Mox Ernest Benjamin Bloom

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Benjamin Bloom was an American educational psychologist who developed Bloom's Taxonomy, a classification of learning objectives within education. According to his taxonomy, there are six levels of learning: knowledge, comprehension, application, analysis, synthesis, and evaluation. The levels progress from basic recall or recognition of facts and concepts to the more complex abilities to apply, analyze, evaluate, and create new information or materials. Bloom's Taxonomy provides a framework for teachers to design lessons and assessments that help students reach higher levels of thinking.

Education

Benjamin BLOOM
INTRIST
Monica Muyot
Ernest Platon

Bloom’s Theories
There are 6 levels of learning

• Knowledge or recall of data
– Recall previously learned material
– Terminology
– Specific facts

• Comprehension, the ability to grasp
– Explain
– Understanding the basic information

• Application, or using learned material in new
situations
– Using information, ideas, and skills to solve
problems, then selecting and applying them
appropriately

• Analysis
– Separating items or material into component parts
– Show relationships
– Breaking apart information

• Synthesis
– Putting together separate ideas in a new and unique form
– Innovations
– Construct, create, design, develop

• Evaluation
– Judge the worth of material against stated criteria
– Reviewing and asserting evidence, facts, and ideas
– Making appropriate statements and judegments

This document discusses the three key elements - know, understand, and be able to do - that should be the focus when differentiating curriculum. It defines each element and provides examples. Know refers to basic facts and vocabulary that students should memorize. Understand focuses on major concepts and making meaningful connections. Be able to do outlines skills students should develop, including thinking skills, social skills, and skills related to independent learning. The document emphasizes that differentiation requires continually asking questions about what students should know, understand, and be able to do, as well as how they will learn and demonstrate their knowledge.

Discovery Learning and MI Theory

Denise1204

Bruner's discovery learning theory posits that students learn best through hands-on problem solving rather than direct instruction. It has four key principles: intrinsic motivation through problem solving, structuring knowledge simply, various modes of representation, and learning from errors. Gardner's multiple intelligence theory rejects the idea of a single intelligence and instead identifies eight distinct intelligences including linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal, intrapersonal, and naturalist intelligences. Both theories emphasize the importance of active, student-centered learning that accommodates individual differences.

Critical Thinking Marzo 2010

Critical thinking is an intellectually disciplined process of conceptualizing, applying, analyzing, synthesizing, and evaluating information to guide belief and action. It involves skills like clarifying questions, gathering and assessing information, considering multiple viewpoints, and expressing one's thinking logically. When students learn to think critically, they understand content at a deeper level, can better explain and apply what they learn, and ask more insightful questions. Teachers can promote critical thinking by having students define concepts, compare ideas, experiment, illustrate differences, defend statements, and devise methods to teach others. An example plan has groups analyze how critical thinking is promoted, how the teacher models it, which intellectual standards are present, how activities fit Bloom's Taxonomy

Buildings And Students

joeyjojoshabadoo

The document summarizes the history of Teachers College (TC) in New York City from its founding in the late 19th century to present day. It describes the original "Gothic" architectural style of the first campus buildings designed by William Potter between 1892-1924. It also discusses the intended uses of key buildings like Macy Hall, Milbank Chapel, Horace Mann Hall, Thompson Hall, Whittier Hall, Grace Dodge Hall, and Russell Hall. Finally, it outlines the demographic changes in TC students over time from the initial 18 undergraduate students to today's diverse graduate student body of around 5,000 from over 80 countries.

Gifted Education in the 21st Century

Brian Housand

The document discusses gifted education, 21st century skills, and technology integration. It provides information on researchers in gifted education from the past. It also discusses a study on the impact of the Renzulli Learning program on student achievement and motivation. The document advocates for developing skills like critical thinking, creativity, and teaching thinking over specific tools. It highlights characteristics of distinguished teachers who effectively integrate technology.

Bloom's taxonomy

Rupinder Kaur

Bloom's Taxonomy is a framework for classifying educational goals and objectives into levels of complexity and specificity. It was created in 1956 by education psychologist Benjamin Bloom and revised in 2001. The taxonomy categorizes learning objectives into three domains: cognitive, affective, and psychomotor. The cognitive domain involves knowledge and intellectual skills and has six levels - remembering, understanding, applying, analyzing, evaluating, and creating. The affective domain deals with attitudes, values, and emotions and also has five levels. The psychomotor domain involves physical skills and manipulations and its levels range from perception to complex overt responses. Bloom's Taxonomy provides a useful guide for designing instructional objectives and assessments across different learning types and depths

Assessment and bloom’s taxonomy

sarah_j_cox

This document provides an overview of Bloom's Taxonomy, a framework for classifying educational goals and objectives into levels of complexity and specificity. It describes the six levels in Bloom's Taxonomy - Remember, Understand, Apply, Analyze, Evaluate, and Create - and provides examples of verbs and activities associated with each level. The document emphasizes the importance of aligning learning objectives, assessments, and instructional activities according to Bloom's Taxonomy in order to effectively guide student learning.

The document discusses conceptual change in learning and different theories about how conceptual change occurs. It summarizes several theories: 1. Carey theorizes that conceptual change involves a deep reorganization of knowledge rather than just enrichment, influenced by Kuhn's ideas about scientific revolutions and Piaget's stages of cognitive development. 2. Gopnik's theory theory argues that children build theories about the world using the same cognitive mechanisms as scientists, revising theories based on evidence. 3. Vosniadou describes frameworks as less structured than theories but still constraining concepts, and argues change involves revising beliefs and presuppositions within frameworks. 4. The document discusses several other perspectives on conceptual change

Determining and formulating goals/objectives

Marc Ardie Ardiente

This document discusses determining and formulating goals and objectives in education. It emphasizes beginning with the end in mind by planning ahead, setting goals, and making a difference. Objectives should be shared with students and be specific, measurable, attainable, results-oriented, and time-bound. Objectives must address cognitive, affective, and psychomotor domains and be based on the Philippine constitution and education acts. The document also discusses Bloom's taxonomy of cognitive levels and ways to develop critical thinking in students.

Applying models of thinking king

Tambra

The document discusses three frameworks for thinking skills and applying them in education: Bloom's Taxonomy, Marzano's Dimensions of Learning, and Costa and Kallick's 16 Habits of Mind. Bloom's Taxonomy categorizes different levels of thinking from basic recall to evaluation. Marzano's model focuses on five dimensions of learning including attitudes, knowledge acquisition, extending knowledge, using knowledge, and productive habits. Costa and Kallick outline 16 habits including persisting, thinking flexibly, questioning, and continuous learning. The document provides examples of applying each framework in lessons, projects, and assessments to develop students' higher-order thinking abilities.

Bloom's taxonomy

Glory

Bloom's Taxonomy is a framework for categorizing levels of thinking skills, from basic recall or understanding to more complex and abstract levels of critical thinking and analysis. It was created in the 1950s by educational psychologist Benjamin Bloom and revised in 2000. The taxonomy categorizes six levels of cognitive skills moving from basic to complex: knowledge, comprehension, application, analysis, synthesis, and evaluation. The levels build upon each other as higher-order thinking skills. When conducting research, it is important to start with lower-order thinking skills like knowledge and comprehension, then advance to higher-order skills like analysis, synthesis, and evaluation to improve critical thinking.

Blooms taxonomy

International advisers

Bloom's Taxonomy is a framework created by Benjamin Bloom that categorizes levels of thinking. It includes six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The levels build on each other and involve increasing complexity of thought. Bloom's Taxonomy provides guidance for teachers in designing lessons and assessments that challenge students to progress to higher-order thinking skills beyond simple memorization.

Jerome bruner learning theory

RN Yogendra Mehta

1. Jerome Bruner was an influential American psychologist who developed theories of cognitive development and learning. 2. Bruner believed that learning is an active process where learners construct new ideas based on existing knowledge through a spiral curriculum. 3. He proposed three stages of cognitive development - enactive (learning by doing), iconic (learning by representing), and symbolic (learning through abstract thinking) - and recommended instruction use a combination of concrete, pictorial, and symbolic representations.

Blooms taxonomy (1)

Ako Cheri

The document discusses Benjamin Bloom's taxonomy of educational objectives. It describes Bloom's original (1956) and revised (2001) taxonomies, which classify learning objectives into three domains: cognitive, psychomotor, and affective. The cognitive domain involves knowledge and intellectual skills development and is further broken down into lower and higher order thinking skills. Bloom's taxonomy provides a framework to help educators design lessons, assessments and learning activities that develop students' skills.

Learning theories, intellectual skills, cognitive skills, psychomotor skills

Ijaz Ahmad

Learning theories provide frameworks to understand how people learn. The document discusses several major learning theories including behaviorism, cognitivism, and constructivism. Behaviorism views learning as changes in observable behavior through conditioning. Cognitivism sees learning as information processing and knowledge acquisition. Constructivism proposes that learners actively construct knowledge based on their experiences. The document also examines intellectual skills like knowledge, critical thinking, problem solving, and creativity that are developed through learning. Understanding learning theories helps educators design effective instruction aligned with how people learn.

Qualitative research - type of data, analysis of qualitative data, software f...

Dr.Preeti Tiwari

This document provides an overview of qualitative research methods, including: - Qualitative research seeks to understand people's experiences and interpretations of the world through methods like interviews and observation. - There are several types of qualitative research designs including case studies, grounded theory, phenomenology, and ethnography. - Data collection methods include interviews, focus groups, participant observation, and analysis involves coding data into themes and concepts. - Qualitative research aims to gather rich descriptive data rather than numerical data, and the researcher plays a role in data collection and interpretation.

DEVELOPING_CRITICAL_THINKING_SKILLS_EXPL.pptx

CarmenIordanescu1

The document discusses developing critical thinking skills and explores various theories and aspects of critical thinking, including defining critical thinking, identifying different types of thinking, describing steps in the critical thinking process, and examining the importance of teaching critical thinking at the high school level. It also provides examples of activities to develop critical thinking skills.

Genesis Project: Collegiate Success through Student Development

Kameron Whitfield, M.Ed.

Pl2 learning styles

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This document discusses different learning styles and models. It summarizes three common learning style models: Felder-Silverman, Kolb's, and Myers-Briggs. The Felder-Silverman model categorizes learners based on their preferences for sensing/intuition, visual/verbal, active/reflective, and sequential/global dimensions. Kolb's model categorizes learners into four types based on how they grasp and process information. The Myers-Briggs model categorizes learners based on extraversion/introversion, sensing/intuition, thinking/feeling, and judging/perceiving dimensions. The document recommends that instructors teach to all styles by using various materials, balancing concrete

Critical thinking in elementary education by Evgeniya (Jane) Borisova

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This document discusses critical thinking and its importance in education. It introduces critical thinking as the ability to determine the truthfulness of claims and ideas, and explains that developing critical thinking skills allows students to better understand and apply knowledge. The document also references Bloom's Taxonomy, a framework for categorizing intellectual skills, and suggests designing lesson plans that incorporate critical thinking activities and objectives based on Bloom's levels of cognitive complexity.

Binjamin Bloom's Taxonomy - lecture 1.pptx

TanzeelaBashir1

Unit 4.Bloom's Taxonomy - lecture 1. (1).pptx

TanzeelaBashir1

Bloom's Taxonomy is a classification of thinking organized by levels of complexity that was created in 1956 by Benjamin Bloom to improve student learning and thinking. It defines three domains of learning - cognitive, affective, and psychomotor. The cognitive domain involves knowledge and intellectual skills development and includes six categories of increasing difficulty from remembering to creating. The taxonomy was revised in the 1990s changing some terms to better reflect active thinking processes.

Blooms taxonomy cognitive domain. MAJ ppt

Mary Anne Jyrwa

The document discusses Bloom's Taxonomy, which is a framework for categorizing educational learning objectives into levels of complexity and specificity. It was created in the 1950s by Benjamin Bloom and categorizes learning into three domains: cognitive, affective, and psychomotor. The cognitive domain deals with mental skills and knowledge and includes categories like remembering, understanding, applying, analyzing, evaluating, and creating. The document provides detailed explanations and examples of each category in Bloom's Taxonomy. It also discusses revisions made to Bloom's Taxonomy in the 1990s.

Chilliwack.thinking

Faye Brownlie

This document outlines strategies for creating inclusive classrooms that engage all students in thinking and learning. It discusses frameworks like Universal Design for Learning that provide multiple means for students to acquire and demonstrate knowledge. Specific strategies presented include literature circles, inquiry circles, and backwards design of lessons around important ideas and thinking skills. Case studies demonstrate how these approaches were implemented successfully in diverse classrooms.

r_vaughan.pptRRRRRRRRRRRRRRRRRRRRRRRRRRRR

MarvinCastaneda7

The document discusses conceptual frameworks in research. It defines a conceptual framework as a written or visual presentation that explains the key factors, concepts or variables being studied and their relationships. A conceptual framework appears early in the research process to provide structure. It is developed from literature and the researcher's knowledge and experience. Conceptual frameworks can take various forms like flowcharts, diagrams or maps. They are useful for structuring research but can also introduce bias. The conceptual framework should be revisited and evaluated as part of the research.

DIFFERENT STYLES OF LEARNING

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The document discusses different learning style models including VARK, Kolb's, and Honey and Mumford. It defines learning styles as a student's preferential way of absorbing, processing, comprehending, and retaining information. Factors like heredity, upbringing, and environment influence individual learning styles. The document advocates applying instructional materials and techniques according to students' learning styles to effectively guide their learning. It also stresses the importance of educators developing knowledge of different learning styles to connect teaching methods to styles using various combinations.

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Mox Ernest Benjamin Bloom

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