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Blooms_Powerpoint.ppt
This document discusses Bloom's revised taxonomy. It provides an overview of Bloom's original taxonomy and the revised version. The revised taxonomy has six levels - remembering, understanding, applying, analyzing, evaluating, and creating. Each level is defined and examples of classroom activities and assessments are provided for each level.
Blooms_Powerpoint.ppt
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- 2. What is Bloom’s Taxonomyand how has it changed?
- 3. Overview • Bloom’s Taxonomyand higher-order thinking • See how questioning plays an important role within the framework (oral language)
- 4. Original Terms NewTerms • Evaluation • Synthesis • Analysis • Application • Comprehension • Knowledge •Creating •Evaluating •Analyzing •Applying •Understanding •Remembering (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
- 5. BLOOM’S REVISED TAXONOMY Creating Generatingnew ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing Evaluating Justifying a decision or course of action Checking, hypothesizing, critiquing, experimenting, judging Analyzing Breaking information into parts to explore understandings and relationships Comparing, organizing, deconstructing, interrogating, finding Applying Using information in another familiar situation Implementing, carrying out, using, executing Understanding Explaining ideas or concepts Interpreting, summarizing, paraphrasing, classifying, explaining Remembering Recalling information Recognizing, listing, describing, retrieving, naming, finding
- 6. Remembering The learner isable to recall, restate and remember learned information. – Recognizing – Listing – Describing – Identifying – Retrieving – Naming – Locating – Finding Can you recall information?
- 7. Remembering continued • List •Memorize • Relate • Show • Locate • Distinguish • Give example • Reproduce • Quote • Repeat • Label • Recall • Know • Group • Read • Write • Outline • Listen • Group • Choose • Recite • Review • Quote • Record • Match • Select • Underline • Cite • Sort Recall or recognition of specific information Products include: • Quiz • Definition • Fact • Worksheet • Test • Label • List • Workbook • Reproduction •Vocabulary
- 8. Classroom Roles for Remembering Teacherroles • Directs • Tells • Shows • Examines • Questions • Evaluates Student roles • Responds • Absorbs • Remembers • Recognizes • Memorizes • Defines • Describes • Retells
- 9. Remembering: Potential Activities andProducts • 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 learned.
- 10. Understanding The learner graspsthe meaning of information by interpreting and translating what has been learned. – Interpreting – Exemplifying – Summarizing – Inferring – Paraphrasing – Classifying – Comparing – Explaining Can you explain ideas or concepts?
- 11. Understanding continued • Restate •Identify • Discuss • Retell • Research • Annotate • Translate • Give examples of • Paraphrase • Reorganize • Associate • Describe • Report • Recognize • Review • Observe • Outline • Account for • Interpret • Give main idea • Estimate • Define Understanding of given information Products include: • Recitation • Summary • Collection • Explanation • Show and tell • Example • Quiz • List • Label • Outline
- 12. Classroom Roles for Understanding Teacherroles • Demonstrates • Listens • Questions • Compares • Contrasts • Examines Student roles • Explains • Describes • Outlines • Restates • Translates • Demonstrates • Interprets
- 13. Understanding: Potential Activities andProducts • 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. • Paraphrase this chapter in the book. • Retell in your own words. • Outline the main points.
- 14. Applying The learner makesuse 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?
- 15. Applying continued • Translate •Manipulate • Exhibit • Illustrate • Calculate • Interpret • Make • Practice • Apply • Operate • Interview • Paint • Change • Compute • Sequence • Show • Solve • Collect • Demonstrate • Dramatize • Construct • Use • Adapt • Draw Using strategies, concepts, principles and theories in new situations Products include: • Photograph • Illustration • Simulation • Sculpture • Demonstration • Presentation • Interview • Performance • Diary • Journal
- 16. Classroom Roles forApplying Teacher roles • Shows • Facilitates • Observes • Evaluates • Organizes • Questions Student roles • Solves problems • Demonstrates use of knowledge • Calculates • Compiles • Completes • Illustrates • Constructs
- 17. Applying: Potential Activities andProducts • Construct a model to demonstrate how it looks or works. • Practice 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…
- 18. Analyzing The learner breakslearned information into its parts to best understand that information. – Comparing – Organizing – Deconstructing – Attributing – Outlining – Finding – Structuring – Integrating Can you break information into parts to explore understandings and relationships?
- 19. Analyzing continued • Distinguish •Question • Appraise • Experiment • Inspect • Examine • Probe • Separate • Inquire • Arrange • Investigate • Sift • Research • Calculate • Criticize • Compare • Contrast • Survey • Detect • Group • Order • Sequence • Test • Debate • Analyze • Diagram • Relate • Dissect • Categorize • Discriminate Breaking information down into its component elements Products include: • Graph • Spreadsheet • Checklist • Chart • Outline • Survey • Database • Mobile • Abstract • Report
- 20. Classroom Roles forAnalyzing Teacher roles • Probes • Guides • Observes • Evaluates • Acts as a resource • Questions • Organizes • Dissects Student roles • Discusses • Uncovers • Argues • Debates • Thinks deeply • Tests • Examines • Questions • Calculates • Investigates • Inquires
- 21. Analyzing: Potential Activities andProducts • 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. Analyze the results. • Make a flow chart to show the critical stages. • Classify the actions of the characters in the book. • Create a socio-gram from the narrative. • Construct a graph to illustrate selected information. • Make a family tree showing relationships. • Devise a role-play 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, color and texture. • Draw a graph.
- 22. Evaluating The learner makesdecisions based on in-depth reflection, criticism and assessment. – Checking – Hypothesizing – Critiquing – Experimenting – Judging – Testing – Detecting – Monitoring Can you justify a decision or course of action?
- 23. Evaluating continued • Judge •Rate • Validate • Predict • Assess • Score • Revise • Infer • Determine • Prioritize • Tell why • Compare • Evaluate • Defend • Select • Measure • Choose • Conclude • Deduce • Debate • Justify • Recommend • Discriminate • Appraise • Value • Probe • Argue • Decide • Criticize • Rank • Reject Judging the value of ideas, materials and methods by developing and applying standards and criteria. Products include: • Debate • Panel • Report • Evaluation • Investigation • Verdict • Conclusion • Persuasive speech
- 24. Classroom Roles forEvaluating Teacher roles • Clarifies • Accepts • Guides Student roles • Judges • Disputes • Compares • Critiques • Questions • Argues • Assesses • Decides • Selects • Justifies
- 25. Evaluating: Potential Activities andProducts • 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... • Evaluate the character’s actions in the story.
- 26. Creating The learner createsnew 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?
- 27. Creating continued • Compose •Assemble • Organize • Invent • Compile • Forecast • Devise • Propose • Construct • Plan • Prepare • Develop • Originate • Imagine • Generate • Formulate • Improve • Act • Predict • Produce • Blend • Set up • Devise • Concoct • Compile Putting together ideas or elements to develop a original idea or engage in creative thinking. Products include: • Film • Story • Project • Plan • New game • Song • Newspaper • Media product • Advertisement • Painting
- 28. Classroom Roles forCreating Teacher roles • Facilitates • Extends • Reflects • Analyzes • Evaluates Student roles • Designs • Formulates • Plans • Takes risks • Modifies • Creates • Proposes
- 29. Creating: Potential Activitiesand Products • 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.
- 30. 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)
- 31. 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? (Pohl, Learning to Think, Thinking to Learn, p. 12)
- 32. 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…? (Pohl, Learning to Think, Thinking to Learn, p. 13)
- 33. Question for Analyzing •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...? (Pohl, Learning to Think, Thinking to Learn, p. 13)
- 34. 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 lose? (Pohl, Learning to Think, Thinking to Learn, p. 14)
- 35. 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...? (Pohl, Learning to Think, Thinking to Learn, p. 14)
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- 37. • Factual Knowledge •Conceptual Knowledge • Procedural Knowledge • Metacognitive Knowledge
- 38. Factual Knowledge • Thebasic elements students must know to be acquainted with a discipline or solve problems in it. – Knowledge of terminology – Knowledge of specific details and elements
- 39. Conceptual Knowledge • Theinterrelationships among the basic elements within a larger structure that enable them to function together. – Knowledge of classifications and categories – Knowledge of principles and generalizations – Knowledge of theories, models and structures
- 40. Procedural Knowledge • Howto do something, methods of inquiry and criteria for using skills, algorithms, techniques and methods. – Knowledge of subject-specific skills and algorithms – Knowledge of subject-specific techniques and methods – Knowledge of criteria for determining when to use appropriate procedures
- 41. Metacognitive Knowledge • Knowledgeof cognition in general as well as awareness and knowledge or one’s own cognition. – Strategic knowledge – Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge – Self-knowledge How did I get that answer?
- 42. Early Childhood Implications GradeK – 1st 9 weeks Unit – Colors and Shapes Subject – Science Topic – Colors • Literature Link – Mouse Paint by Ellen Stoll Walsh • (Three white mice discover jars of red, yellow, and blue paint and explore the world of color.) • Teacher-Centered Activities – The teacher will review color unit, read/discuss Mouse Paint, and demonstrate color mixing. • ELA K-R1-11- Demonstrate the ability to respond to texts through a variety of methods such as creative dramatics, writing, and graphic art.
- 43. Category Sample QuestionsChild-Centered Activities Remembering 1. What kind of animal was in the story? 2. What did the mice do? 3. Which colors did the mice find in the jars? 4. Which color was mixed first? Second? Third? 5. What happens to the mice at the end? 1. Name what kind of animal was in the story. 2. Repeat the actions in the story. 3. List the colors of the paint in the jars. 4. Recall the order the colors appear in the story. 5. Identify how the story ends. Understanding 1. How would you explain how orange, green, and purple were made? 2. What would happen if all colors were mixed? 3. Why did the mice mix paint? 1. Retell the story by drawing a picture. 2. Describe story actions with sequence cards. 3. Review the story with a flow chart. 4. Reorganize your own book about mixing colors. Applying 1. What things do we need to retell the story? 2. What will happen next? 3. Do all of the mice act the same? 4. What would happen if more yellow paint were added? More red? More blue? 1. Dramatize a shoe-box story set with prop pieces. 2. Paint/Draw a color wheel puzzle. 3. Construct clay or playdough mice. 4. Manipulate more/less paint to discover tints and shades. 5. Simulate color mixing by making and playing a game. Early Childhood Implications
- 44. Analyzing 1. Howare the mice the same and how are they different? 2. What would happen if we mixed something other than paint like paper, playdough, or colored water? 3. What problems could the mice have had if the jars were closed? 1. Compare/contrast the mice by sorting according to attributes. 2. Experiment with mixing different colored media to see if results are the same. 3. Examine and investigate different sized jars and lids. Remove and put on lids. Have at least one “difficult” one. Evaluating 1. Was there a better way to mix paint the mice could have used? 2. Were the mice behaving badly when they mixed paint? Why or why not? 3. Which color is most important? Why? 4. What changes should the mice make if they play together again? 1. Determine if machines are good/bad for mixing. Use magazine photos. Graph results. 2. Decide the reward or punishment for the mice. Act out your decision. 3. Justify changes the author should make for this book or why she should write a new one. Creating 1. What could we use to mix instead of paint? 2. How can we stop the mice from making a mess? 3. Can other colors be made from the primary or secondary colors? 1. Invent a mixing machine for dry mixing or for wet mixing. 2. Construct a trap to catch the mice and clean them. 3. Develop a new color and imagine how you would sell it to stores. Early Childhood Implications
- 45. Practical Bloom’s (Implications forStruggling Learners) • 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.
- 46. Practical Bloom’s (Implications forStruggling Learners) continuation – 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).
- 47. Look at the SouthCarolina Standards through the lens of the “Revised Taxonomy” South Carolina Standards
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