The document provides an overview of Bloom's Taxonomy, which classifies learning objectives into different cognitive levels (Remember, Understand, Apply, Analyze, Evaluate, Create), as well as affective (Valuing, Organizing) and psychomotor (Perception, Set, Guided Response, Mechanism) domains. It discusses how understanding and applying Bloom's Taxonomy can help students learn more effectively by focusing on higher-order thinking skills and metacognition. Several examples are given of writing learning objectives at different cognitive levels.

1. Bloom’s Taxonomy: A Tool for Planning, Assessment, and Teaching Students HOW to Learn Saundra Yancy McGuire, Ph.D., Asst. Vice Chancellor for Learning and Teaching Professor of Chemistry Former Director, Center for Academic Success Louisiana State University Baton Rouge, LA

9. Bloom’s Taxonomy Cognitive Domain Anderson & Krathwohl, 2001 http://projects.coe.uga.edu/epltt/index.php?title=Bloom's_Taxonomy

10. Creating Evaluating Analyzing Applying Understanding Remembering Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing. Making judgments based on criteria and standards through checking and critiquing. Carrying out or using a procedure through executing, or implementing. Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining. Retrieving, recognizing, and recalling relevant knowledge from long-term memory. Bloom’s Taxonomy Cognitive Domain http://www.odu.edu/educ/llschult/blooms_taxonomy.htm  Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure . Graduate School Undergraduate High School This pyramid depicts the different levels of thinking we use when learning. Notice how each level builds on the foundation that precedes it. It is required that we learn the lower levels before we can effectively use the skills above.

11. Remembering Understanding Applying Analyzing Evaluating Creating Key ideas: Judge, Critique, Justify, Recommend, Criticize, Assess, Disprove, Rate, Resolve Key ideas: Design, Hypothesize, Invent, Develop, Compose, Theorize, Elaborate, Test, Invent, Originate Key ideas: Analyze, Categorize, Compare/Contrast, Separate, Dissect, Simplify Key ideas: What if, Use, Compute, Solve, Demonstrate, Apply, Construct, Build, Experiment Key ideas: Why, How, Explain, Paraphrase, Describe, Illustrate, Compare/Contrast, Outline, Map Key ideas: What, Remember, List, Label, State, Define, Choose, Find, Select, Match Cognitive Learning Levels (Bloom’s Taxonomy)

12. Example ~ Bloom’s Cognitive Levels of Learning ~ Applied to Goldilocks and the Three Bears Adapted from http://www.kyrene.k12.az.us/schools/brisas/sunda/litpack/BloomsCriticalThinking_files/v3_document.htm Creating Compose a story about Goldilocks and the Three Fish. How would it differ from Goldilocks and the Three Bears? Evaluating Judge whether Goldilocks was good or bad. Defend your opinion. Analyzing Compare this story to reality. What events could not really happen. Applying Demonstrate what Goldilocks would use if she came to your house. Understanding Explain why Goldilocks liked Baby Bear’s chair the best. Remembering List the items used by Goldilocks while she was in the Bears’ house.

13. Example ~ Bloom’s Cognitive Levels of Learning ~ Applied to HBCUs Creating Design the ideal HBCU for today’s environment. What components must be present? Evaluating Judge whether HBCUs or PWIs (Predominantly White Institutions) will better prepare Black students for the working environment Analyzing Compare and contrast HBCs and HBUs Applying Use the definition of HBCU to determine which of the following are HBCUs Understanding Explain why Delgado is not considered an HBCU Remembering State what the acronym HBCU stands for

19. The Study Cycle* Phase 1: Preview chapter(s) to be covered in class… before class. Phase 2: GO TO CLASS! Listen actively, take notes, participate in class. Phase 3: Review and process class notes as soon after class as possible. Phase 4: Implement Intense Study Sessions. Repeat if you have more time *adapted from Frank Christ’s PLRS system

21. Extended Bloom's Taxonomy The Cognitive Process Dimension http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table The Knowledge Dimension Remember Understand Apply Analyze Evaluate Create Factual Knowledge List Summarize Classify Order Rank Combine ConceptualKnowledge Describe Interpret Experiment Explain Assess Plan ProceduralKnowledge Tabulate Predict Calculate Differentiate Conclude Compose Meta-CognitiveKnowledge Appropriate Use Execute Construct Achieve Action Actualize

23. Internalizing Values Organization Valuing Responding Receiving Adopting a new way of life or outlook - integrating one’s beliefs, ideas, and attitudes into a total, all-embracing philosophy Accepting Values/Beliefs – Committing oneself to taking up an attitudinal position Participating - developing an awareness of something Paying Attention – developing an awareness of something Bloom’s Taxonomy Affective Domain http://www.nwlink.com/~donclark/hrd/bloom.html Developing a new value system - making adjustments or decisions from among several alternatives This pyramid depicts the different levels of thinking we use when learning. Notice how each level builds on the foundation that precedes it. It is required that we learn the lower levels before we can effectively use the skills above.

24. Receiving Responding Valuing Organization Internalizing Values Key ideas: acts, discriminates, displays, influences, listens, modifies, proposes, revises, verifies Key ideas: adheres, alters, arranges, compares, defends, generalizes, modifies, organizes Key ideas: completes, demonstrates, differentiates, explains, initiates, invites, proposes, shares Key ideas: answers, assists, complies, discusses, presents, recites, reports, selects, tells Key ideas: asks, chooses, describes, follows, replies, points to, uses, listens, gives Affective Learning Levels (Bloom’s Taxonomy)

25. Example ~ Bloom’s Affective Levels of Learning ~ Applied to Information about HBCUs Internalizing Values (Characterization) Influence other students to participate in actions to preserve HBCUs Organization Defend the existence of HBCUs even though all institutions are now open to Black students Valuing Initiate a discussion of the difference between HBCs and HBUs Responding Discuss with your group members why Delgado is not considered an HBCU Receiving (Attending) Sit attentively to a lecture to learn what HBCUs are and why they were founded

27. Complex Overt Response Mechanism Guided Response Set Perception Performing Automatically with facility/habitually Performing a task with assistance Getting ready to perform Observing Behaviors Involved in a Task Bloom’s Taxonomy Psychomotor Domain http://www.nwlink.com/~donclark/hrd/bloom.html Acting without assistance This pyramid depicts the different levels of thinking we use when learning. Notice how each level builds on the foundation that precedes it. It is required that we learn the lower levels before we can effectively use the skills above. Adaptation Origination Modifying movement to fit special requirements Creating new movement patterns to fit a particular situation of special problem

28. Perception Set Guided Response Mechanism Complex Overt Response Key ideas: same as mechanism, but with performance is quicker, better, more accurate, etc. Key ideas: assembles, constructs, manipulates, mixes, organizes, sketches, performs Key ideas: copies, traces, follows, reacts, reproduces, responds Key ideas: begins, displays, explains, moves, proceeds, reacts, shows, states, volunteers Key ideas: chooses, describes, detects, differentiates, relates, selects Psychomotor Learning Levels (Bloom’s Taxonomy) Adaptation Origination Key ideas: arranges, builds, combines, composes, constructs, creates, designs, initiates, etc. Key ideas: adapts, alters, changes, rearranges, reorganizes, revises, varies, etc.

29. ~ Bloom’s Psychomotor Levels of Learning ~ Applied to Vocal Performance Origination Compose an original art song based on African American themes Adaptation Rearrange a European art song such that it as African rhythms Complex Overt Response Present a recital of art songs and arias, as close to the level of a professional classical singer as possible. Mechanism Perform an art song, using correct technique, without the assistance of a vocal coach Guided Response Perform an art song with the assistance of a vocal coach Set Warm up your voice to participate in a coaching session Perception Observe Marian Anderson singing to determine what actions she performs to produce the sounds

31. Dweck, Carol, 2006. Mindset: The New Psychology of Success. New York: Random House Publishing Recommended Reading Shenk, David, 2010. The Genius in All of Us: Why Everything You've Been Told About Genetics, Talent, and IQ Is Wrong. New York: Doubleday Publishing