysis •Analyzing
• Application •Applying
• Comprehension •Understanding
• Knowledge
•Remembering
Learning to Think, Thinking to Learn, 2000, p. 8)
7. This world is but a canvas
for our imaginations.
(Henry David Thoreau)
8. Remembering
The learner is able to recall, restate and remember
learned information.
– Recognising
– Listing
– Describing
– Identifying
– Retrieving
– Naming
– Locating
– Finding
Can you recall information?
9. Remembering
• List
• Memorise • Listen
• Relate • Group
• Show Recall or
• Locate • Choose recognition of
• Distinguish • specific
• Give example
Recite information
• Reproduce • Review
• Quote
• Repeat • Quote
• Label • Record
• Recall
• Know • Match Products include:
• Group • Select • Quiz • Label
• Read
• Write • Underline • Definition • List
• Outline • Cite • Fact • Workbook
• Sort • Worksheet • Reproduction
• Test •Vocabulary
11. Remembering: Potential Activities and
Products
• Make 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 learnt.
12. Questions for Remembering
• What happened after...?
• How many...?
• What is...?
• Who was it that...?
• Can you name ...?
• Find the definition of…
• Describe what happened after…
• Who spoke to...?
• Which is true or false...?
(Pohl, Learning to Think, Thinking to Learn, p. 12)
13. Understanding
The learner grasps the meaning of information by
interpreting and translating what has been learned.
– Interpreting
– Exemplifying
– Summarising
– Inferring
– Paraphrasing
– Classifying
– Comparing
– Explaining
Can you explain ideas or concepts?
14. Understanding cont’
• Restate • Describe
• Identify • Report Understanding
• Discuss
• Recognise of given
• Retell information
• Review
• Research
• Observe
• Annotate
• • Outline
Translate
• Give examples of • Account for Products include:
• Paraphrase • Interpret • Recitation • Example
• Reorganise • Give main • Summary • Quiz
• Associate idea • Collection • List
• Estimate • Explanation • Label
• Define • Show and tell • Outline
16. Understanding: Potential Activities and
Products
• Write 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 else
• Explain why the character solved the problem in this particular way
• Write 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.
17. Questions for Understanding
• Can you explain why…?
• Can you write in your own words?
• How would you explain…?
• Can you write a brief outline...?
• What do you think could have happened next...?
• Who do you think...?
• What was the main idea...?
• Can you clarify…?
• Can you illustrate…?
• Does everyone act in the way that …….. does?
18. Applying
The learner makes use of information in a context different
from the one in which it was learned.
– Implementing
– Carrying out
– Using
– Executing
Can you use the information in another
familiar situation?
21. Applying: Potential Activities and Products
• Construct a model to demonstrate how it looks or works
• Practise a play and perform it for the class
• Make a diorama to illustrate an event
• Write a diary entry
• Make a scrapbook about the area of study.
• Prepare invitations for a character’s birthday party
• Make a topographic map
• Take and display a collection of photographs on a particular topic.
• Make up a puzzle or a game about the topic.
• Write an explanation about this topic for others.
• Dress a doll in national costume.
• Make a clay model…
• Paint a mural using the same materials.
• Continue the story…
22. Questions for Applying
• Do you know of another instance where…?
• Can you group by characteristics such as…?
• Which factors would you change if…?
• What questions would you ask of…?
• From the information given, can you develop
a set of instructions about…?
23. Analysing
The learner breaks learned information into its parts to
best understand that information.
– Comparing
– Organising
– Deconstructing
– Attributing
– Outlining
– Finding
– Structuring
– Integrating
Can you break information into parts to explore
understandings and relationships?
24. Analysing cont’
• Distinguish • Compare
• Question • Contrast
• Appraise • Survey Breaking
• Experiment • Detect information down
• Inspect into its component
• Examine • Group
elements
• Probe • Order
• Separate • Sequence
• Inquire • Test
• Arrange • Debate
• Investigate • Analyse Products include:
• Sift • Diagram • Graph • Survey
• Research • Relate
• Calculate •
• Spreadsheet • Database
• Dissect
Criticize
• Categorise • Checklist • Mobile
• Discriminate • Chart • Abstract
• Outline • Report
26. Analysing: Potential Activities and Products
• Use a Venn Diagram to show how two topics are the same and different
• Design a questionnaire to gather information.
• Survey classmates to find out what they think about a particular topic. Analyse
the results.
• Make a flow chart to show the critical stages.
• Classify the actions of the characters in the book
• Create a sociogram from the narrative
• Construct a graph to illustrate selected information.
• Make a family tree showing relationships.
• Devise a roleplay about the study area.
• Write a biography of a person studied.
• Prepare a report about the area of study.
• Conduct an investigation to produce information to support a view.
• Review a work of art in terms of form, colour and texture.
• Draw a graph
• Complete a Decision Making Matrix to help you decide which breakfast cereal to
purchase
27. Question for Analysing
• Which events could not have happened?
• If. ..happened, what might the ending have been?
• How is...similar to...?
• What do you see as other possible outcomes?
• Why did...changes occur?
• Can you explain what must have happened when...?
• What are some or the problems of...?
• Can you distinguish between...?
• What were some of the motives behind..?
• What was the turning point?
• What was the problem with...?
28. Evaluating
The learner makes decisions based on in-depth
reflection, criticism and assessment.
– Checking
– Hypothesising
– Critiquing
– Experimenting
– Judging
– Testing
– Detecting
– Monitoring
Can you justify a decision or course of action?
31. Evaluating: Potential Activities and
Products
• Write a letter to the editor
• Prepare and conduct a debate
• Prepare a list of criteria to judge…
• Write a persuasive speech arguing for/against…
• Make a booklet about five rules you see as important. Convince others.
• Form a panel to discuss viewpoints on….
• Write a letter to. ..advising on changes needed.
• Write a half-yearly report.
• Prepare a case to present your view about...
• Complete a PMI on…
• Evaluate the character’s actions in the story
32. Questions for Evaluating
• Is there a better solution to...?
• Judge the value of... What do you think about...?
• Can you defend your position about...?
• Do you think...is a good or bad thing?
• How would you have handled...?
• What changes to.. would you recommend?
• Do you believe...? How would you feel if. ..?
• How effective are. ..?
• What are the consequences..?
• What influence will....have on our lives?
• What are the pros and cons of....?
• Why is ....of value?
• What are the alternatives?
• Who will gain & who will loose?
33. Creating
The learner creates new ideas and information using
what has been previously learned.
– Designing
– Constructing
– Planning
– Producing
– Inventing
– Devising
– Making
Can you generate new products, ideas, or ways of
viewing things?
34. Creating cont’
• Compose
• Assemble • Formulate
• Organise Putting together ideas
• Invent • Improve
or elements to develop
• Compile • Act a original idea or
• Forecast engage in creative
• Devise • Predict thinking.
• Propose
• Construct • Produce
• Plan
• Prepare • Blend
• Develop • Set up Products include:
• Originate
• • Film • Song
Imagine • Devise
• Generate • Story • Newspaper
• Concoct
• Project • Media product
• Compile • Plan • Advertisement
• New game • Painting
36. Creating: Potential Activities and Products
• Use the SCAMPER strategy to invent a new type of sports shoe
• Invent a machine to do a specific task.
• Design a robot to do your homework.
• Create a new product. Give it a name and plan a marketing campaign.
• Write about your feelings in relation to...
• Write a TV show play, puppet show, role play, song or pantomime about..
• Design a new monetary system
• Develop a menu for a new restaurant using a variety of healthy foods
• Design a record, book or magazine cover for...
• Sell an idea
• Devise a way to...
• Make up a new language and use it in an example
• Write a jingle to advertise a new product.
37. Questions for Creating
• Can you design a...to...?
• Can you see a possible solution to...?
• If you had access to all resources, how would you
deal with...?
• Why don't you devise your own way to...?
• What would happen if ...?
• How many ways can you...?
• Can you create new and unusual uses for...?
• Can you develop a proposal which would...?
38. Importance of Bloom’s Taxonomy
• Suitable for use with the entire class
• Emphasis on certain levels for different children
• Extend children’s thinking skills through emphasis on higher levels of the taxonomy
(analysis, evaluation, creation)
• Possible approaches with a class could be:
– All children work through the remembering and understanding stages and then
select at least one activity from each other level
– All children work through first two levels and then select activities from any other
level
– Some children work at lower level while others work at higher levels
– All children select activities from any level
– Some activities are tagged “essential” while others are “optional”
– A thinking process singled out for particular attention eg. Comparing, (done with
all children, small group or individual)
– Some children work through the lower levels and then design their own activities
at the higher levels
– All children write their own activities from the taxonomy
(Black, 1988, p. 23).
39. How does it all fit together?
Bloom’s
Revised
Taxonomy
40. A good teacher makes you
think even when you don’t
want to.
(Fisher, 1998, Teaching Thinking)