Kirkby International College, profile picture
Uploaded byKirkby International College
PPT, PDF669 views

Bloomspres

The document provides an overview of a pupil free day focused on Bloom's Taxonomy and higher-order thinking. It discusses the original and revised taxonomy, including changes in terms and emphasis. Each of the six cognitive levels (Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating) are defined and explained with potential classroom activities and roles for teachers and students.

Embed presentation

Download to read offline
Presented by Denise Tarlinton Pupil Free Day Monday 14 July, 2003
The mind is not a vessel to be filled, but a fire to be ignited. (Plutarch)
Overview • 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
Productive Pedagogies A guide to Productive Pedagogies: Classroom reflection manual lists three degrees of incorporation of Higher-order thinking skills in a “Continuum of practice”: • Students are engaged only in lower-order thinking; i.e. they receive, or recite, or participate in routine practice. In no activities during the lesson do students go beyond simple reproduction of knowledge. • Students are primarily engaged in routine lower-order thinking for a good share of the lesson. There is at least one significant question or activity in which some students perform some higher-order thinking. • Almost all students, almost all of the time are engaged in higherorder thinking. (Department of Education, Queensland, 2002, p. 1)
What is Higher-order thinking? A guide to Productive Pedagogies: Classroom reflection manual states that: Higher-order thinking by students involves the transformation of information and ideas. This transformation occurs when students combine facts and ideas and synthesise, generalise, explain, hypothesise or arrive at some conclusion or interpretation. Manipulating information and ideas through these processes allows students to solve problems, gain understanding and discover new meaning. When students engage in the construction of knowledge, an element of uncertainty is introduced into the instructional process and the outcomes are not always predictable; in other words, the teacher is not certain what the students will produce. In helping students become producers of knowledge, the teacher’s main instructional task is to create activities or environments that allow them opportunities to engage in higher-order thinking. (Department of Education, Queensland, 2002, p. 1)
Bloom’s Revised Taxonomy • Taxonomy of Cognitive Objectives • 1950s- developed by Benjamin Bloom • Means of expressing qualitatively different kinds of thinking • Adapted for classroom use as a planning tool • Continues to be one of the most universally applied models • Provides a way to organise thinking skills into six levels, from the most basic to the higher order levels of thinking • 1990s- Lorin Anderson (former student of Bloom) revisited the taxonomy • As a result, a number of changes were made (Pohl, 2000, Learning to Think, Thinking to Learn, pp. 7-8)
Original Terms New Terms • Evaluation •Creating • Synthesis •Evaluating • Analysis •Analysing • Application •Applying • Comprehension •Understanding • Knowledge •Remembering (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
Change in Terms • The names of six major categories were changed from noun to verb forms. • As the taxonomy reflects different forms of thinking and thinking is an active process verbs were more accurate. • The subcategories of the six major categories were also replaced by verbs • Some subcategories were reorganised. • The knowledge category was renamed. Knowledge is a product of thinking and was inappropriate to describe a category of thinking and was replaced with the word remembering instead. • Comprehension became understanding and synthesis was renamed creating in order to better reflect the nature of the thinking described by each category. (http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html (accessed July 2003) ; Pohl, 2000, p. 8)
Change in Emphasis • More authentic tool for curriculum planning, instructional delivery and assessment. • Aimed at a broader audience. • Easily applied to all levels of schooling. • The revision emphasises explanation and description of subcategories. (http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html (accessed July 2003; Pohl, 2000, p. 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
A turtle makes progress when it sticks its neck out. (Anon)
Remembering The learner is able to recall, restate and remember learned information. – – – – – – – – Recognising Listing Describing Identifying Retrieving Naming Locating Finding Can you recall information?
Remembering cont’ • • • • • • • • • • • • • • • • • List Memorise 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 • Label • Definition • List • Fact • Workbook • Worksheet • Reproduction • Test •Vocabulary
Classroom Roles for Remembering Teacher roles Student roles • • • • • • • • • • • • • • • Directs Tells Shows Examines Questions Evaluates Responds Absorbs Remembers Recognises Memorises Defines Describes Retells Passive recipient
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.
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?
Understanding cont’ • Restate • • • • • • • • • • • Describe • Report Identify • Recognise Discuss • Review Retell • Observe Research • Outline Annotate • Account for Translate • Interpret Give examples of • Give main Paraphrase idea Reorganise • Estimate Associate • Define Understanding of given information Products include: • Recitation • Example • Summary • Quiz • Collection • List • Explanation • Label • Show and tell • Outline
Classroom Roles for Understanding Teacher roles Student roles • • • • • • • • • • • • • • Demonstrates Listens Questions Compares Contrasts Examines Explains Describes Outlines Restates Translates Demonstrates Interprets Active participant
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.
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?
Applying cont’ • Translate • Manipulate • Exhibit • Illustrate • Calculate • Interpret • Make • Practice • Apply • Operate • Interview • • • • • • • • • • • • • Paint Change Using strategies, concepts, principles Compute and theories in new Sequence situations Show Solve Collect Demonstrate Products include: Dramatise • Photograph • Presentation Construct • Illustration • Interview Use • Simulation • Performance Adapt • Sculpture • Diary Draw • Demonstration • Journal
Classroom Roles for Applying Teacher roles Student roles • • • • • • • Solves problems • Demonstrates use of knowledge • Calculates • Compiles • Completes • Illustrates • Constructs • Active recipient Shows Facilitates Observes Evaluates Organises Questions
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…
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?
Analysing cont’ • • • • • • • • • • • • • • • Distinguish Question Appraise Experiment Inspect Examine Probe Separate Inquire Arrange Investigate Sift Research Calculate Criticize • • • • • • • • • • • • • • • Compare Contrast Survey Detect Group Order Sequence Test Debate Analyse Diagram Relate Dissect Categorise Discriminate Breaking information down into its component elements Products include: • Graph • Survey • Spreadsheet • Database • Checklist • Mobile • Chart • Abstract • Outline • Report
Classroom Roles for Analysing Teacher roles Student roles • • • • • • • • • • • • • • • • • • • • Probes Guides Observes Evaluates Acts as a resource Questions Organises Dissects Discusses Uncovers Argues Debates Thinks deeply Tests Examines Questions Calculates Investigates Inquires Active participant
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
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?
Evaluating cont’ • • • • • • • • • • • • • • • • Judge Rate Validate Predict Assess Score Revise Infer Determine Prioritise Tell why Compare Evaluate Defend Select Measure • • • • • • • • • • • • • • • Choose Conclude Judging the value of Deduce ideas, materials and methods by developing Debate and applying standards Justify and criteria. Recommend Discriminate Appraise Value Products include: Probe • Debate Argue • Investigation Decide • Panel • Verdict Criticise • Report • Conclusion Rank • Evaluation •Persuasive Reject speech
Classroom Roles for Evaluating Teacher roles Student roles • • • • • • • • • • • • • • Clarifies Accepts Guides Judges Disputes Compares Critiques Questions Argues Assesses Decides Selects Justifies Active participant
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
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?
Creating cont’ • • • • • • • • • • • • • • • Compose Assemble Organise Invent Compile Forecast Devise Propose Construct Plan Prepare Develop Originate Imagine Generate • Formulate Putting together ideas or elements to develop a original idea or engage in creative thinking. • Improve • Act • Predict • Produce • Blend • Set up • Devise • Concoct • Compile Products include: • Film • Song • Story • Newspaper • Project • Media product • Plan • Advertisement • New game • Painting
Classroom Roles for Creating Teacher roles Student roles • • • • • • • • • • • • • Facilitates Extends Reflects Analyses Evaluates Designs Formulates Plans Takes risks Modifies Creates Proposes Active participant
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.
Practical Bloom’s • • • • 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).
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.
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.
A good teacher makes you think even when you don’t want to. (Fisher, 1998, Teaching Thinking)
Blooming Questions • Questioning should be used purposefully to achieve well-defines goals. • Bloom's Taxonomy is a classification of thinking organised by level of complexity. It gives teachers and students an opportunity to learn and practice a range of thinking and provides a simple structure for many different kinds of questions and thinking. • The taxonomy involves all categories of questions. • Typically a teacher would vary the level of questions within a single lesson.
Lower and Higher Order Questions • Lower level questions are those at the remembering, understanding and lower level application levels of the taxonomy. • Usually questions at the lower levels are appropriate for: • Evaluating students’ preparation and comprehension • Diagnosing students’ strengths and weaknesses • Reviewing and/or summarising content www.oir.uiuc.edu/Did/docs/QUESTION/quest1.htm
Lower and Higher Order Questions • Higher level questions are those requiring complex application, analysis, evaluation or creation skills. • Questions at higher levels of the taxonomy are usually most appropriate for: • Encouraging students to think more deeply and critically • Problem solving • Encouraging discussions • Stimulating students to seek information on their own www.oir.uiuc.edu/Did/docs/QUESTION/quest1.htm
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)
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)
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)
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...? (Pohl, Learning to Think, Thinking to Learn, p. 13)
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? (Pohl, Learning to Think, Thinking to Learn, p. 14)
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)
Now it’s your turn… • Use the Bloom’s Matrix and these notes to plan a number of activities or questions for each level of the taxonomy. • You may choose to use this term’s context or unit, or focus on next term’s. • Work with your teaching partner. • I will copy these for our Thinking Skills Folder so everyone can share our BRILLIANT ideas. HAVE FUN!
How does it all fit together? Bloom’s Revised Taxonomy
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.
An integrated approach: Blooms and SMARTS • Planning across six levels of thinking (Bloom) and eight different ways of knowing and understanding the world (Gardner’s SMARTS). • Assist in achieving a balanced program of activities that cater for all students’ abilities and interests. • Comprehensive planning. • Every space on the matrix doesn’t have to be filled. NOW IT’S YOUR TURN!
This world is but a canvas for our imaginations. (Henry David Thoreau)
Bloom on the Internet • Bloom's(1956) Revised Taxonomy http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html An excellent introduction and explanation of the revised Taxonomy by Michael Pole on the oz-TeacherNet site written for the QSITE Higher order Thinking Skills Online Course 2000. Pohl explains the terms and provides a comprehensive overview of the sub-categories, along with some suggested question starters that aim to evoke thinking specific to each level of the taxonomy. Suggested potential activities and student products are also listed. • Bloom’s Revised Taxonomy http://coe.sdsu.edu/eet/articles/bloomrev/index.htm Another useful site for teachers with useful explanations and examples of questions from the College of Education at San Diego State University. • Taxonomy of Technology Integration http://education.ed.pacificu.edu/aacu/workshop/reconcept2B.html This site compiled by the Berglund Center for Internet Studies at Pacific University, makes a valiant effort towards linking ICT (information and communication technologies) to learning via Bloom's Revised Taxonomy of Educational Objectives (Anderson, et. al., 2001). The taxonomy presented on this site is designed to represent the varying cognitive processes that can be facilitated by the integration of ICT into the teaching and learning process. • Critical and Creative Thinking - Bloom's Taxonomy http://eduscapes.com/tap/topic69.htm Part of Eduscape.com, this site includes a definitive overview of critical and creative thinking as well as how Bloom’s domains of learning can be reflected in technology-rich projects. Many other links to Internet resources to support Bloom’s Taxonomy, as well as research and papers on Thinking Skills. Well worth a look.
Bloom on the Internet • • • • • • • • • • • • • • • • • • • • • • • • http://www.tedi.uq.edu.au/Assess/Assessment/bloomtax.html http://www.acps.k12.va.us/hammond/readstrat/BloomsTaxonomy2.html http://www.teachers.ash.org.au/researchskills/dalton.htm http://www.officeport.com/edu/blooms.htm http://www.quia.com/fc/90134.html http://www.utexas.edu/student/utlc/handouts/1414.html Model questions and keywords http://schools.sd68.bc.ca/webquests/blooms.htm http://www.coun.uvic.ca/learn/program/hndouts/bloom.html http://caribou.cc.trincoll.edu/depts_educ/Resources/Bloom.htm http://www.kent.wednet.edu/KSD/MA/resources/blooms/teachers_blooms.html http://www.hcc.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/questype.ht m http://www.nexus.edu.au/teachstud/gat/painter.htm Questioning Techniques that includes reference to Bloom’s Taxonomy.
Print Resources • • • • • • • Clements, D.; C. Gilliland and P. Holko. (1992). Thinking in Themes: An Approach Through the Learning Centre. Melbourne: Oxford University Press. Crawford, Jean (ed.) (1991). Achieveing Excellence: Units of Work for levels P-8. Carlton South, Vic.: Education Shop, Ministry of Education and Training, Victoria. Crosby, N. and E. Martin. (1981). Don’t Teach! Let Me Learn. Book 3. Cheltenham, Vic.: Hawker Brownlow. Dalton, Joan. (1986). Extending Children’s Special Abilities: Strategies for Primary Classrooms. Victoria: Department of School Education, Victoria. Forte, Imogene and S. Schurr. (1997). The All-New Science Mind Stretchers: Interdisciplinary Units to Teach Science Concepts and Strengthen Thinking Skills. Cheltenham, Vic.: Hawker Brownlow. Fogarty, R. (1997). Problem-based learning and other curriculum models for the multiple intelligences classroom. Arlington Heights, IL: IRI/Skylight Training and Publishing, Inc. Frangenheim, E. (1998). Reflections on Classroom Thinking Strategies. Loganholme: Rodin Educational Consultancy.
Print Resources • • • • • • Knight, BA., S. Bailey, W. Wearne and D. Brown. (1999). Blooms Multiple Intelligences Themes and Activities. McGrath, H and T. Noble. (1995). Seven Ways at Once: Units of Work Based on the Seven Intelligences. Book 1. South Melbourne: Longman. Pohl, M. (2000). Teaching Complex Thinking: Critical, Creative, Caring. Cheltenham, Vic.: Hawker Brownlow. Pohl, Michael. (1997). Teaching Thinking Skills in the Primary Years: A Whole School Approach. Cheltenham, Vic.: Hawker Brownlow Education. Pohl, Michael. (2000). Learning to Think, Thinking to Learn: Models and Strategies to Develop a Classroom Culture of Thinking. Cheltenham, Vic.: Hawker Brownlow. Ryan, Maureen. (1996). The Gifted and Talented Children’s Course: Resolving Issues, Book 13- 7-8 Year Olds. Greenwood, WA: Ready-Ed Publications.
He who learns but does not think is lost (Chinese Proverb)

More Related Content

PPT
Bloomspres
byArjinder Singh
 
PPT
New bloom cognitive
byBank Miko
 
PPSX
Blooms presentation
byjschiele
 
PPTX
Bloom taxonomy
byNehaJoshi175
 
PPT
Blooms Taxonomy
byLucy Castanon
 
PPT
Blooms revisedtaxonomy inanutshell
bylisa handline
 
PPT
Blooms
bylisa handline
 
PPT
Bloomspres
byRebecca Falk
 
Bloomspres
byArjinder Singh
 
New bloom cognitive
byBank Miko
 
Blooms presentation
byjschiele
 
Bloom taxonomy
byNehaJoshi175
 
Blooms Taxonomy
byLucy Castanon
 
Blooms revisedtaxonomy inanutshell
bylisa handline
 
Blooms
bylisa handline
 
Bloomspres
byRebecca Falk
 

What's hot

PPT
Bloomspres
bymoore
 
PPT
Bloomspres
bysojbanks
 
PPT
Bloomspres
bysusan70
 
PPT
Bloom's Taxonomy
byElianaCrespo
 
PPTX
Bloom's revised taxonomy
byiBATEFL.COM
 
PPT
Developing a thinking School
byDr. Nicholas Correa
 
PDF
Blooms Taxonomy
byJeanette Murphy
 
DOC
Blooms Taxonomy
byDoug Adams
 
PPTX
Bloom’s taxonomy
bykbenedetti58
 
PDF
Taxonomy bloom
byAdila Dila
 
PDF
Blooms taxonomy best
byssuser337f5e
 
PPT
Bloom's taxonomy
byRupinder Kaur
 
PPTX
Classification of educational objectives
byzunara-sabir
 
DOC
Taxonomy bloom revised & original
byOscar Ririn
 
PPT
Bloom's taxonomy ppp2011
byKAthy Cea
 
PPTX
Marzano Identifying Similarities and Differences
byeightieslingo
 
PPTX
Active learning
byS. Raj Kumar
 
PPT
Alternative teaching strategies.pptxaa
byAbby Magnaye
 
Bloomspres
bymoore
 
Bloomspres
bysojbanks
 
Bloomspres
bysusan70
 
Bloom's Taxonomy
byElianaCrespo
 
Bloom's revised taxonomy
byiBATEFL.COM
 
Developing a thinking School
byDr. Nicholas Correa
 
Blooms Taxonomy
byJeanette Murphy
 
Blooms Taxonomy
byDoug Adams
 
Bloom’s taxonomy
bykbenedetti58
 
Taxonomy bloom
byAdila Dila
 
Blooms taxonomy best
byssuser337f5e
 
Bloom's taxonomy
byRupinder Kaur
 
Classification of educational objectives
byzunara-sabir
 
Taxonomy bloom revised & original
byOscar Ririn
 
Bloom's taxonomy ppp2011
byKAthy Cea
 
Marzano Identifying Similarities and Differences
byeightieslingo
 
Active learning
byS. Raj Kumar
 
Alternative teaching strategies.pptxaa
byAbby Magnaye
 

Similar to Bloomspres

PPT
bloomspres.ppt
byMichaelDaveMacaraeg
 
PPT
7. bloom's revised taxonomy.ppt
byFroilanTindugan2
 
PPT
New Bloom Cognitive
byBank Miko
 
PPT
New Bloom Cognitive
byBank Miko
 
PPT
Denise tarlinton Bloom Taxonomy on Cognitive Domain.ppt
byshahab818331
 
PPT
blooms revised taxonomy on education to give a clear insight of teachers
bysanjuktadutta13
 
PPT
bloomspres00000001111111111111111111111111111111111111
byRyanRoy19
 
PPT
introduction to the blooms taxonomy.ppt
byMuneebaShakeel3
 
PPT
BENJAMIN BLOOM'S TAXOBONOMY OF EDUCATIONAL OBJECTIVES.ppt
bydonaldclifford2
 
PPT
bloomspres.ppt for bloom taxonomy education
byRirin Saputri
 
PPTX
Revised bloom`s taxonomy ppt
bycandyvdv
 
PPT
DLTF
bysherryn moore
 
PPT
Bloom's abridged revised taxonomy
byMaida Ali
 
PPT
Bloom's Taxonomy Presentation
byHeather Higgins
 
PPT
Bloom's_workshop.ppt education...............
byOmar Reda
 
PPT
Blooms' Taxonomy.pptBloom's Taxonomysfds
byMarvinSalvador13
 
PPT
HOTS_and_Questioning_Black_and_White.ppt
byGlissonFlores1
 
PPT
presentation revised blooms taxonomy.ppt
bysakeshgenn
 
PPT
HOTS_and_Questioning_Black_and_White.ppt
byNirmala Rothinam
 
PDF
ldavis-bloomspresentation-110619220714-phpapp02.pdf
byjohnechono1
 
bloomspres.ppt
byMichaelDaveMacaraeg
 
7. bloom's revised taxonomy.ppt
byFroilanTindugan2
 
New Bloom Cognitive
byBank Miko
 
New Bloom Cognitive
byBank Miko
 
Denise tarlinton Bloom Taxonomy on Cognitive Domain.ppt
byshahab818331
 
blooms revised taxonomy on education to give a clear insight of teachers
bysanjuktadutta13
 
bloomspres00000001111111111111111111111111111111111111
byRyanRoy19
 
introduction to the blooms taxonomy.ppt
byMuneebaShakeel3
 
BENJAMIN BLOOM'S TAXOBONOMY OF EDUCATIONAL OBJECTIVES.ppt
bydonaldclifford2
 
bloomspres.ppt for bloom taxonomy education
byRirin Saputri
 
Revised bloom`s taxonomy ppt
bycandyvdv
 
DLTF
bysherryn moore
 
Bloom's abridged revised taxonomy
byMaida Ali
 
Bloom's Taxonomy Presentation
byHeather Higgins
 
Bloom's_workshop.ppt education...............
byOmar Reda
 
Blooms' Taxonomy.pptBloom's Taxonomysfds
byMarvinSalvador13
 
HOTS_and_Questioning_Black_and_White.ppt
byGlissonFlores1
 
presentation revised blooms taxonomy.ppt
bysakeshgenn
 
HOTS_and_Questioning_Black_and_White.ppt
byNirmala Rothinam
 
ldavis-bloomspresentation-110619220714-phpapp02.pdf
byjohnechono1
 

Recently uploaded

PDF
The Sheep and the Goat: Beckett’s Subversion of Divine Justice in Waiting for...
bysejadchokiya
 
PPTX
Greengnorance Toolkit Module 6 Water Resources
byKarl Donert
 
PPTX
PRE TERM LABOR ( PREMATURE LABOUR IN PREGNANCY)
byMuthu Kumar
 
PDF
Tetracycline Class of Antibiotics: SAR, MOA and Uses
bymominzarinamdnajeeb
 
PPTX
ELIMINATION NEEDS Fundamentals of Nursing .pptx
bySonali Gupta
 
PPTX
How to Manage Reservation Method in Odoo 18 Inventory
byCeline George
 
PDF
AI Is a Tool, Not a Voice: Radio, Trust, and the Human Factor
byN.A. Shah Ansari
 
PPTX
Methods & Applications of Enzyme Immobilization Technique.pptx
byAnupkumar Sharma
 
PDF
Pharmaceutical Quality Assurance Unit 1 (BP606T)
byChetan Mali
 
PPTX
Greengnorance Toolkit Module 3 Shopping and Food
byKarl Donert
 
PPTX
Greengnorance Toolkit Module1 Climate Change
byKarl Donert
 
PPTX
Fluorimetric Analysis- Theory, Instrumentation and Application
bySayali Powar
 
PDF
Structure-of-the-Atom PPT.pdf/CBSE CLASS 11 CHEMISTRY/ PREPARED BY K SANDEEP ...
bySandeep Swamy
 
PDF
Orlando by Virginia Woolf: The Granite and The Rainbow
byAdityarajsinh Gohil
 
PDF
Chapter 05 Drugs Acting on the Central Nervous System: Anticonvulsant (Antiep...
bySandeshSul
 
PDF
Pratishta Educational Society., Courses & Opportunities
byGanapathiVankudoth
 
PPTX
How to Track & Manage My Time Section in Odoo 18 Time Off
byCeline George
 
PPTX
Q4_PPT MUSIC & ARTS 7 week 1-2, matatag curriculum
byZEN
 
PDF
Family and Marriage __ Sociology __ Jhasketan Kuanar __ NURSING VIBE ONLY .pdf
byJK NURSING VIBES ONLY JHASKETAN KUANAR
 
PDF
Judgement Regarding Land Acquisition Act not Applicable to Encroachers.pdf
byssuser9d8e4e
 
The Sheep and the Goat: Beckett’s Subversion of Divine Justice in Waiting for...
bysejadchokiya
 
Greengnorance Toolkit Module 6 Water Resources
byKarl Donert
 
PRE TERM LABOR ( PREMATURE LABOUR IN PREGNANCY)
byMuthu Kumar
 
Tetracycline Class of Antibiotics: SAR, MOA and Uses
bymominzarinamdnajeeb
 
ELIMINATION NEEDS Fundamentals of Nursing .pptx
bySonali Gupta
 
How to Manage Reservation Method in Odoo 18 Inventory
byCeline George
 
AI Is a Tool, Not a Voice: Radio, Trust, and the Human Factor
byN.A. Shah Ansari
 
Methods & Applications of Enzyme Immobilization Technique.pptx
byAnupkumar Sharma
 
Pharmaceutical Quality Assurance Unit 1 (BP606T)
byChetan Mali
 
Greengnorance Toolkit Module 3 Shopping and Food
byKarl Donert
 
Greengnorance Toolkit Module1 Climate Change
byKarl Donert
 
Fluorimetric Analysis- Theory, Instrumentation and Application
bySayali Powar
 
Structure-of-the-Atom PPT.pdf/CBSE CLASS 11 CHEMISTRY/ PREPARED BY K SANDEEP ...
bySandeep Swamy
 
Orlando by Virginia Woolf: The Granite and The Rainbow
byAdityarajsinh Gohil
 
Chapter 05 Drugs Acting on the Central Nervous System: Anticonvulsant (Antiep...
bySandeshSul
 
Pratishta Educational Society., Courses & Opportunities
byGanapathiVankudoth
 
How to Track & Manage My Time Section in Odoo 18 Time Off
byCeline George
 
Q4_PPT MUSIC & ARTS 7 week 1-2, matatag curriculum
byZEN
 
Family and Marriage __ Sociology __ Jhasketan Kuanar __ NURSING VIBE ONLY .pdf
byJK NURSING VIBES ONLY JHASKETAN KUANAR
 
Judgement Regarding Land Acquisition Act not Applicable to Encroachers.pdf
byssuser9d8e4e
 

Bloomspres

  • 1.
    Presented by DeniseTarlinton Pupil Free Day Monday 14 July, 2003
  • 2.
    The mind isnot a vessel to be filled, but a fire to be ignited. (Plutarch)
  • 3.
    Overview • Bloom’s Taxonomyand 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
  • 4.
    Productive Pedagogies A guideto Productive Pedagogies: Classroom reflection manual lists three degrees of incorporation of Higher-order thinking skills in a “Continuum of practice”: • Students are engaged only in lower-order thinking; i.e. they receive, or recite, or participate in routine practice. In no activities during the lesson do students go beyond simple reproduction of knowledge. • Students are primarily engaged in routine lower-order thinking for a good share of the lesson. There is at least one significant question or activity in which some students perform some higher-order thinking. • Almost all students, almost all of the time are engaged in higherorder thinking. (Department of Education, Queensland, 2002, p. 1)
  • 5.
    What is Higher-order thinking? Aguide to Productive Pedagogies: Classroom reflection manual states that: Higher-order thinking by students involves the transformation of information and ideas. This transformation occurs when students combine facts and ideas and synthesise, generalise, explain, hypothesise or arrive at some conclusion or interpretation. Manipulating information and ideas through these processes allows students to solve problems, gain understanding and discover new meaning. When students engage in the construction of knowledge, an element of uncertainty is introduced into the instructional process and the outcomes are not always predictable; in other words, the teacher is not certain what the students will produce. In helping students become producers of knowledge, the teacher’s main instructional task is to create activities or environments that allow them opportunities to engage in higher-order thinking. (Department of Education, Queensland, 2002, p. 1)
  • 6.
    Bloom’s Revised Taxonomy • Taxonomyof Cognitive Objectives • 1950s- developed by Benjamin Bloom • Means of expressing qualitatively different kinds of thinking • Adapted for classroom use as a planning tool • Continues to be one of the most universally applied models • Provides a way to organise thinking skills into six levels, from the most basic to the higher order levels of thinking • 1990s- Lorin Anderson (former student of Bloom) revisited the taxonomy • As a result, a number of changes were made (Pohl, 2000, Learning to Think, Thinking to Learn, pp. 7-8)
  • 7.
    Original Terms New Terms •Evaluation •Creating • Synthesis •Evaluating • Analysis •Analysing • Application •Applying • Comprehension •Understanding • Knowledge •Remembering (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
  • 8.
    Change in Terms •The names of six major categories were changed from noun to verb forms. • As the taxonomy reflects different forms of thinking and thinking is an active process verbs were more accurate. • The subcategories of the six major categories were also replaced by verbs • Some subcategories were reorganised. • The knowledge category was renamed. Knowledge is a product of thinking and was inappropriate to describe a category of thinking and was replaced with the word remembering instead. • Comprehension became understanding and synthesis was renamed creating in order to better reflect the nature of the thinking described by each category. (http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html (accessed July 2003) ; Pohl, 2000, p. 8)
  • 9.
    Change in Emphasis •More authentic tool for curriculum planning, instructional delivery and assessment. • Aimed at a broader audience. • Easily applied to all levels of schooling. • The revision emphasises explanation and description of subcategories. (http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html (accessed July 2003; Pohl, 2000, p. 10).
  • 10.
    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, 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
  • 11.
    A turtle makesprogress when it sticks its neck out. (Anon)
  • 12.
    Remembering The learner isable to recall, restate and remember learned information. – – – – – – – – Recognising Listing Describing Identifying Retrieving Naming Locating Finding Can you recall information?
  • 13.
  • 14.
    Classroom Roles for Remembering Teacherroles Student roles • • • • • • • • • • • • • • • Directs Tells Shows Examines Questions Evaluates Responds Absorbs Remembers Recognises Memorises Defines Describes Retells Passive recipient
  • 15.
    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 learnt.
  • 16.
    Understanding The learner graspsthe 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?
  • 17.
    Understanding cont’ • Restate • • • • • • • • • • •Describe • Report Identify • Recognise Discuss • Review Retell • Observe Research • Outline Annotate • Account for Translate • Interpret Give examples of • Give main Paraphrase idea Reorganise • Estimate Associate • Define Understanding of given information Products include: • Recitation • Example • Summary • Quiz • Collection • List • Explanation • Label • Show and tell • Outline
  • 18.
    Classroom Roles for Understanding Teacherroles Student roles • • • • • • • • • • • • • • Demonstrates Listens Questions Compares Contrasts Examines Explains Describes Outlines Restates Translates Demonstrates Interprets Active participant
  • 19.
    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. Make a colouring book. Paraphrase this chapter in the book. Retell in your own words. Outline the main points.
  • 20.
    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?
  • 21.
    Applying cont’ • Translate •Manipulate • Exhibit • Illustrate • Calculate • Interpret • Make • Practice • Apply • Operate • Interview • • • • • • • • • • • • • Paint Change Using strategies, concepts, principles Compute and theories in new Sequence situations Show Solve Collect Demonstrate Products include: Dramatise • Photograph • Presentation Construct • Illustration • Interview Use • Simulation • Performance Adapt • Sculpture • Diary Draw • Demonstration • Journal
  • 22.
    Classroom Roles forApplying Teacher roles Student roles • • • • • • • Solves problems • Demonstrates use of knowledge • Calculates • Compiles • Completes • Illustrates • Constructs • Active recipient Shows Facilitates Observes Evaluates Organises Questions
  • 23.
    Applying: Potential Activities andProducts • • • • • • • • • • • • • • 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…
  • 24.
    Analysing The learner breakslearned 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?
  • 25.
  • 26.
    Classroom Roles forAnalysing Teacher roles Student roles • • • • • • • • • • • • • • • • • • • • Probes Guides Observes Evaluates Acts as a resource Questions Organises Dissects Discusses Uncovers Argues Debates Thinks deeply Tests Examines Questions Calculates Investigates Inquires Active participant
  • 27.
    Analysing: 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. 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
  • 28.
    Evaluating The learner makesdecisions 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?
  • 29.
    Evaluating cont’ • • • • • • • • • • • • • • • • Judge Rate Validate Predict Assess Score Revise Infer Determine Prioritise Tell why Compare Evaluate Defend Select Measure • • • • • • • • • • • • • • • Choose Conclude Judgingthe value of Deduce ideas, materials and methods by developing Debate and applying standards Justify and criteria. Recommend Discriminate Appraise Value Products include: Probe • Debate Argue • Investigation Decide • Panel • Verdict Criticise • Report • Conclusion Rank • Evaluation •Persuasive Reject speech
  • 30.
    Classroom Roles forEvaluating Teacher roles Student roles • • • • • • • • • • • • • • Clarifies Accepts Guides Judges Disputes Compares Critiques Questions Argues Assesses Decides Selects Justifies Active participant
  • 31.
    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... Complete a PMI on… Evaluate the character’s actions in the story
  • 32.
    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?
  • 33.
    Creating cont’ • • • • • • • • • • • • • • • Compose Assemble Organise Invent Compile Forecast Devise Propose Construct Plan Prepare Develop Originate Imagine Generate • Formulate Puttingtogether ideas or elements to develop a original idea or engage in creative thinking. • Improve • Act • Predict • Produce • Blend • Set up • Devise • Concoct • Compile Products include: • Film • Song • Story • Newspaper • Project • Media product • Plan • Advertisement • New game • Painting
  • 34.
    Classroom Roles forCreating Teacher roles Student roles • • • • • • • • • • • • • Facilitates Extends Reflects Analyses Evaluates Designs Formulates Plans Takes risks Modifies Creates Proposes Active participant
  • 35.
    Creating: Potential Activitiesand 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.
  • 36.
    Practical Bloom’s • • • • Suitable foruse 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).
  • 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.
  • 39.
    A good teachermakes you think even when you don’t want to. (Fisher, 1998, Teaching Thinking)
  • 40.
    Blooming Questions • Questioningshould be used purposefully to achieve well-defines goals. • Bloom's Taxonomy is a classification of thinking organised by level of complexity. It gives teachers and students an opportunity to learn and practice a range of thinking and provides a simple structure for many different kinds of questions and thinking. • The taxonomy involves all categories of questions. • Typically a teacher would vary the level of questions within a single lesson.
  • 41.
    Lower and HigherOrder Questions • Lower level questions are those at the remembering, understanding and lower level application levels of the taxonomy. • Usually questions at the lower levels are appropriate for: • Evaluating students’ preparation and comprehension • Diagnosing students’ strengths and weaknesses • Reviewing and/or summarising content www.oir.uiuc.edu/Did/docs/QUESTION/quest1.htm
  • 42.
    Lower and HigherOrder Questions • Higher level questions are those requiring complex application, analysis, evaluation or creation skills. • Questions at higher levels of the taxonomy are usually most appropriate for: • Encouraging students to think more deeply and critically • Problem solving • Encouraging discussions • Stimulating students to seek information on their own www.oir.uiuc.edu/Did/docs/QUESTION/quest1.htm
  • 43.
    Questions for Remembering • • • • • • • • • Whathappened 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)
  • 44.
    Questions for Understanding • • • • • • • • • • Canyou 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)
  • 45.
    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)
  • 46.
    Question for Analysing • • • • • • • • • • • Whichevents 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)
  • 47.
    Questions for Evaluating • • • • • • • • • • • • • • Isthere 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? (Pohl, Learning to Think, Thinking to Learn, p. 14)
  • 48.
    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)
  • 49.
    Now it’s yourturn… • Use the Bloom’s Matrix and these notes to plan a number of activities or questions for each level of the taxonomy. • You may choose to use this term’s context or unit, or focus on next term’s. • Work with your teaching partner. • I will copy these for our Thinking Skills Folder so everyone can share our BRILLIANT ideas. HAVE FUN!
  • 50.
    How does itall fit together? Bloom’s Revised Taxonomy
  • 51.
    Creating Green Hat, ConstructionKey, 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.
  • 52.
    An integrated approach: Bloomsand SMARTS • Planning across six levels of thinking (Bloom) and eight different ways of knowing and understanding the world (Gardner’s SMARTS). • Assist in achieving a balanced program of activities that cater for all students’ abilities and interests. • Comprehensive planning. • Every space on the matrix doesn’t have to be filled. NOW IT’S YOUR TURN!
  • 53.
    This world isbut a canvas for our imaginations. (Henry David Thoreau)
  • 54.
    Bloom on theInternet • Bloom's(1956) Revised Taxonomy http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html An excellent introduction and explanation of the revised Taxonomy by Michael Pole on the oz-TeacherNet site written for the QSITE Higher order Thinking Skills Online Course 2000. Pohl explains the terms and provides a comprehensive overview of the sub-categories, along with some suggested question starters that aim to evoke thinking specific to each level of the taxonomy. Suggested potential activities and student products are also listed. • Bloom’s Revised Taxonomy http://coe.sdsu.edu/eet/articles/bloomrev/index.htm Another useful site for teachers with useful explanations and examples of questions from the College of Education at San Diego State University. • Taxonomy of Technology Integration http://education.ed.pacificu.edu/aacu/workshop/reconcept2B.html This site compiled by the Berglund Center for Internet Studies at Pacific University, makes a valiant effort towards linking ICT (information and communication technologies) to learning via Bloom's Revised Taxonomy of Educational Objectives (Anderson, et. al., 2001). The taxonomy presented on this site is designed to represent the varying cognitive processes that can be facilitated by the integration of ICT into the teaching and learning process. • Critical and Creative Thinking - Bloom's Taxonomy http://eduscapes.com/tap/topic69.htm Part of Eduscape.com, this site includes a definitive overview of critical and creative thinking as well as how Bloom’s domains of learning can be reflected in technology-rich projects. Many other links to Internet resources to support Bloom’s Taxonomy, as well as research and papers on Thinking Skills. Well worth a look.
  • 55.
    Bloom on theInternet • • • • • • • • • • • • • • • • • • • • • • • • http://www.tedi.uq.edu.au/Assess/Assessment/bloomtax.html http://www.acps.k12.va.us/hammond/readstrat/BloomsTaxonomy2.html http://www.teachers.ash.org.au/researchskills/dalton.htm http://www.officeport.com/edu/blooms.htm http://www.quia.com/fc/90134.html http://www.utexas.edu/student/utlc/handouts/1414.html Model questions and keywords http://schools.sd68.bc.ca/webquests/blooms.htm http://www.coun.uvic.ca/learn/program/hndouts/bloom.html http://caribou.cc.trincoll.edu/depts_educ/Resources/Bloom.htm http://www.kent.wednet.edu/KSD/MA/resources/blooms/teachers_blooms.html http://www.hcc.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/questype.ht m http://www.nexus.edu.au/teachstud/gat/painter.htm Questioning Techniques that includes reference to Bloom’s Taxonomy.
  • 56.
    Print Resources • • • • • • • Clements, D.;C. Gilliland and P. Holko. (1992). Thinking in Themes: An Approach Through the Learning Centre. Melbourne: Oxford University Press. Crawford, Jean (ed.) (1991). Achieveing Excellence: Units of Work for levels P-8. Carlton South, Vic.: Education Shop, Ministry of Education and Training, Victoria. Crosby, N. and E. Martin. (1981). Don’t Teach! Let Me Learn. Book 3. Cheltenham, Vic.: Hawker Brownlow. Dalton, Joan. (1986). Extending Children’s Special Abilities: Strategies for Primary Classrooms. Victoria: Department of School Education, Victoria. Forte, Imogene and S. Schurr. (1997). The All-New Science Mind Stretchers: Interdisciplinary Units to Teach Science Concepts and Strengthen Thinking Skills. Cheltenham, Vic.: Hawker Brownlow. Fogarty, R. (1997). Problem-based learning and other curriculum models for the multiple intelligences classroom. Arlington Heights, IL: IRI/Skylight Training and Publishing, Inc. Frangenheim, E. (1998). Reflections on Classroom Thinking Strategies. Loganholme: Rodin Educational Consultancy.
  • 57.
    Print Resources • • • • • • Knight, BA.,S. Bailey, W. Wearne and D. Brown. (1999). Blooms Multiple Intelligences Themes and Activities. McGrath, H and T. Noble. (1995). Seven Ways at Once: Units of Work Based on the Seven Intelligences. Book 1. South Melbourne: Longman. Pohl, M. (2000). Teaching Complex Thinking: Critical, Creative, Caring. Cheltenham, Vic.: Hawker Brownlow. Pohl, Michael. (1997). Teaching Thinking Skills in the Primary Years: A Whole School Approach. Cheltenham, Vic.: Hawker Brownlow Education. Pohl, Michael. (2000). Learning to Think, Thinking to Learn: Models and Strategies to Develop a Classroom Culture of Thinking. Cheltenham, Vic.: Hawker Brownlow. Ryan, Maureen. (1996). The Gifted and Talented Children’s Course: Resolving Issues, Book 13- 7-8 Year Olds. Greenwood, WA: Ready-Ed Publications.
  • 58.
    He who learnsbut does not think is lost (Chinese Proverb)