This document provides an overview of Bloom's Taxonomy, a framework for categorizing levels of thinking skills. It details the original taxonomy developed in 1956 and the revised version from 2001. The revisions updated the taxonomy to better reflect 21st century work. The taxonomy categorizes thinking into six levels - remembering, understanding, applying, analyzing, evaluating, and creating. It encourages teachers to scaffold lessons to help students develop higher-order thinking skills. The document provides examples of how to incorporate each level of thinking into classroom lessons and assessments.
The document discusses Revised Bloom's Taxonomy, which is an update to the original Bloom's Taxonomy of learning objectives. It provides details on the history and development of Bloom's Taxonomy, including the original taxonomy from 1956 and revisions made in 2001. The revised version uses verbs to describe six levels of thinking skills (remember, understand, apply, analyze, evaluate, create) and considers knowledge dimensions. Examples are provided of how teachers can incorporate different levels of thinking skills into classroom lessons and assessments using Bloom's Taxonomy.
The document discusses Bloom's taxonomy, which is a classification of learning objectives within education. It provides an overview of the original taxonomy and a revised version. The original taxonomy consisted of six cognitive levels from lowest to highest order: remembering, understanding, applying, analyzing, evaluating, and creating. The revised taxonomy updates the terminology and ordering of the levels based on modern cognitive psychology and focuses on applying knowledge rather than just recalling information.
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating.
It provides descriptions and examples of key words and questions for each of the six levels. Level 1 involves recalling facts, terms, and basic concepts. Level 2 demonstrates understanding through organizing, comparing, and interpreting ideas. Level 3 focuses on applying knowledge to solve problems in different ways. Level 4 examines information by identifying causes and relationships. Level 5 involves making judgements based on criteria. Level 6 has students compiling information in new ways by combining elements or proposing alternatives.
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating.
It provides descriptions and key words for each of the six levels. Questions types are also listed that align with each level of learning. For example, at the "Remembering" level, questions focus on recalling facts, while "Creating" level questions involve compiling information in new ways or proposing alternative solutions. Key words are also given to indicate the thinking skills required at each level.
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating. It provides key words and sample questions for each level to demonstrate the cognitive processes involved. Remembering involves recalling facts, terms, and answers to basic questions. Understanding involves demonstrating comprehension through organizing, interpreting, and explaining ideas and information. Applying refers to using knowledge to solve problems in novel ways. Analyzing breaks information down and makes inferences. Evaluating involves making judgements and defending opinions. Creating combines elements in new ways and proposes alternative solutions. The document provides guidance on using the taxonomy to develop questions at different cognitive levels.
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating. It provides key words and sample questions for each level to demonstrate the cognitive processes involved. Remembering involves recalling facts and details, while understanding requires demonstrating comprehension. Applying refers to using knowledge in new situations, and analyzing means examining information and issues. Evaluating is making judgments based on criteria, and creating combines elements in new ways. The document is intended to help teachers classify questioning techniques and plan lessons targeting different cognitive levels.
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating. It provides key words and sample questions for each level to demonstrate the cognitive processes involved. Remembering involves recalling facts, terms, and answers to basic questions. Understanding involves demonstrating comprehension through organizing, interpreting, and explaining ideas and information. Applying refers to using knowledge to solve problems in novel ways. Analyzing breaks information down and makes inferences. Evaluating involves making judgements and defending opinions. Creating combines elements in new ways and proposes alternative solutions. The document provides guidance on using the taxonomy to develop questions at different cognitive levels.
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating. It provides key words and sample questions for each level to demonstrate the cognitive processes involved. Remembering involves recalling facts and details, while understanding requires demonstrating comprehension. Applying refers to using knowledge in new situations, and analyzing means examining information and issues. Evaluating is making judgments based on criteria, and creating combines elements in new ways. The document is intended to help teachers classify questioning techniques and learning objectives according to the taxonomy.
The document discusses Revised Bloom's Taxonomy, which is an update to the original Bloom's Taxonomy of learning objectives. It provides details on the history and development of Bloom's Taxonomy, including the original taxonomy from 1956 and revisions made in 2001. The revised version uses verbs to describe six levels of thinking skills (remember, understand, apply, analyze, evaluate, create) and considers knowledge dimensions. Examples are provided of how teachers can incorporate different levels of thinking skills into classroom lessons and assessments using Bloom's Taxonomy.
The document discusses Bloom's taxonomy, which is a classification of learning objectives within education. It provides an overview of the original taxonomy and a revised version. The original taxonomy consisted of six cognitive levels from lowest to highest order: remembering, understanding, applying, analyzing, evaluating, and creating. The revised taxonomy updates the terminology and ordering of the levels based on modern cognitive psychology and focuses on applying knowledge rather than just recalling information.
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating.
It provides descriptions and examples of key words and questions for each of the six levels. Level 1 involves recalling facts, terms, and basic concepts. Level 2 demonstrates understanding through organizing, comparing, and interpreting ideas. Level 3 focuses on applying knowledge to solve problems in different ways. Level 4 examines information by identifying causes and relationships. Level 5 involves making judgements based on criteria. Level 6 has students compiling information in new ways by combining elements or proposing alternatives.
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating.
It provides descriptions and key words for each of the six levels. Questions types are also listed that align with each level of learning. For example, at the "Remembering" level, questions focus on recalling facts, while "Creating" level questions involve compiling information in new ways or proposing alternative solutions. Key words are also given to indicate the thinking skills required at each level.
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating. It provides key words and sample questions for each level to demonstrate the cognitive processes involved. Remembering involves recalling facts, terms, and answers to basic questions. Understanding involves demonstrating comprehension through organizing, interpreting, and explaining ideas and information. Applying refers to using knowledge to solve problems in novel ways. Analyzing breaks information down and makes inferences. Evaluating involves making judgements and defending opinions. Creating combines elements in new ways and proposes alternative solutions. The document provides guidance on using the taxonomy to develop questions at different cognitive levels.
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating. It provides key words and sample questions for each level to demonstrate the cognitive processes involved. Remembering involves recalling facts and details, while understanding requires demonstrating comprehension. Applying refers to using knowledge in new situations, and analyzing means examining information and issues. Evaluating is making judgments based on criteria, and creating combines elements in new ways. The document is intended to help teachers classify questioning techniques and plan lessons targeting different cognitive levels.
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating. It provides key words and sample questions for each level to demonstrate the cognitive processes involved. Remembering involves recalling facts, terms, and answers to basic questions. Understanding involves demonstrating comprehension through organizing, interpreting, and explaining ideas and information. Applying refers to using knowledge to solve problems in novel ways. Analyzing breaks information down and makes inferences. Evaluating involves making judgements and defending opinions. Creating combines elements in new ways and proposes alternative solutions. The document provides guidance on using the taxonomy to develop questions at different cognitive levels.
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating. It provides key words and sample questions for each level to demonstrate the cognitive processes involved. Remembering involves recalling facts and details, while understanding requires demonstrating comprehension. Applying refers to using knowledge in new situations, and analyzing means examining information and issues. Evaluating is making judgments based on criteria, and creating combines elements in new ways. The document is intended to help teachers classify questioning techniques and learning objectives according to the taxonomy.
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating. It provides key words and sample questions for each level to demonstrate skills within that domain. Remembering involves recalling facts, terms, and answers to basic questions. Understanding involves organizing, comparing, interpreting and stating main ideas. Applying involves solving problems by applying knowledge in different situations. Analyzing examines information and identifies relationships and conclusions. Evaluating involves making judgements and defending opinions. Creating involves compiling information in new ways and proposing alternative solutions. The document provides guidance on using the taxonomy to develop questions at different levels.
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating. It provides key words and sample questions for each level to demonstrate the cognitive processes involved. Remembering involves recalling facts, terms, and answers to basic questions. Understanding involves demonstrating comprehension through organizing, interpreting, and explaining ideas and information. Applying refers to using knowledge to solve problems in novel ways. Analyzing breaks information down and makes inferences. Evaluating involves making judgements and defending opinions. Creating combines elements in new ways and proposes alternative solutions. The document provides guidance on using the taxonomy to develop questions at different cognitive levels.
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating. It provides key words and sample questions for each level to demonstrate the cognitive processes involved. Remembering involves recalling facts, terms, and answers to basic questions. Understanding involves demonstrating comprehension through organizing, interpreting, and explaining ideas and information. Applying refers to using knowledge to solve problems in novel ways. Analyzing breaks information down and examines relationships between parts. Evaluating involves making judgments based on criteria. Creating puts elements together in new ways to design alternative solutions. The document provides guidance on using the taxonomy to structure learning activities and questioning techniques.
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating.
It provides descriptions and examples of key words and questions for each of the six levels. Level 1 involves recalling facts, terms, and basic concepts. Level 2 demonstrates understanding through organizing, comparing, and interpreting ideas. Level 3 focuses on applying knowledge to solve problems in different ways. Level 4 examines information by identifying causes and relationships. Level 5 involves making judgements based on criteria. Level 6 has students compile information in new ways by combining elements or proposing alternatives.
Bloom's Taxonomy outlines six levels of learning: knowledge, comprehension, application, analysis, synthesis, and evaluation. Each level builds on the previous ones as thinking becomes more complex. The levels progress from basic recall or recognition of facts, concepts and ideas to more complex and abstract mental levels including evaluating, analyzing and creating new ideas or products.
Taxonomy of Cognitive Objectives
Developed in 1950’s
Means of expressing qualitatively different kinds of thinking
• Been adapted for classroom use as a planning tool
• Continues to be one of the most universally applied models
• Provides a way to organize thinking skills into six levels, from the most basic to the more complex levels of thinking
These gentlemen are the primary authors of the revisions to what had become known as Bloom’s Taxonomy — an ordering of cognitive skills.
Both of these primary authors were in a perfect position to orchestrate looking at the classic taxonomy critically.
They called together a group of educational psychologists and educators to help them with the revisions.
Lorin Anderson was once a student of the famed Benjamin Bloom, and
David Krathwohl was one of Bloom’s partners as he devised his classic cognitive taxonomy.
Their combined efforts led to Bloom’s Taxonomy revised.
• 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 used rather than nouns.
• The subcategories of the six major categories were also replaced by verbs and some subcategories were reorganized.
• The knowledge category was renamed. Knowledge is an outcome or product of thinking not a form of thinking per se. Consequently, the word knowledge was inappropriate to describe a category of thinking and was replaced with the word remembering instead.
• Comprehension and synthesis were retitled to understanding and creating respectively, in order to better reflect the nature of the thinking defined in each category.
• The revision's primary focus was on the taxonomy in use. Essentially, this means that the revised taxonomy is a more authentic tool for curriculum planning, instructional delivery and assessment.
• The revision is aimed at a broader audience. Bloom’s Taxonomy was traditionally viewed as a tool best applied in the earlier years of schooling (i.e. primary and junior primary years). The revised taxonomy is more universal and easily applicable at elementary, secondary and even tertiary levels.
• The revision emphasizes explanation and description of subcategories.
l
The document discusses Edward De Bono's concept of Six Thinking Hats, which proposes dividing thinking into six types represented by colored hats. Each hat defines a certain type of thinking that can be done one at a time. The white hat represents objective facts, red represents emotions, black represents negatives, yellow optimism, green creativity, and blue control. The concept aims to simplify thinking by allowing thinkers to focus on one thing at a time and switch perspectives. While some may initially feel awkward using the hats, the convenience of the system becomes apparent with use.
Bloom’s Taxonomy Bloom’s Taxonomy provides an important.docxAASTHA76
Bloom’s Taxonomy
Bloom’s Taxonomy provides an important framework for teachers to use to focus on
higher order thinking. By providing a hierarchy of levels, this taxonomy can assist teachers
in designing performance tasks, crafting questions for conferring with students, and
providing feedback on student work
This resource is divided into different levels each with Keywords that exemplify the level
and questions that focus on that same critical thinking level. Questions for Critical
Thinking can be used in the classroom to develop all levels of thinking within the
cognitive domain. The results will be improved attention to detail, increased
comprehension and expanded problem solving skills. Use the keywords as guides to
structuring questions and tasks. Finish the Questions with content appropriate to the
learner. Assessment can be used to help guide culminating projects. The six levels are:
Level I Knowledge
Level II Comprehension
Level III Application
Level IV Analysis
Level V Synthesis
Level VI Evaluation
Blooms Level I: Knowledge
Exhibits memory of previously learned material by recalling fundamental facts, terms,
basic concepts and answers about the selection.
Keywords:
who, what, why, when, omit, where, which, choose, find, how, define, label, show, spell,
list, match, name, relate, tell, recall, select
Questions:
• What is…? • Can you select? • Where is…? • When did ____ happen?
• Who were the main…? • Which one…? • Why did…? • How would you describe…?
• When did…? • Can you recall…? • Who was…? • How would you explain…?
• How did ___happen…? • Can you list the three..? • How is…?
• How would you show…?
Assessment:
Match character names with pictures of the characters.
Match statements with the character who said them.
List the main characteristics of one of the main characters in a WANTED poster.
Arrange scrambled story pictures and/or scrambled story sentences in sequential order.
Recall details about the setting by creating a picture of where a part of the story took place.
Blooms Level II: Comprehension
Demonstrate understanding of facts and ideas by organizing, comparing, translating,
interpreting, giving descriptors and stating main ideas.
Keywords: compare, contrast, demonstrate, interpret, explain, extend, illustrate, infer,
outline, relate, rephrase, translate, summarize, show, classify
Questions:
• How would you classify the type of…? • How would you compare…? contrast…?
• Will you state or interpret in your own words…?
• How would you rephrase the meaning?
• What facts or ideas show…? • What is the main idea of ……?
• Which statements support…? • Which is the best answer…?
• What can you say about …? • How would you summarize… ?
• Can you explain what is happening…? • What is meant by…?
Assessment:
Interpret pictures of scenes from the story or art print.
Explain selected ideas or parts from the s ...
Effective teaching is more than a good lecture. In fact, it may be NO lecture at all. This presentation suggests dozens of effective structures. While many are not fully explained here, they are easily found in many locations on the internet and in the woks of Gardner, Tomlinson, Marzano, Sternberg, Costa, Solomon and others.
The document outlines different types of "slam dunk lessons" that teachers can create using digital resources to engage students in higher-order thinking. It describes 5 types of lessons: 1) using a database with challenging questions, 2) using a provocative article/text, 3) using a provocative ad or persuasive image, 4) using dramatic media, and 5) using a "rich site" and essential question to interpret information. The goal is to inspire students and match curriculum standards while challenging students to analyze, synthesize and evaluate information.
An Essay On Computer. Click here to view my essay on computer networksMorgan Hampton
Importance of Computer Essay | Essay on Importance of Computer for .... Essay on Computer | Computer Essay for Students and Children in English .... Essay on Computer for all Class in 100 to 500 Words in English. Essay on Importance of Computer in Life for Students. Essay on Computer - YouTube. Essay On Computer In English ll Short Essay Writing ll - YouTube. Click here to view my essay on computer networks. Computers Are Everywhere Essay Example | StudyHippo.com. 006 Essay Example On Computer 62 Thumb ~ Thatsnotus. Essay On History Of Computer Free Essay Example. What Is Computer Essay In English | Sitedoct.org. Computer System - PHDessay.com. What is Computer - PHDessay.com. Essay On Computer and It's Uses for School Students - The Study Cafe. How Computer Has Made Learning Easier For Students Essay Example .... The Computer Essay Introduction | Science And Technology | Office Equipment. Importance of
The document discusses using technology to promote higher-order thinking in students. It suggests asking open-ended questions to encourage creative problem solving rather than fact memorization. Specific strategies mentioned include project-based learning, using different modes of expression, and creating student-centered stories to make learning meaningful.
Bloom's Taxonomy provides a framework for classifying levels of thinking skills, from lower order to higher order. It includes six levels: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Each level has key verbs to guide question and activity design to develop critical thinking skills and engage students at that cognitive level. Teachers can use Bloom's Taxonomy to help craft effective questions, design performance tasks, and provide feedback to students.
The document discusses various tools and techniques for managing creative thinking skills and overcoming conceptual blocks to creativity. It describes attribute listing, brainstorming, visioning, the Kipling method, problem statements, and challenge methods as tools for defining problems, creating new ideas, and developing a creative climate. It also discusses types of conceptual blocks like constancy, compression, and complacency that can limit creative thinking.
The document discusses various tools and techniques for managing creative thinking skills and overcoming conceptual blocks to creativity. It describes attribute listing, brainstorming, visioning, the Kipling method, problem statements, and challenge methods as tools for defining problems, creating new ideas, and developing a creative climate. It also discusses types of conceptual blocks like constancy, compression, and complacency that can limit creative thinking.
Bloom's Taxonomy provides a framework to promote higher-order thinking skills. It organizes six levels of cognitive complexity: knowledge, comprehension, application, analysis, synthesis, and evaluation. Questions and assessments for each level progress from basic recall to more complex thinking, such as analyzing information and creating new ideas. The taxonomy can help teachers design lessons that develop critical thinking at all cognitive levels.
Bloom's Taxonomy provides a framework to promote higher-order thinking skills. It structures six levels of cognitive complexity: knowledge, comprehension, application, analysis, synthesis, and evaluation. Questions and assessments for each level progress from basic recall to more complex thinking, such as analyzing relationships, combining ideas, and making judgments. The taxonomy can help teachers design lessons that develop critical thinking at all cognitive levels.
Bloom's Taxonomy provides a framework to promote higher-order thinking skills. It organizes six levels of cognitive complexity: knowledge, comprehension, application, analysis, synthesis, and evaluation. Questions and assessments for each level progress from basic recall to more complex thinking, such as analyzing information and creating new ideas. The taxonomy can help teachers design lessons that develop critical thinking at all cognitive levels.
Bloom's Taxonomy provides a framework to promote higher-order thinking skills. It categorizes six levels of cognition: knowledge, comprehension, application, analysis, synthesis, and evaluation. Teachers can use the taxonomy to design questions that help students learn and demonstrate their understanding at different levels of thinking. The framework assists in planning lessons, assessments, and providing feedback to develop critical thinking.
Bloom's Taxonomy provides a framework to promote higher-order thinking skills. It categorizes six levels of cognition: knowledge, comprehension, application, analysis, synthesis, and evaluation. Teachers can use the taxonomy to design questions that help students learn and demonstrate their understanding at different levels of thinking. The framework assists in planning lessons, assessments, and providing feedback to develop critical thinking.
Exploring Career Paths in Cybersecurity for Technical CommunicatorsBen Woelk, CISSP, CPTC
Brief overview of career options in cybersecurity for technical communicators. Includes discussion of my career path, certification options, NICE and NIST resources.
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating. It provides key words and sample questions for each level to demonstrate skills within that domain. Remembering involves recalling facts, terms, and answers to basic questions. Understanding involves organizing, comparing, interpreting and stating main ideas. Applying involves solving problems by applying knowledge in different situations. Analyzing examines information and identifies relationships and conclusions. Evaluating involves making judgements and defending opinions. Creating involves compiling information in new ways and proposing alternative solutions. The document provides guidance on using the taxonomy to develop questions at different levels.
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating. It provides key words and sample questions for each level to demonstrate the cognitive processes involved. Remembering involves recalling facts, terms, and answers to basic questions. Understanding involves demonstrating comprehension through organizing, interpreting, and explaining ideas and information. Applying refers to using knowledge to solve problems in novel ways. Analyzing breaks information down and makes inferences. Evaluating involves making judgements and defending opinions. Creating combines elements in new ways and proposes alternative solutions. The document provides guidance on using the taxonomy to develop questions at different cognitive levels.
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating. It provides key words and sample questions for each level to demonstrate the cognitive processes involved. Remembering involves recalling facts, terms, and answers to basic questions. Understanding involves demonstrating comprehension through organizing, interpreting, and explaining ideas and information. Applying refers to using knowledge to solve problems in novel ways. Analyzing breaks information down and examines relationships between parts. Evaluating involves making judgments based on criteria. Creating puts elements together in new ways to design alternative solutions. The document provides guidance on using the taxonomy to structure learning activities and questioning techniques.
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating.
It provides descriptions and examples of key words and questions for each of the six levels. Level 1 involves recalling facts, terms, and basic concepts. Level 2 demonstrates understanding through organizing, comparing, and interpreting ideas. Level 3 focuses on applying knowledge to solve problems in different ways. Level 4 examines information by identifying causes and relationships. Level 5 involves making judgements based on criteria. Level 6 has students compile information in new ways by combining elements or proposing alternatives.
Bloom's Taxonomy outlines six levels of learning: knowledge, comprehension, application, analysis, synthesis, and evaluation. Each level builds on the previous ones as thinking becomes more complex. The levels progress from basic recall or recognition of facts, concepts and ideas to more complex and abstract mental levels including evaluating, analyzing and creating new ideas or products.
Taxonomy of Cognitive Objectives
Developed in 1950’s
Means of expressing qualitatively different kinds of thinking
• Been adapted for classroom use as a planning tool
• Continues to be one of the most universally applied models
• Provides a way to organize thinking skills into six levels, from the most basic to the more complex levels of thinking
These gentlemen are the primary authors of the revisions to what had become known as Bloom’s Taxonomy — an ordering of cognitive skills.
Both of these primary authors were in a perfect position to orchestrate looking at the classic taxonomy critically.
They called together a group of educational psychologists and educators to help them with the revisions.
Lorin Anderson was once a student of the famed Benjamin Bloom, and
David Krathwohl was one of Bloom’s partners as he devised his classic cognitive taxonomy.
Their combined efforts led to Bloom’s Taxonomy revised.
• 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 used rather than nouns.
• The subcategories of the six major categories were also replaced by verbs and some subcategories were reorganized.
• The knowledge category was renamed. Knowledge is an outcome or product of thinking not a form of thinking per se. Consequently, the word knowledge was inappropriate to describe a category of thinking and was replaced with the word remembering instead.
• Comprehension and synthesis were retitled to understanding and creating respectively, in order to better reflect the nature of the thinking defined in each category.
• The revision's primary focus was on the taxonomy in use. Essentially, this means that the revised taxonomy is a more authentic tool for curriculum planning, instructional delivery and assessment.
• The revision is aimed at a broader audience. Bloom’s Taxonomy was traditionally viewed as a tool best applied in the earlier years of schooling (i.e. primary and junior primary years). The revised taxonomy is more universal and easily applicable at elementary, secondary and even tertiary levels.
• The revision emphasizes explanation and description of subcategories.
l
The document discusses Edward De Bono's concept of Six Thinking Hats, which proposes dividing thinking into six types represented by colored hats. Each hat defines a certain type of thinking that can be done one at a time. The white hat represents objective facts, red represents emotions, black represents negatives, yellow optimism, green creativity, and blue control. The concept aims to simplify thinking by allowing thinkers to focus on one thing at a time and switch perspectives. While some may initially feel awkward using the hats, the convenience of the system becomes apparent with use.
Bloom’s Taxonomy Bloom’s Taxonomy provides an important.docxAASTHA76
Bloom’s Taxonomy
Bloom’s Taxonomy provides an important framework for teachers to use to focus on
higher order thinking. By providing a hierarchy of levels, this taxonomy can assist teachers
in designing performance tasks, crafting questions for conferring with students, and
providing feedback on student work
This resource is divided into different levels each with Keywords that exemplify the level
and questions that focus on that same critical thinking level. Questions for Critical
Thinking can be used in the classroom to develop all levels of thinking within the
cognitive domain. The results will be improved attention to detail, increased
comprehension and expanded problem solving skills. Use the keywords as guides to
structuring questions and tasks. Finish the Questions with content appropriate to the
learner. Assessment can be used to help guide culminating projects. The six levels are:
Level I Knowledge
Level II Comprehension
Level III Application
Level IV Analysis
Level V Synthesis
Level VI Evaluation
Blooms Level I: Knowledge
Exhibits memory of previously learned material by recalling fundamental facts, terms,
basic concepts and answers about the selection.
Keywords:
who, what, why, when, omit, where, which, choose, find, how, define, label, show, spell,
list, match, name, relate, tell, recall, select
Questions:
• What is…? • Can you select? • Where is…? • When did ____ happen?
• Who were the main…? • Which one…? • Why did…? • How would you describe…?
• When did…? • Can you recall…? • Who was…? • How would you explain…?
• How did ___happen…? • Can you list the three..? • How is…?
• How would you show…?
Assessment:
Match character names with pictures of the characters.
Match statements with the character who said them.
List the main characteristics of one of the main characters in a WANTED poster.
Arrange scrambled story pictures and/or scrambled story sentences in sequential order.
Recall details about the setting by creating a picture of where a part of the story took place.
Blooms Level II: Comprehension
Demonstrate understanding of facts and ideas by organizing, comparing, translating,
interpreting, giving descriptors and stating main ideas.
Keywords: compare, contrast, demonstrate, interpret, explain, extend, illustrate, infer,
outline, relate, rephrase, translate, summarize, show, classify
Questions:
• How would you classify the type of…? • How would you compare…? contrast…?
• Will you state or interpret in your own words…?
• How would you rephrase the meaning?
• What facts or ideas show…? • What is the main idea of ……?
• Which statements support…? • Which is the best answer…?
• What can you say about …? • How would you summarize… ?
• Can you explain what is happening…? • What is meant by…?
Assessment:
Interpret pictures of scenes from the story or art print.
Explain selected ideas or parts from the s ...
Effective teaching is more than a good lecture. In fact, it may be NO lecture at all. This presentation suggests dozens of effective structures. While many are not fully explained here, they are easily found in many locations on the internet and in the woks of Gardner, Tomlinson, Marzano, Sternberg, Costa, Solomon and others.
The document outlines different types of "slam dunk lessons" that teachers can create using digital resources to engage students in higher-order thinking. It describes 5 types of lessons: 1) using a database with challenging questions, 2) using a provocative article/text, 3) using a provocative ad or persuasive image, 4) using dramatic media, and 5) using a "rich site" and essential question to interpret information. The goal is to inspire students and match curriculum standards while challenging students to analyze, synthesize and evaluate information.
An Essay On Computer. Click here to view my essay on computer networksMorgan Hampton
Importance of Computer Essay | Essay on Importance of Computer for .... Essay on Computer | Computer Essay for Students and Children in English .... Essay on Computer for all Class in 100 to 500 Words in English. Essay on Importance of Computer in Life for Students. Essay on Computer - YouTube. Essay On Computer In English ll Short Essay Writing ll - YouTube. Click here to view my essay on computer networks. Computers Are Everywhere Essay Example | StudyHippo.com. 006 Essay Example On Computer 62 Thumb ~ Thatsnotus. Essay On History Of Computer Free Essay Example. What Is Computer Essay In English | Sitedoct.org. Computer System - PHDessay.com. What is Computer - PHDessay.com. Essay On Computer and It's Uses for School Students - The Study Cafe. How Computer Has Made Learning Easier For Students Essay Example .... The Computer Essay Introduction | Science And Technology | Office Equipment. Importance of
The document discusses using technology to promote higher-order thinking in students. It suggests asking open-ended questions to encourage creative problem solving rather than fact memorization. Specific strategies mentioned include project-based learning, using different modes of expression, and creating student-centered stories to make learning meaningful.
Bloom's Taxonomy provides a framework for classifying levels of thinking skills, from lower order to higher order. It includes six levels: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Each level has key verbs to guide question and activity design to develop critical thinking skills and engage students at that cognitive level. Teachers can use Bloom's Taxonomy to help craft effective questions, design performance tasks, and provide feedback to students.
The document discusses various tools and techniques for managing creative thinking skills and overcoming conceptual blocks to creativity. It describes attribute listing, brainstorming, visioning, the Kipling method, problem statements, and challenge methods as tools for defining problems, creating new ideas, and developing a creative climate. It also discusses types of conceptual blocks like constancy, compression, and complacency that can limit creative thinking.
The document discusses various tools and techniques for managing creative thinking skills and overcoming conceptual blocks to creativity. It describes attribute listing, brainstorming, visioning, the Kipling method, problem statements, and challenge methods as tools for defining problems, creating new ideas, and developing a creative climate. It also discusses types of conceptual blocks like constancy, compression, and complacency that can limit creative thinking.
Bloom's Taxonomy provides a framework to promote higher-order thinking skills. It organizes six levels of cognitive complexity: knowledge, comprehension, application, analysis, synthesis, and evaluation. Questions and assessments for each level progress from basic recall to more complex thinking, such as analyzing information and creating new ideas. The taxonomy can help teachers design lessons that develop critical thinking at all cognitive levels.
Bloom's Taxonomy provides a framework to promote higher-order thinking skills. It structures six levels of cognitive complexity: knowledge, comprehension, application, analysis, synthesis, and evaluation. Questions and assessments for each level progress from basic recall to more complex thinking, such as analyzing relationships, combining ideas, and making judgments. The taxonomy can help teachers design lessons that develop critical thinking at all cognitive levels.
Bloom's Taxonomy provides a framework to promote higher-order thinking skills. It organizes six levels of cognitive complexity: knowledge, comprehension, application, analysis, synthesis, and evaluation. Questions and assessments for each level progress from basic recall to more complex thinking, such as analyzing information and creating new ideas. The taxonomy can help teachers design lessons that develop critical thinking at all cognitive levels.
Bloom's Taxonomy provides a framework to promote higher-order thinking skills. It categorizes six levels of cognition: knowledge, comprehension, application, analysis, synthesis, and evaluation. Teachers can use the taxonomy to design questions that help students learn and demonstrate their understanding at different levels of thinking. The framework assists in planning lessons, assessments, and providing feedback to develop critical thinking.
Bloom's Taxonomy provides a framework to promote higher-order thinking skills. It categorizes six levels of cognition: knowledge, comprehension, application, analysis, synthesis, and evaluation. Teachers can use the taxonomy to design questions that help students learn and demonstrate their understanding at different levels of thinking. The framework assists in planning lessons, assessments, and providing feedback to develop critical thinking.
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2. Table of Contents
Higher Order Thinking
What is Bloom’s Taxonomy?
Old vs. New
Who uses Bloom’s?
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Other Visualizations of Bloom’s
Digital Revised Bloom’s Taxonomy
3. Thinking is the hardest work there is, which
is probably the reason why so few engage
in it.
-Henry Ford
Higher Order Thinking
4. Quick Facts about Higher Order
Thinking
H: Higher
O: Order
T: Thinking
No one thinks perfectly or poorly all the time.
Memorizing something is not the same as
thinking about it.
You can memorize something without
understanding it.
Thinking is done in both words and pictures.
There are three main types of intelligence and
thinking: analytical, creative and practical.
All three intelligences and ways of thinking are
useful in our everyday lives.
You can improve your thinking skills by
understanding the processes involved in thinking.
Metacognition-thinking about thinking-is part of
higher order thinking.
http://www.cdl.org/resource-library/articles/highorderthinking.php
5. Higher Order Thinking
(HOT)
HOT does not include memorization.
HOT requires that we do something with the facts.
We must understand them, connect them to each
other, categorize them, manipulate them, put them
together in new or novel ways, and apply them as we
seek new solutions to new problems.
Higher Order Thinking involves metacognition.
Metacognition is thinking about your thinking. When a
learner uses metacognition they are contemplating and
revising their thoughts continuously to make sure they
truly understand the information.
6. What is it and where did it come from?
Bloom’s Taxonomy
7. Bloom’s Timeline
1948: Benjamin Bloom and a group of
psychologists studied classroom activities and
goals teachers has while planning these
activities.
Through this study three domains were
concluded:
Cognitive Domain
Affective Domain
Psychomotor Domain
Cognitive Domain was split into a hierarchy of
6 thinking skills:
knowledge, comprehension, application, analysis, synthesis, and
evaluation.
http://learngen.org/Resources/lgend101_norm1/3000/3100_4/3130/3131alias2.html
8. Original Bloom’s Taxonomy
According to the
original Bloom’s
Taxonomy, the lowest
order of thinking is
knowledge
(remembering
something) and
comprehension
(knowing what
something use).
These tiers were used
as building blocks to
help teachers scaffold
their lessons and build
students up to the top
tier of thinking.
9. Bloom’s Timeline Continued
1995: Lorin Anderson, a former student of
Benjamin Bloom, led another team of
psychologists in revising the original Bloom’s
Taxonomy to represent the 21st century.
Changes occurred in
terminology, structure, and emphasis. See the
next slide for more information on the
changes.
2001: The final revision of Bloom’s Taxonomy
was published.
10. Old vs. New Bloom’s
Notice the terminology changes in the comparison above.
11. What’s the Difference?
Terminology: Used nouns
to describe the levels of
thinking.
Structure: One
dimensional using the
Cognitive Process.
Emphasis was originally
for educators and
psychologists. Bloom’s
taxonomy was used by
many other audiences.
Terminology: Uses verbs to
describe the levels of
thinking.
Structure: Two dimensional
using the Knowledge
Dimension and how it
interacts with the Cognitive
Process. See next slide for an
interactive grid.
Emphasis is placed upon its
use as a more authentic tool
for curriculum
planning, instructional
delivery and assessment.
Original Bloom’s Taxonomy Revised Bloom’s Taxonomy
http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy#Revised_Bloo
m.27s_Taxonomy_.28RBT.29
12. Procedural Knowledge: How to do something, methods of inquiry, and
criteria for using a skill, algorithm, technique or method.
Meta-Cognitive Knowledge: The awareness of one’s own cognition.
Two Dimensional Blooms Taxonomy
The
Knowledg
e
Dimensio
n
Remembe
r
The
Understa
nd
Cognitive
Apply
Process
Evaluate
Dimensio
n
Create
Factual
Knowledg
e
List
Summariz
e
Classify Rank Combine
Conceptua
l
Knowledg
e
Describe Interpret
Experimen
t
Assess Plan
Procedural
Knowledg
e
Tabulate Predict Calculate Conclude Compose
Meta-
Cognitive
Knowledg
e
Appropriat
e Use
Execute Construct Action Actualize
http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy#Revised_Bloo
m.27s_Taxonomy_.28RBT.29
Factual
Knowledge:
The basic
elements that
must be
known within
a discipline.
Conceptual
Knowledge:
The
interrelations
hips among
the factual
knowledge.
13. Those who know how to think need no
teachers.
-Mahatma Gandhi
Who uses Bloom’s?
15. Using Bloom’s in the
Classroom
Using questions
from all levels of
Bloom’s will help
you scaffold
learning and
differentiate
instruction the
easy way!
Teacher
s can
impleme
nt
Bloom’s
Taxono
my by
using
HOT
Question
s!
Creating: How
would you
adapt the plot
to create a
different story?
Evaluating: What
choice would you
have made if you
were in the story?
Analyzing: How is this story
related to your life?
Applying: What questions would you
ask in an interview with the main
character?
Understanding: What is the main idea of the
story?
Remembering: Who was the main character?
18. Remembering Questions
What is …?
Where is …?
How did ___ happen?
Why did …?
When did …?
How would you show
…?
Who were the main
…?
Which one …?
How is …?
When did ___
happen?
How would you
explain …?
How would you
describe ..?
Can you recall …?
Can you select …?
Can you list the three
…?
Who was …?
19. Using Remembering in a
Lesson
Make a list of the main
events.
Make a timeline of
events.
Make a facts chart.
Write a list of any
pieces of information
you can remember.
List all the …in the
story.
Make a chart
showing…
Make an acrostic.
Websites to help
scaffold with this tier:
www.Spellingcity.com
www.Thatquiz.org
www.Aplusclick.com
www.Dictionary.com
www.socialstudiesforkid
s.com/subjects/timelines
.htm
21. Understanding Questions
How would you classify
the type of …?
How would you
compare …? contrast
…?
Will you state or
interpret in your own
words …?
How would you
rephrase the meaning
…?
What facts or ideas
show …?
How would you
summarize …?
What is the main idea
of …?
Which statements
support …?
Can you explain what is
happening …? what is
meant …?
What can you say
about …?
Which is the best
answer …?
22. Using Understanding in a
Lesson
Cut out or draw pictures to
show a particular event.
Illustrate what you think the
main idea was.
Make a cartoon strip showing
the sequence of events.
Retell the story in your own
words.
Paint a picture of some
aspect you like.
Write a summary report of an
event.
Prepare a flow chart to
illustrate the sequence of
events.
Make a colouring book.
Websites to help you
scaffold with this tier:
www.Tagxedo.com
www.Wordle.net
www.makebeliefscomix.
com
www.prezi.com
www.bitstrips.com/creat
e/comic/
www.toondoo.com/
www.netrover.com/~king
skid/anchors/anchors_m
ain.htm
24. Applying Questions
How would you use …?
What examples can you
find to …?
How would you solve ___
using what you’ve learned
…?
How would you organize
___ to show …?
How would you show your
understanding of …?
What approach would you
use to …?
How would you apply what
you learned to develop …?
What other way would you
plan to …?
What would result if …?
Can you make use of the
facts to …?
What elements would you
choose to change …?
What facts would you
select to show …?
What questions would you
ask in an interview with
…?
25. Using Applying in a Lesson
Construct a model to demonstrate how
it will work.
Make a diorama to illustrate an
important event.
Make a scrapbook about the areas of
study.
Make a papier-mache map to include
relevant information about an event.
Take a collection of photographs to
demonstrate a particular point.
Make up a puzzle game showing the
ideas from an area of study.
Make a clay model of an item in the
area.
Design a market strategy for your
product.
Dress a doll in costume.
Paint a mural.
Websites to help you
scaffold with this tier:
www.animoto.com
www.cropmom.com
www.discoveryeducation
.com/free-puzzlemaker/
www.teachingkidsbusine
ss.com/just-for-clicks-
business-game.htm
http://marvel.com/game
s/cyos
27. Analyzing Questions
What are the parts or
features of …?
How is ___ related to …?
Why do you think …?
What is the theme …?
What motive is there …?
Can you list the parts …?
What inference can you
make …?
What conclusions can you
draw …?
How would you classify...?
How would you
categorize...?
Can you identify the
different parts …?
What evidence can you
find …?
What is the relationship
between …?
Can you distinguish
between …?
What is the function of …?
What ideas justify …?
28. Using Analyzing in a Lesson
Design a questionnaire to gather
information.
Write a commercial to sell a new
product.
Conduct an investigation to produce
information to support a point of view.
Construct a graph to illustrate
selected information.
Make a jigsaw puzzle.
Make a family tree showing
relationships.
Put on a play about the study area.
Write a biography of the study
person.
Prepare a report.
Arrange a party and record as a
procedure.
Websites to help you
scaffold with this tier:
http://dissect.froguts.com/
www.zunal.com
www.polleverywhere.com
http://nces.ed.gov/nceskids
/createagraph/
http://kids.familytreemagaz
ine.com/kids/
www.kidsturncentral.com/t
opics/hobbies/genforms.ht
m
www.timeforkids.com/TFK/
kids/hh/writeideas/articles/
0,28372,634428,00.html
30. Evaluating Questions
Do you agree with the actions…?
with the outcome…?
What is your opinion of …?
How would you prove …?
Disprove…?
Can you assess the value or
importance of …?
Would it be better if …?
Why did they (the character)
choose …?
What would you recommend…?
How would you rate the …?
What would you cite to defend
the actions …?
How could you determine…?
What choice would you have
made …?
How would you prioritize …?
What judgment would you make
about …?
Based on what you know, how
would you explain …?
What information would you use
to support the view…?
How would you justify …?
What data was used to make the
conclusion…?
What was it better that …?
How would you compare the
ideas …? people …?
31. Using Evaluating in a Lesson
Prepare a list of criteria to
judge a ……..show?
Remember to indicate
priorities and ratings.
Conduct a debate about a
special issue.
Make a booklet about 5
rules you see as important
to convince others.
Form a panel to discuss
views.
Write a letter to ....
advising on changes
needed at …
Write a half yearly report.
Present your point of view.
Websites to help you
scaffold with this tier:
www.rubistar.com
www.funenglishgames.c
om/writinggames/debate
.html
www.idebate.org/debata
base/search.php?junior
=yes
www.bubblesnaps.com/
www.fodey.com
33. Creating Questions
What changes would you make
to solve …?
How would you improve …?
What would happen if …?
Can you elaborate on the reason
…?
Can you propose an
alternative…?
Can you invent …?
How would you adapt ___ to
create a different …?
How could you change (modify)
the plot (plan) …?
What could be done to minimize
(maximize) …?
What way would you design …?
What could be combined to
improve (change) …?
Suppose you could ___ what
would you do …?
How would you test …?
Can you formulate a theory for
…?
Can you predict the outcome if
…?
How would you estimate the
results for …?
What facts can you compile …?
Can you construct a model that
would change …?
Can you think of an original way
for the …?
34. Using Creating in a Lesson
Invent a machine to do a
specific task.
Design a building to house
your study.
Create a new product, give it
a name and then devise a
marketing strategy.
Write about your feelings in
relation to …
Design a record, book or
magazine cover.
Sell an idea.
Devise a way to …
Compose a rhythm or put
new words to an old song.
Websites to help you
scaffold with this tier:
www.fantasticcontraptio
n.net
www.magmypic.com/
www.fakemagazinecove
r.com/
www.createspace.com/T
ools/CoverCreator.jsp
www.blogger.com
www.wikispaces.com
35. Thought is the blossom; language the bud;
action the fruit behind it.
-Ralph Waldo Emerson
Other Visualizations of
Bloom’s
37. This is
based on
the
original
Bloom’s
but I
thought it
was a
great
illustration.
http://fisheggs.typepad.
com/forty-
fisheggs/2010/06/fisheg
g-129-blooms-
taxonomy-levels-of-
thinking.html
39. Technology is integrated in almost every
part of lesson preparation and presentation.
Scholars have now come up with a digital
Bloom’s Taxonomy. Check it out!!
DIGITAL Revised Bloom’s
Taxonomy
40. What do you use everyday? Are
you using your HOT skills?
There is a whole
website dedicated
to digital Bloom’s!
Check it out here:
http://visualblooms.
wikispaces.com/
41. Bibliography
EduPress. (n.d.). Questions for the Revised Bloom's Taxonomy.
Retrieved June 5, 2011, from EduPress Inc.:
http://www.highsmith.com/edupress/Quick-Flip-Questions-for-the-
Revised-Blooms-Taxonomy-c_23506705/EP729/
Lee, V. S. (1999). Creating a Blueprint for the Constructivist Classroom.
National Teaching & Learning Forum , 8 (4).
Thomas, A., & Thorne, G. (n.d.). Higher Order Thinking. Retrieved June
5, 2011, from Center for Development and Learning:
http://www.cdl.org/resource-library/articles/highorderthinking.php
University of Kansas. (2002). Reporting. Retrieved June 5, 2011, from
University of Kansas:
http://learngen.org/Resources/lgend101_norm1/3000/3100_4/3130/3131
alias2.html
Western Carolina University. (n.d.). Revised Bloom's Taxonomy Matrix.