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This document defines Bloom's Taxonomy and provides examples of cognitive verbs for each level: 1) Knowledge involves recalling facts and includes verbs like define, describe, identify. An example is listing U.S. presidents. 2) Comprehension involves understanding meaning and includes verbs like summarize, explain, interpret. An example is summarizing Shakespearean comedies. 3) Application involves applying knowledge to new situations and includes verbs like demonstrate, apply, solve. An example is charting weather patterns. 4) Analysis involves breaking down information and includes verbs like analyze, compare, differentiate. An example is debating ethical issues. 5) Synthesis involves combining elements in new ways and includes verbs like
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Bloom's Taxonomy classifies learning objectives into three overlapping domains: Cognitive, Affective, and Psychomotor. The Cognitive domain involves knowledge and intellectual abilities. It has six categories ranging from remembering facts to creating new ideas. The Affective domain describes attitudes, emotions, and values. Its five categories range from awareness to internalized values. The Psychomotor domain covers physical skills and movements. Bloom's Taxonomy provides a framework to structure educational goals from basic to complex learning. It is widely used today to classify learning objectives across various topics and domains.
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To those who would like to have a copy of this slide, just email me at martzmonette@yahoo.com and please tell me why would you want this presentation. Thank you very much and GOD BLESS YOU
Bloom's taxonomy
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Recognizing Assignment Expectations Implied by Key
Verbs
In order to do well on assignments, including demonstrating mastery of the course
competencies that are assessed, it is important to have a clear understanding of what you are
expected to do.
Therefore, while the complexity of assignment instructions can sometimes be daunting, it always
pays to focus special attention on the operative verbs that delineate the actions that you should
take.
Certain verbs are frequently used in assignment instructions, but learners are not always clear
about what expectations are usually implied when they are used. Key examples of such verbs
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Verb Example
Identify Bicycle.
Define A bicycle is a two-wheeled vehicle powered by a crank pushed by the feet
with pedals.
Describe This single-speed bicycle has a bright aqua step-through frame, purple
seat, and 26-inch whitewall tires accented with deep purple rims.
Analyze The step-through frame of the bicycle presents less risk of stretching or
ripping clothes compared to models that have a frame with a crossbar.
Evaluate The distinctive coloring of this bicycle, and its step-through frame that
presents less risk of wear and tear on clothing, make this model a good
choice for those with a sophisticated sense of style. However, its fixed
gear ratio would make it undesirable for those who frequently travel up
steep hills.
Synthesize A new line of accessories, including saddle bags and footwear with similar
colors and retro styling, is proposed for marketing with this bicycle.
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hand. When asked to identify something, its name or its label may be enough, but
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• The verb define means to precisely describe the most characteristic features of an
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2
• To analyze something means to study it closely, often by describing its components and
how they work together to produce some end result. The verbs examine, explain, or
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and contrast generally mean to analyze by looking for similarities and/or differences
between two or more things. If asked to describe a process or interaction and its results
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Recognizing Assignment Expectations Implied by Key
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In order to do well on assignments, including demonstrating mastery of the course
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expected to do.
Therefore, while the complexity of assignment instructions can sometimes be daunting, it always
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Identify Bicycle.
Define A bicycle is a two-wheeled vehicle powered by a crank pushed by the feet
with pedals.
Describe This single-speed bicycle has a bright aqua step-through frame, purple
seat, and 26-inch whitewall tires accented with deep purple rims.
Analyze The step-through frame of the bicycle presents less risk of stretching or
ripping clothes compared to models that have a frame with a crossbar.
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presents less risk of wear and tear on clothing, make this model a good
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gear ratio would make it undesirable for those who frequently travel up
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Bloom's Cognitive Domain - Matrix & Examples
Bloom's Cognitive Domain - Matrix & ExamplesCenter for Teaching & Learning - University of Minnesota
The document outlines Bloom's Taxonomy of Educational Objectives for the Cognitive Domain. It describes 6 levels - Memory/Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Each level provides examples of tasks, key verbs, and sample test questions that demonstrate that level of learning. The levels progress from remembering facts to more complex thinking like evaluating ideas against standards. The taxonomy provides a framework for designing learning outcomes and assessments at different levels of cognitive complexity.Taxonomy of objectives
- Bloom's taxonomy is a classification of learning objectives developed in 1956 to promote higher forms of thinking in education. It defines six levels of cognitive development: knowledge, comprehension, application, analysis, synthesis, and evaluation.
- Benjamin Bloom led the team that developed the original taxonomy. Lorin Anderson later revised it, changing the names of the categories to verbs and reordering them.
- The taxonomy provides a common language for educators to discuss learning objectives. Well-written objectives clearly specify what a student will be able to do (performance), under what conditions, and how their work will be evaluated. This helps ensure lessons are targeted to appropriate cognitive levels.
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The document discusses Bloom's Taxonomy, which classifies learning objectives into three domains: cognitive, affective, and psychomotor. The cognitive domain involves mental skills and ranges from basic recall to evaluation. The affective domain involves attitudes, values, and emotions. The psychomotor domain involves physical skills. Verbs are provided as examples for writing learning objectives within each domain and level.
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2. The affective domain deals with feelings, values, and attitudes and includes five categories from awareness to characterizing.
3. The psychomotor domain covers physical skills and movements and has seven categories from perception to high-level adaptation and origination of new movement patterns.
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differently). Instead, they will be graded for their completeness and for their depth of insight and reflection.
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points above; b) poor writing – errors in grammar, spelling, etc.; c) lack of self-reflection; d) merely repeating
content of the readings; e) handing in the analysis late; f) failure to discuss the readings.
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typographical errors. Margins should be no larger than 1-inch on each side of the page. If referring to readings,
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Bloom's taxonomy wikipedia
Bloom's taxonomy is a classification system used to define and distinguish different levels of human cognition. It was created in the 1950s by Benjamin Bloom and revised in 2001. The taxonomy categorizes educational goals from lower order thinking skills to higher order thinking skills. There are three domains - cognitive, affective, and psychomotor. The cognitive domain involves knowledge and intellectual abilities. It progresses from basic recall or recognition of facts to more complex and abstract mental levels like analysis, synthesis, and evaluation. The affective domain includes attitudes, emotions, and values. The psychomotor domain encompasses physical skills and abilities. Bloom's taxonomy provides a framework to inform the design of educational objectives, curriculum, assessments, and activities.
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The document discusses principles for writing effective lesson objectives, including:
1. Objectives should be specific, measurable, attainable, relevant and time-bound (SMART).
2. Objectives should target the three learning domains: cognitive (knowledge), affective (attitudes/values), and psychomotor (skills).
3. Examples are provided of verbs to use for different levels of learning within each domain to ensure objectives accurately reflect the intended learning.
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Bloom's Taxonomy identifies six levels of cognitive complexity ranging from basic recall to more complex and abstract critical thinking skills. The levels are knowledge, comprehension, application, analysis, synthesis, and evaluation. Bloom's Taxonomy was created by Benjamin Bloom in 1956 and is used to ensure instruction stimulates higher-order thinking skills beyond simple memorization and recall of facts.
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1
Recognizing Assignment Expectations Implied by Key
Verbs
In order to do well on assignments, including demonstrating mastery of the course
competencies that are assessed, it is important to have a clear understanding of what you are
expected to do.
Therefore, while the complexity of assignment instructions can sometimes be daunting, it always
pays to focus special attention on the operative verbs that delineate the actions that you should
take.
Certain verbs are frequently used in assignment instructions, but learners are not always clear
about what expectations are usually implied when they are used. Key examples of such verbs
include identify, define, describe, analyze, evaluate, and synthesize.
Verb Example
Identify Bicycle.
Define A bicycle is a two-wheeled vehicle powered by a crank pushed by the feet
with pedals.
Describe This single-speed bicycle has a bright aqua step-through frame, purple
seat, and 26-inch whitewall tires accented with deep purple rims.
Analyze The step-through frame of the bicycle presents less risk of stretching or
ripping clothes compared to models that have a frame with a crossbar.
Evaluate The distinctive coloring of this bicycle, and its step-through frame that
presents less risk of wear and tear on clothing, make this model a good
choice for those with a sophisticated sense of style. However, its fixed
gear ratio would make it undesirable for those who frequently travel up
steep hills.
Synthesize A new line of accessories, including saddle bags and footwear with similar
colors and retro styling, is proposed for marketing with this bicycle.
• When asked to describe something, it is usually not enough to simply name it or label it.
You should summarize all the salient characteristics that are relevant to the question at
hand. When asked to identify something, its name or its label may be enough, but
characterizing it with description may demonstrate a more distinguished level of
proficiency.
• The verb define means to precisely describe the most characteristic features of an
object or objects. Focus on the attributes that are shared by things that are similar;
those that allow you to recognize that these types of thing are different from other types
of things.
2
• To analyze something means to study it closely, often by describing its components and
how they work together to produce some end result. The verbs examine, explain, or
perhaps discuss, are sometimes used when analysis is wanted. Instructions to compare
and contrast generally mean to analyze by looking for similarities and/or differences
between two or more things. If asked to describe a process or interaction and its results
in detail, the desired result may be similar to an analysis.
• Evaluate means to judge the value, significance, quality, or condition of something. Verbs
that may be used in place of evaluate include assess, appraise, gauge, and judge.
Expectations could also be similar if the ...
1 Recognizing Assignment Expectations Implied by Key Ver.docx
1
Recognizing Assignment Expectations Implied by Key
Verbs
In order to do well on assignments, including demonstrating mastery of the course
competencies that are assessed, it is important to have a clear understanding of what you are
expected to do.
Therefore, while the complexity of assignment instructions can sometimes be daunting, it always
pays to focus special attention on the operative verbs that delineate the actions that you should
take.
Certain verbs are frequently used in assignment instructions, but learners are not always clear
about what expectations are usually implied when they are used. Key examples of such verbs
include identify, define, describe, analyze, evaluate, and synthesize.
Verb Example
Identify Bicycle.
Define A bicycle is a two-wheeled vehicle powered by a crank pushed by the feet
with pedals.
Describe This single-speed bicycle has a bright aqua step-through frame, purple
seat, and 26-inch whitewall tires accented with deep purple rims.
Analyze The step-through frame of the bicycle presents less risk of stretching or
ripping clothes compared to models that have a frame with a crossbar.
Evaluate The distinctive coloring of this bicycle, and its step-through frame that
presents less risk of wear and tear on clothing, make this model a good
choice for those with a sophisticated sense of style. However, its fixed
gear ratio would make it undesirable for those who frequently travel up
steep hills.
Synthesize A new line of accessories, including saddle bags and footwear with similar
colors and retro styling, is proposed for marketing with this bicycle.
• When asked to describe something, it is usually not enough to simply name it or label it.
You should summarize all the salient characteristics that are relevant to the question at
hand. When asked to identify something, its name or its label may be enough, but
characterizing it with description may demonstrate a more distinguished level of
proficiency.
• The verb define means to precisely describe the most characteristic features of an
object or objects. Focus on the attributes that are shared by things that are similar;
those that allow you to recognize that these types of thing are different from other types
of things.
2
• To analyze something means to study it closely, often by describing its components and
how they work together to produce some end result. The verbs examine, explain, or
perhaps discuss, are sometimes used when analysis is wanted. Instructions to compare
and contrast generally mean to analyze by looking for similarities and/or differences
between two or more things. If asked to describe a process or interaction and its results
in detail, the desired result may be similar to an analysis.
• Evaluate means to judge the value, significance, quality, or condition of something. Verbs
that may be used in place of evaluate include assess, appraise, gauge, and judge.
Expectations could also be similar if the .
Bloom's Cognitive Domain - Matrix & Examples
Bloom's Cognitive Domain - Matrix & ExamplesCenter for Teaching & Learning - University of Minnesota
The document outlines Bloom's Taxonomy of Educational Objectives for the Cognitive Domain. It describes 6 levels - Memory/Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Each level provides examples of tasks, key verbs, and sample test questions that demonstrate that level of learning. The levels progress from remembering facts to more complex thinking like evaluating ideas against standards. The taxonomy provides a framework for designing learning outcomes and assessments at different levels of cognitive complexity.Taxonomy of objectives
- Bloom's taxonomy is a classification of learning objectives developed in 1956 to promote higher forms of thinking in education. It defines six levels of cognitive development: knowledge, comprehension, application, analysis, synthesis, and evaluation.
- Benjamin Bloom led the team that developed the original taxonomy. Lorin Anderson later revised it, changing the names of the categories to verbs and reordering them.
- The taxonomy provides a common language for educators to discuss learning objectives. Well-written objectives clearly specify what a student will be able to do (performance), under what conditions, and how their work will be evaluated. This helps ensure lessons are targeted to appropriate cognitive levels.
Bloom's taxonomy ppp2011
The document discusses Bloom's Taxonomy, which classifies learning objectives into three domains: cognitive, affective, and psychomotor. The cognitive domain involves mental skills and ranges from basic recall to evaluation. The affective domain involves attitudes, values, and emotions. The psychomotor domain involves physical skills. Verbs are provided as examples for writing learning objectives within each domain and level.
domains_of_learning.pdf
1. The document outlines three domains of learning: cognitive, affective, and psychomotor. The cognitive domain involves knowledge and intellectual skills development and includes six categories ranging from simple recall to evaluation.
2. The affective domain deals with feelings, values, and attitudes and includes five categories from awareness to characterizing.
3. The psychomotor domain covers physical skills and movements and has seven categories from perception to high-level adaptation and origination of new movement patterns.
Andersons/Blooms Revised Taxonomy
The document provides information about Bloom's revised taxonomy of learning domains including the six stages of thinking: remembering, understanding, applying, analyzing, evaluating, and creating. For each stage, examples are given of cognitive processes and potential classroom activities and products. Lower and higher order thinking questions are also discussed for each stage to encourage deeper engagement with content.
Bloom's Taxonomy of Cognitive Levels [Revised].docx
Bloom's Taxonomy defines six levels of cognitive skills that progress from basic recall to more complex critical thinking. The levels are remembering, understanding, applying, analyzing, evaluating, and creating. Questions and assignments at lower levels require basic recall or comprehension, while higher levels involve breaking down information, making judgments, and generating new ideas or solutions. Knowing the cognitive levels can help students perform better by including analysis, synthesis or evaluation in their work instead of just simple recall of facts. Studying the definitions and sample verbs for each level will promote more creative and deeper understanding of subjects.
DisabilityAbleism-Use the chapter in the book on AbleismCover a.docx
Disability/Ableism-Use the chapter in the book on Ableism/Cover and cite page.
Adams, M., Blumenfeld, W., Castañeda, R., Hackman, H., Peters, M., & Zúñiga, X. (2013).
Readings for diversity and social justice, 3rd Ed. New York: Routledge, Taylor & Francis.
Critical Consciousness Development Journals (CCDJ) 3 to 5 Pages each 2 due throughout course. Title page and reference page not included in 3 to 5 pages and mandatory for assignment.
In order to deepen your process of learning in this course, I want you to spend some time critically reflecting on
the class discussions and the readings by writing 2 critical analysis papers. These should serve as a log of your
own experiences and critical reactions to the class exercises, discussions, readings and assignments.
These analyses must be based on the readings, class discussion, exercises, and video presentations due for
that section (YOU MUST REFERENCE AT LEAST 3 OF THE READINGS). If you are critical of a
position, present alternative positions and provide evidence for your position. Address how the readings
illuminate an issue. Address how the readings have helped you re-think old ideas or ways of working.
Address questions that have been generated for you and why these questions are important to your practice and
to your life; how you have or could use the ideas in your professional practice or personal life; and how your
thinking is changing given the readings. Discuss implications for social work practice in each analysis. Most
importantly though, this analysis should serve as a way for you to reflect on how your own identities and
knowledge/ experience around oppression/ privilege may be shaping your reactions and learning process.
Do not summarize what is in the readings. The instructor already knows what the readings say. Rather, apply
the readings to your practice and/or to experiences in your life. The important thing to remember is that the
critical analysis allows you an opportunity to reflect upon your experiences, to learn about yourself, and to learn
from others. Critical analyses will be handled in a confidential manner.
These analyses will not be graded for their descriptions of what you are learning (everyone will learn
differently). Instead, they will be graded for their completeness and for their depth of insight and reflection.
The reasons a student might receive an analysis with points deducted are: a) failure to address substantively the
points above; b) poor writing – errors in grammar, spelling, etc.; c) lack of self-reflection; d) merely repeating
content of the readings; e) handing in the analysis late; f) failure to discuss the readings.
Critical analyses will be graded on the quality and depth of your thinking. These analyses must be free of
typographical errors. Margins should be no larger than 1-inch on each side of the page. If referring to readings,
you must use APA style from the American Psychological Association Publication Manual.
***NOTE: THE INSTRUCTOR MAY ...
Bloom's taxonomy wikipedia
Bloom's taxonomy is a classification system used to define and distinguish different levels of human cognition. It was created in the 1950s by Benjamin Bloom and revised in 2001. The taxonomy categorizes educational goals from lower order thinking skills to higher order thinking skills. There are three domains - cognitive, affective, and psychomotor. The cognitive domain involves knowledge and intellectual abilities. It progresses from basic recall or recognition of facts to more complex and abstract mental levels like analysis, synthesis, and evaluation. The affective domain includes attitudes, emotions, and values. The psychomotor domain encompasses physical skills and abilities. Bloom's taxonomy provides a framework to inform the design of educational objectives, curriculum, assessments, and activities.
How to create multiple choice questions
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blooms-taxonomy-grid.pdf
- 1. Definition Sample Behaviors Knowledge Remembering or recalling appropriate, previously learned information to draw out factual (usually right or wrong) answers. Use words and phrases such as: how many, when, where, list, define, tell, describe, identify, etc., to draw out factual answers, testing students' recall and recognition. Count Define Describe Draw Enumerate Find Identify Label List Match Name Quote Read Recall Recite Record Reproduce Select Sequence State Tell View Write * Students will be able to list United States Presidents in order of term. * Students will identify major structures of the respiratory system. Comprehension Grasping or understanding the meaning of informational materials. Use words such as: describe, explain, estimate, predict, identify, differentiate, etc., to encourage students to translate, interpret, and extrapolate. Classify Cite Conclude Convert Describe Discuss Estimate Explain Generalize Give Examples Illustrate Interpret Locate Paraphrase Predict Report Restate Review Summarize Trace Understand * Students will be able to summarize the plot of three of Shakespeare's comedies. * Students will understand the function of muscles in relation to movement of the body. Application Applying previously learned information (or knowledge) to new and unfamiliar situations. Use words such as: demonstrate, apply, illustrate, show, solve, examine, classify, experiment, etc., to encourage students to apply knowledge to situations that are new and unfamiliar. Act Administer Articulate Assess Change Chart Choose Collect Compute Construct Contribute Control Demonstrate Determine Develop Discover Dramatize Draw Establish Extend Imitate Implement Interview Include Inform Instruct Paint Participate Predict Prepare Produce Provide Relate Report Select Show Solve Transfer Use Utilize * Students will collect free resource materials for teachers in to be used in their academic unit and lesson plans. * Students will chart the development of weather cycles in 2010. Bloom's Taxonomy - Cognitive Levels Sample Verbs
- 2. Analysis Breaking down information into parts, or examining (and trying to understand the organizational structure of) information. Use words and phrases such as: what are the differences, analyze, explain, compare, separate, classify, arrange, etc., to encourage students to break information down into parts. Break down Characterize Classify Compare Contrast Correlate Debate Deduce Diagram Differentiate Discriminate Distinguish Examine Focus Illustrate Infer Limit Outline Point out Prioritize Recognize Research Relate Separate Subdivide * Students will debate the counterpoints of current ethical issues in healthcare. * Students will examine current research on nutrition and disease prevention. Synthesis Applying prior knowledge and skills to combine elements into a pattern not clearly there before. Use words and phrases such as: combine, rearrange, substitute, create, design, invent, what if, etc., to encourage students to combine elements into a pattern that's new. Adapt Anticipate Categorize Collaborate Combine Communicate Compare Compile Compose Construct Contrast Create Design Develop Devise Express Facilitate Formulate Generate Incorporate Individualize Initiate Integrate Intervene Invent Make up Model Modify Negotiate Organize Perform Plan Pretend Produce Progress Propose Rearrange Reconstruct Reinforce Reorganize Revise Rewrite Structure Substitute Validate * Students will combine elements of two distinct literary genres to propose a new fictional genre. * Students will reconstruct a business model using new and innovative techniques. Evaluation Judging or deciding according to some set of criteria, without real right or wrong answers. Use words such as: assess, decide, measure, select, explain, conclude, compare, summarize, etc., to encourage students to make judgements according to a set of criteria. Appraise Argue Assess Choose Compare & Contrast Conclude Critcize Critique Decide Defend Evaluate Interpret Judge Justify Predict Prioritize Prove Rank Rate Reframe Select Support * Students will orally and physically interpret written theatrical material. * Students will predict the effect of chemical compounds on organic and inorganic material. Sources: http://www.teachervision.fen.com/teaching-methods/curriculum-planning/2171.html http://www.teachervision.fen.com/tv/printables/misc07/BloomsTaxonomyVerbs.pdf