A session for Teach For India fellows to engage them in the understanding of Bloom's Taxonomy of Learning domains.

1. A BREAKDOWN OF
BLOOM’S TAXONOMY
-SESSIONBY NILAV KUMAR PYNE

2. • Do take notes wherever you find necessary.
• Keep an open mind and not judge the
facilitator on the facts/opinions he might
state.
• We are aiming at individual and group
productivity throughout the session i.e.
proper utilization of time and resource.
• Do feel free to add value to the session.
A FEW GENERIC RULES-

3. LET US FIRST BEGIN
WITH A LONG THEMATIC
CONNECTION QUESTION

4. • FIRST SLIDE - +40,-20
• SECOND SLIDE- +30,-10
• THIRD SLIDE -+20,-5
• FOURTH SLIDE-+10,0

9. ANSWER

10. OUR NATIONAL ANTHEM- JANA GANA
MANA

11. Q. Which song was written on 11
December 1911 by Rabindranath
Tagore and sung on 28 December
1911 at the Calcutta session of
the Indian National Congress? It
is exactly 52 seconds long.

12. JANA GANA MANA- OUR NATIONAL
ANTHEM

13. BLOOM’S LEVELS REVISITED

14. • Q. How do you think the two questions in the
DO NOW were different?
• Q. Do you see implementation of Bloom’s
levels in both the questions?
• Q. How often do you apply the Bloom’s Levels
theory in your lessons in the classroom?
• Q. How much would you rate your class in
terms of rigour and why?

15. • FWBAT differentiate skill and knowledge
aspect of a lesson.
• FWBAT analyze the model of Bloom’s
taxonomy and design a rigour lesson using it.
• FWBAT teach to the highest (thinking level),
by scaffolding to the lowest (thinking level).
TODAY’S SESSION
BIG GOAL

16. • Knowledge(noun)-facts, information, and skills
acquired through experience or education; the
theoretical or practical understanding of a subject.
• Synonym- understanding, comprehension
• Skill(noun)- The ability to do something
well; expertise
• Synonym- adroitness, prowess, flair, virtuosity
• Rigour(noun)- The quality of being
extremely thorough and careful.
• Synonym- meticulousness, attention to detail,
scrupulousness, punctiliousness.
WHAT OXFORD DICTIONARY SAYS-

17. • Fellows will understand the Bloom’s model
and apply the knowledge to design their own
lesson for the class.
• Fellows will also analyze and evaluate the
effectiveness of the model by executing their
lesson in the class.
HOW WOULD WE ACHIEVE TODAY’S
OBJECTIVE

18. Thinking Levels
Q. Highest and Lowest
what?
A. Thinking Levels.
Introducing:
HOT - Higher Order
Thinking
LOT – Lower Order
Thinking

19. Bloom’s Level 1: KNOWLEDGE
Associated Verb: Remember
Remember? Remember!
•What...?
•Who...?
•When...?
•Where...?
•How...?
List
Recall
Name
Label
Identify /Recognize

20. Bloom’s Level 2: UNDERSTANDING
Associated Verb: Comprehend
Comprehend? Comprehend!
•Can you write ... in your
own words?
•Can you explain the
main idea?
•Can you illustrate what
you’ve learned with an
example?
Summarize
Illustrate
Explain
Describe

21. Bloom’s Level 3: APPLICATION
Associated Verb: Apply
Apply? Apply!
•Why...?
•Can you solve...?
•Can you use this
information to...?
Solve/Calculate
Construct/Make
Use

22. Bloom’s Level 4: ANALYSIS
Associated Verb: Compare
Compare? Compare!
•How would you
differentiate between...?
•Can you classify the
similar...?
•What would you
prioritize...?
•How does the beginning
compare with the end?
Contrast
Relate
Prioritize
Categorize

23. Bloom’s Level 5: EVALUATION
Associated Verb: Justify
Justify? Justify!
•Is there a better
solution to...?
•Can you defend your
opinion?
•Can you prove...?
•Can you predict an
ending aligned to...?
Support
Debate
Assess
Conclude

24. Bloom’s Level 6: CREATION
Associated Verb: Create
Create? Create!
•Can you design...?
•Can you
compose...?
•What new and
unusual solution can
you suggest?
Produce
Develop
Synthesize

25. Let’s test ourselves for the lowest of the LOTs.
Q. What was the Big Goal for this session?
FWBAT teach to the highest (thinking level), by
scaffolding to the lowest (thinking level).

26. Objective
SWBAT explore the use of a globe and a map, to
study world geography.
(This objective assumes some elementary knowledge about the
world geography, on the part of the students)

27. Assessing LOTs
Level 1:
KNOWLEDGE
Q. Which continent
does the picture
on the globe look
like? Which
continent does
the picture on
the map look
like?
Level 2:
UNDERSTANDING
Q. Do both pictures
show the same
continent?
Explain with 3
reasons.
Level 3:
APPLICATION
Q. Use the globe
and the map to
complete the
table below:

28. Assessing HOTs
Level 4:
ANALYSIS
Q. Use the table
above to
compare what
you have learned
about Africa from
the globe and the
map?
Level 5:
EVALUATION
Q. ‘Two things that
are equal to the
same thing, are
equal to each
other.’ Prove this
statement, using
the example of a
globe and a map
to understand
world geography.
Level 6:
CREATION
Q. Using your
knowledge of
world geography,
re-organize
yourselves into 7
groups – for the
seven continents
– and arrange the
classroom to
represent the
world map.

29. Observe that...
• We have successfully integrated a concept of high
learning level, by scaffolding it down to the lowest
level.
• We could create a differentiated assessment to test the
same knowledge (about world history) and concept, by
using Bloom’s.
• It can hence be concluded, that Bloom’s, when used
efficiently, can be used to assess high-level topics, with
multi-level scaffolding to test all learning levels.

30. • Choose any object from your grade level text
and design a rigour lesson using the model of
Bloom’s taxonomy.
• Your lesson should have a clear demarcation
between the knowledge you are providing and
the skill you are trying to build through the
lesson.
THE BALL IS IN YOUR COURT NOW

31. Finis.