The document discusses Bloom's taxonomy, a framework for categorizing levels of thinking skills. It provides an overview of the original and revised taxonomy, describing the levels from remembering to creating. Examples are given of classroom activities and questions that teachers can use to engage students at each level of thinking.
The cognitive domains as described by Bloom has great role in child 's learning.It makes the journey easy from simple to complex level. It has its strong impact in prose for better understanding of the questioning techniques especially in reading comprehension questions.
The document discusses Bloom's Revised Taxonomy, which organizes thinking skills into six levels from basic to more complex. It provides an overview of the original taxonomy and changes made in the revision, including renaming categories from nouns to verbs and emphasizing explanation over lists. Examples are given of classroom activities and assessments for each of the six levels: remembering, understanding, applying, analyzing, evaluating, and creating.
This document provides an overview of Bloom's Taxonomy, which is a classification of learning objectives into different levels of complexity and specificity. It describes the three domains of the taxonomy - cognitive, affective, and psychomotor. The cognitive domain involves knowledge and intellectual skills, ranging from basic recall or recognition to more complex processes like analysis, synthesis and evaluation. The affective domain describes the way attitudes, values and appreciation develop, from basic awareness to internalizing values. The psychomotor domain involves physical skills and ranges from basic perception to highly complex skills that are adapted to new situations.
The document discusses Bloom's Revised Taxonomy, which organizes thinking skills into six levels from basic to more complex. It provides an overview of the original taxonomy and changes made in the revision, including renaming categories from nouns to verbs and emphasizing explanation over lists. Examples are given of classroom activities and assessments for each of the six levels: remembering, understanding, applying, analyzing, evaluating, and creating.
The document provides an overview of Bloom's Taxonomy and higher-order thinking. It discusses the original and revised taxonomy, including changes in terms and emphasis. Each of the six cognitive levels in the revised taxonomy - Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating - are defined and explained with potential classroom activities and products provided as examples.
The document provides an overview of Bloom's Taxonomy and higher-order thinking. It discusses the original and revised taxonomy, including changes in terms and emphasis. Each of the six cognitive levels (Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating) are defined and example classroom activities are provided. The document also discusses how Bloom's Taxonomy can be applied practically in the classroom with different approaches for individual students or groups.
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
The cognitive domains as described by Bloom has great role in child 's learning.It makes the journey easy from simple to complex level. It has its strong impact in prose for better understanding of the questioning techniques especially in reading comprehension questions.
The document discusses Bloom's Revised Taxonomy, which organizes thinking skills into six levels from basic to more complex. It provides an overview of the original taxonomy and changes made in the revision, including renaming categories from nouns to verbs and emphasizing explanation over lists. Examples are given of classroom activities and assessments for each of the six levels: remembering, understanding, applying, analyzing, evaluating, and creating.
This document provides an overview of Bloom's Taxonomy, which is a classification of learning objectives into different levels of complexity and specificity. It describes the three domains of the taxonomy - cognitive, affective, and psychomotor. The cognitive domain involves knowledge and intellectual skills, ranging from basic recall or recognition to more complex processes like analysis, synthesis and evaluation. The affective domain describes the way attitudes, values and appreciation develop, from basic awareness to internalizing values. The psychomotor domain involves physical skills and ranges from basic perception to highly complex skills that are adapted to new situations.
The document discusses Bloom's Revised Taxonomy, which organizes thinking skills into six levels from basic to more complex. It provides an overview of the original taxonomy and changes made in the revision, including renaming categories from nouns to verbs and emphasizing explanation over lists. Examples are given of classroom activities and assessments for each of the six levels: remembering, understanding, applying, analyzing, evaluating, and creating.
The document provides an overview of Bloom's Taxonomy and higher-order thinking. It discusses the original and revised taxonomy, including changes in terms and emphasis. Each of the six cognitive levels in the revised taxonomy - Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating - are defined and explained with potential classroom activities and products provided as examples.
The document provides an overview of Bloom's Taxonomy and higher-order thinking. It discusses the original and revised taxonomy, including changes in terms and emphasis. Each of the six cognitive levels (Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating) are defined and example classroom activities are provided. The document also discusses how Bloom's Taxonomy can be applied practically in the classroom with different approaches for individual students or groups.
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
The document discusses higher-order thinking and Bloom's Taxonomy. It provides an overview of Bloom's Taxonomy and the revised taxonomy. The revised taxonomy changes some of the original terms and places new emphasis on its use as a planning tool. It explores each of the six levels of thinking - Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating - and how they involve different forms and complexity of thinking. Questioning by teachers and students plays an important role.
This document discusses Bloom's taxonomy, a framework for categorizing levels of thinking skills. It provides an overview of the original and revised taxonomy, which changed the categories from nouns to verbs and emphasized higher-order thinking. Each of the six cognitive levels is defined - remembering, understanding, applying, analyzing, evaluating, and creating. Examples of classroom activities and assessment products are provided for each level to illustrate how they can be incorporated into lesson planning. The role of both teachers and students is described for each level.
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.
Using Bloom's Taxonomy to Foster Critical ThinkingJerold Meadows
This document discusses using Bloom's Taxonomy to foster critical thinking. It provides an overview of Bloom's Taxonomy, including that it was first published in 1956 and revised in 2000. It focuses on the cognitive learning domain. The document then discusses strategies for using Bloom's Taxonomy with undergraduate and graduate learners, including making its use intentional, leveraging principles of andragogy, and providing examples of questions at different levels of Bloom's Taxonomy.
This document discusses the Revised Bloom's Taxonomy and improving student thinking. It provides an overview of Bloom's Taxonomy, noting that the revised version changes the terminology, structure, and emphasis. The goal is to help teachers develop lessons and assessments that engage students in higher-order thinking skills like analysis, evaluation, and creation.
Bloom's taxonomy is a classification system used to categorize levels of thinking according to their complexity. It includes six cognitive levels: remember, understand, apply, analyze, evaluate, and create. The original taxonomy has been revised to update terminology and categories. Both versions aim to help teachers develop learning objectives and assessments that promote higher-order thinking skills. While Bloom's taxonomy has strengths and limitations, it provides a useful framework for classifying educational goals and designing assessments to encourage problem solving.
Bloom’s Taxonomy and higher-order thinking
Take a walk down memory lane
Investigate the Revised Taxonomy
New terms
New emphasis
Explore each of the six levels
See how questioning plays an important role within the framework (oral language)
Use the taxonomy to plan a unit
Look at an integrated approach
Begin planning a unit with a SMART Blooms Planning Matrix
The document describes a professional development session that provided teachers with strategies to develop differentiated instruction using higher order thinking skills. The session introduced three strategies - cubing, think dots, and canned questions - and provided examples of how each could be used with different content areas. The objectives were for teachers to be able to use the strategies to create engaging, differentiated activities aligned with standards and student needs. The session also discussed connections to SIOP components and Marzano instructional elements.
This document discusses reflection and reflective practice in education. It defines reflection as critically examining experiences to learn from them and improve practice. Reflective practice involves thoughtfully considering one's teaching methods and determining what works best for students. The benefits of reflection include increased learning, deep learning, identifying strengths and areas for growth. The document outlines models of reflective practice and provides steps for engaging in reflection, including describing experiences, examining feelings, evaluating what went well and poorly, analyzing key factors, and developing an action plan for improvement. Reflection is important for teachers as it helps them take informed actions, develop rationales for their practices, and continuously improve.
Classification of educational objectiveszunara-sabir
The document discusses the classification of educational objectives into three domains: cognitive, affective, and psychomotor. It provides detailed descriptions and examples of levels within the cognitive domain, including knowledge, comprehension, application, analysis, synthesis, and evaluation. Sub-categories and action verbs are provided for each level. The document also discusses objectives related to the affective and psychomotor domains.
The document summarizes Bloom's Revised Taxonomy, a framework for categorizing levels of thinking skills. It was originally developed in the 1950s by Benjamin Bloom but was revised in the 1990s by Lorin Anderson. The revision updated the categories from noun to verb forms to better reflect thinking as an active process. It also reorganized some subcategories and changed category names like "Knowledge" to "Remembering" to more accurately describe thinking skills. The taxonomy provides a hierarchy of six categories - Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating - to help organize lesson planning and assessments.
Prepared by: Ms. JAMAICA OLAZO
Want to ask a copy on this, just reach me on my fb account:
https://www.facebook.com/ja.maica.393
DON'T FORGET TO HIT LIKE or LEAVE A COMMENT BELOW.
Thanks :)
Definition of Taxonomy
Benjamin Samuel Bloom
History of Bloom's Taxonomy
Three Domains
Six Levels of Cognitive Domain
Appropriate Verbs
Products and Model Questions
CRITICAL THINKING AND REFLECTIVE PRACTICES-Unit 7-Reflective and Critical Wri...Ek ra
This document discusses reflective and critical writing for teachers. It notes that teachers regularly read, write lesson plans, diaries, and maintain logs and journals. Writing is an important part of critical thinking and reflective practice. The document outlines how to write an effective critical review by summarizing material, analyzing arguments and evaluating using appropriate criteria. It provides steps for critical reading, analyzing, structuring a review, and final revision. Reflective writing allows personal response and processing of experiences to promote learning. Forms of reflective writing include learning logs/journals and reflective presentations and essays.
This document outlines Bloom's Taxonomy of Critical Thinking Skills, which categorizes levels of thinking from lowest to highest order. It describes the six levels - Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation - and provides examples of key words and common questions asked at each level to encourage that type of thinking. The levels progress from remembering and understanding basic information, to applying knowledge, analyzing it and breaking it down, synthesizing new ideas, to the highest order of evaluating information for a given purpose.
Reflective practice is a discipline that ensures we give adequate time and attention to reflection in the learning cycle. It is necessary for the development of wisdom, and wisdom is necessary for effective change.
An empowered teacher is a reflective decision maker who finds joy in learning and investigating the teaching/learning process. Reflective thinking involves three levels - technical, contextual, and dialectical. The technical level focuses on skills and meeting outcomes, while the contextual level examines choices in relation to student needs and theory. The highest level, dialectical reflection, addresses moral and ethical issues through disciplined inquiry. Effective reflection ranges from simply describing past experiences to critically questioning assumptions and social issues related to teaching.
The document discusses Bloom's Revised Taxonomy, which updated Bloom's original taxonomy of educational objectives. The revised taxonomy changed the names of the categories from nouns to verbs to better reflect active thinking processes, reorganized some of the subcategories, and emphasized application of the taxonomy for curriculum planning, instruction, and assessment. The changes were intended to make the taxonomy a more authentic and universally applicable tool for categorizing thinking skills and designing learning activities.
The document discusses creativity in language teaching. It defines creativity as supporting student development in using language creatively in daily life. The document outlines qualities of creative teachers, including being knowledgeable, confident, committed to student success, and reflective. It also discusses how creative teachers apply techniques like using eclectic methods, flexible lessons, motivating activities, and technology. The conclusion states creative teachers and learners benefit schools by engaging and motivating students.
High and low order learning and bloom taxonomy. (https://www.youtube.com/chan...Tasneem Ahmad
This document discusses high-order and low-order learning based on Bloom's Taxonomy. High-order learning involves analyzing, evaluating, and creating, and aims to solve problems, think critically and creatively, make decisions, and analyze and evaluate information. Low-order learning involves remembering, understanding, and applying through memorization and following instructions. Bloom's Taxonomy provides a framework to examine course goals and assessments to determine if they promote higher-order or lower-order thinking skills.
This presentation discusses Bloom's Taxonomy and how it can be integrated with technology. Bloom's Taxonomy is a model of six levels of cognitive thinking - remembering, understanding, applying, analyzing, evaluating, and creating. The presentation provides examples of how different technologies, such as YouTube, Google Analytics, and SlideShare, can be used to engage various levels of thinking according to Bloom's Taxonomy. It emphasizes that both traditional and emerging technologies can enhance learning by engaging the different cognitive levels.
This document discusses starting an organizational blog and provides tips to consider. It asks key questions like what is the purpose of the blog and who will write it. It also addresses establishing the blog's voice as either authoritative, objective, or editorial. Additionally, it recommends platforms like Blogger, Typepad, or WordPress and considers how to integrate the blog with other social media outlets.
The document discusses higher-order thinking and Bloom's Taxonomy. It provides an overview of Bloom's Taxonomy and the revised taxonomy. The revised taxonomy changes some of the original terms and places new emphasis on its use as a planning tool. It explores each of the six levels of thinking - Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating - and how they involve different forms and complexity of thinking. Questioning by teachers and students plays an important role.
This document discusses Bloom's taxonomy, a framework for categorizing levels of thinking skills. It provides an overview of the original and revised taxonomy, which changed the categories from nouns to verbs and emphasized higher-order thinking. Each of the six cognitive levels is defined - remembering, understanding, applying, analyzing, evaluating, and creating. Examples of classroom activities and assessment products are provided for each level to illustrate how they can be incorporated into lesson planning. The role of both teachers and students is described for each level.
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.
Using Bloom's Taxonomy to Foster Critical ThinkingJerold Meadows
This document discusses using Bloom's Taxonomy to foster critical thinking. It provides an overview of Bloom's Taxonomy, including that it was first published in 1956 and revised in 2000. It focuses on the cognitive learning domain. The document then discusses strategies for using Bloom's Taxonomy with undergraduate and graduate learners, including making its use intentional, leveraging principles of andragogy, and providing examples of questions at different levels of Bloom's Taxonomy.
This document discusses the Revised Bloom's Taxonomy and improving student thinking. It provides an overview of Bloom's Taxonomy, noting that the revised version changes the terminology, structure, and emphasis. The goal is to help teachers develop lessons and assessments that engage students in higher-order thinking skills like analysis, evaluation, and creation.
Bloom's taxonomy is a classification system used to categorize levels of thinking according to their complexity. It includes six cognitive levels: remember, understand, apply, analyze, evaluate, and create. The original taxonomy has been revised to update terminology and categories. Both versions aim to help teachers develop learning objectives and assessments that promote higher-order thinking skills. While Bloom's taxonomy has strengths and limitations, it provides a useful framework for classifying educational goals and designing assessments to encourage problem solving.
Bloom’s Taxonomy and higher-order thinking
Take a walk down memory lane
Investigate the Revised Taxonomy
New terms
New emphasis
Explore each of the six levels
See how questioning plays an important role within the framework (oral language)
Use the taxonomy to plan a unit
Look at an integrated approach
Begin planning a unit with a SMART Blooms Planning Matrix
The document describes a professional development session that provided teachers with strategies to develop differentiated instruction using higher order thinking skills. The session introduced three strategies - cubing, think dots, and canned questions - and provided examples of how each could be used with different content areas. The objectives were for teachers to be able to use the strategies to create engaging, differentiated activities aligned with standards and student needs. The session also discussed connections to SIOP components and Marzano instructional elements.
This document discusses reflection and reflective practice in education. It defines reflection as critically examining experiences to learn from them and improve practice. Reflective practice involves thoughtfully considering one's teaching methods and determining what works best for students. The benefits of reflection include increased learning, deep learning, identifying strengths and areas for growth. The document outlines models of reflective practice and provides steps for engaging in reflection, including describing experiences, examining feelings, evaluating what went well and poorly, analyzing key factors, and developing an action plan for improvement. Reflection is important for teachers as it helps them take informed actions, develop rationales for their practices, and continuously improve.
Classification of educational objectiveszunara-sabir
The document discusses the classification of educational objectives into three domains: cognitive, affective, and psychomotor. It provides detailed descriptions and examples of levels within the cognitive domain, including knowledge, comprehension, application, analysis, synthesis, and evaluation. Sub-categories and action verbs are provided for each level. The document also discusses objectives related to the affective and psychomotor domains.
The document summarizes Bloom's Revised Taxonomy, a framework for categorizing levels of thinking skills. It was originally developed in the 1950s by Benjamin Bloom but was revised in the 1990s by Lorin Anderson. The revision updated the categories from noun to verb forms to better reflect thinking as an active process. It also reorganized some subcategories and changed category names like "Knowledge" to "Remembering" to more accurately describe thinking skills. The taxonomy provides a hierarchy of six categories - Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating - to help organize lesson planning and assessments.
Prepared by: Ms. JAMAICA OLAZO
Want to ask a copy on this, just reach me on my fb account:
https://www.facebook.com/ja.maica.393
DON'T FORGET TO HIT LIKE or LEAVE A COMMENT BELOW.
Thanks :)
Definition of Taxonomy
Benjamin Samuel Bloom
History of Bloom's Taxonomy
Three Domains
Six Levels of Cognitive Domain
Appropriate Verbs
Products and Model Questions
CRITICAL THINKING AND REFLECTIVE PRACTICES-Unit 7-Reflective and Critical Wri...Ek ra
This document discusses reflective and critical writing for teachers. It notes that teachers regularly read, write lesson plans, diaries, and maintain logs and journals. Writing is an important part of critical thinking and reflective practice. The document outlines how to write an effective critical review by summarizing material, analyzing arguments and evaluating using appropriate criteria. It provides steps for critical reading, analyzing, structuring a review, and final revision. Reflective writing allows personal response and processing of experiences to promote learning. Forms of reflective writing include learning logs/journals and reflective presentations and essays.
This document outlines Bloom's Taxonomy of Critical Thinking Skills, which categorizes levels of thinking from lowest to highest order. It describes the six levels - Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation - and provides examples of key words and common questions asked at each level to encourage that type of thinking. The levels progress from remembering and understanding basic information, to applying knowledge, analyzing it and breaking it down, synthesizing new ideas, to the highest order of evaluating information for a given purpose.
Reflective practice is a discipline that ensures we give adequate time and attention to reflection in the learning cycle. It is necessary for the development of wisdom, and wisdom is necessary for effective change.
An empowered teacher is a reflective decision maker who finds joy in learning and investigating the teaching/learning process. Reflective thinking involves three levels - technical, contextual, and dialectical. The technical level focuses on skills and meeting outcomes, while the contextual level examines choices in relation to student needs and theory. The highest level, dialectical reflection, addresses moral and ethical issues through disciplined inquiry. Effective reflection ranges from simply describing past experiences to critically questioning assumptions and social issues related to teaching.
The document discusses Bloom's Revised Taxonomy, which updated Bloom's original taxonomy of educational objectives. The revised taxonomy changed the names of the categories from nouns to verbs to better reflect active thinking processes, reorganized some of the subcategories, and emphasized application of the taxonomy for curriculum planning, instruction, and assessment. The changes were intended to make the taxonomy a more authentic and universally applicable tool for categorizing thinking skills and designing learning activities.
The document discusses creativity in language teaching. It defines creativity as supporting student development in using language creatively in daily life. The document outlines qualities of creative teachers, including being knowledgeable, confident, committed to student success, and reflective. It also discusses how creative teachers apply techniques like using eclectic methods, flexible lessons, motivating activities, and technology. The conclusion states creative teachers and learners benefit schools by engaging and motivating students.
High and low order learning and bloom taxonomy. (https://www.youtube.com/chan...Tasneem Ahmad
This document discusses high-order and low-order learning based on Bloom's Taxonomy. High-order learning involves analyzing, evaluating, and creating, and aims to solve problems, think critically and creatively, make decisions, and analyze and evaluate information. Low-order learning involves remembering, understanding, and applying through memorization and following instructions. Bloom's Taxonomy provides a framework to examine course goals and assessments to determine if they promote higher-order or lower-order thinking skills.
This presentation discusses Bloom's Taxonomy and how it can be integrated with technology. Bloom's Taxonomy is a model of six levels of cognitive thinking - remembering, understanding, applying, analyzing, evaluating, and creating. The presentation provides examples of how different technologies, such as YouTube, Google Analytics, and SlideShare, can be used to engage various levels of thinking according to Bloom's Taxonomy. It emphasizes that both traditional and emerging technologies can enhance learning by engaging the different cognitive levels.
This document discusses starting an organizational blog and provides tips to consider. It asks key questions like what is the purpose of the blog and who will write it. It also addresses establishing the blog's voice as either authoritative, objective, or editorial. Additionally, it recommends platforms like Blogger, Typepad, or WordPress and considers how to integrate the blog with other social media outlets.
Download this webinar for free: http://mstnr.me/2hPUamd
Technology is one of five essential components of the digital story. Analytics provide us with vital information to track and measure audience behavior, so we can extend the reach and impact of our storytelling efforts across all of our communications channels. What do you measure, and how do you use that data to refine your story? Join us for this webinar to get your analytics game on!
What You Will Learn
• Learn about the most important metrics for digital stories, and how analytics relate to the four other essential components of a digital story.
• Discover techniques for measuring those metrics on your sites and social media accounts, including testing different versions of content.
• Gain a framework for analyzing information and making smart, data-driven decisions about content and design.
Google Analytics 101 for Business - How to Get Started With Google AnalyticsJeff Sauer
Google Analytics is a widely adopted platform for websites and is used by most Internet marketers, but do we know its origins? Learn the basics about why we need Google Analytics, how to get started, and what to do in order to ensure success. Then look into some of the more advanced things that you can do with the tool in this presentation.
Google Analytics 101, with a sneak preview into the things you can do with Google Analytics 201, 301 and even 401.
Analytics is a critical tool that allows business owners to make
fact-based decisions about taxonomies. Taxonomy management involves capturing terms and concepts, analyzing their usefulness, and managing the employment of the concepts and terms within different contexts.
This presentation offers best practices on design and maintenance of taxonomies, as well as discusses the role of the governance plan.
The presentation covers broad areas of design methodology, with sustainable methods for maintaining taxonomies and integrating changes into their systems design processes.
This document provides an overview of Bloom's Taxonomy and higher-order thinking. It discusses the original and revised versions of Bloom's Taxonomy, including changes in terms and emphasis. Each of the six levels of thinking in the revised taxonomy - Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating - are defined and example classroom activities are provided. The role of questioning and its importance within the taxonomy framework is also addressed.
The document discusses higher-order thinking and Bloom's Taxonomy. It provides definitions and examples of how to incorporate higher-order thinking skills in the classroom based on Bloom's original and revised taxonomy. The taxonomy involves six levels of thinking - remembering, understanding, applying, analysing, evaluating, and creating - moving from more basic recall to higher order skills. Questioning and active learning are important to engage students in higher-order thinking.
This document discusses Bloom's taxonomy, a framework for categorizing levels of thinking skills. It provides an overview of the original and revised taxonomy, which changed the categories from nouns to verbs and emphasized higher-order thinking. Each of the six cognitive levels is defined - remembering, understanding, applying, analyzing, evaluating, and creating. Examples of classroom activities and assessment products are provided for each level to illustrate how they can be incorporated into lesson planning. The role of both teachers and students is described for each level.
This document discusses Bloom's taxonomy, a framework for categorizing levels of thinking skills. It provides an overview of the original and revised taxonomy, which changed the categories from nouns to verbs and emphasized higher-order thinking. Each of the six cognitive levels is defined - remembering, understanding, applying, analyzing, evaluating, and creating. Examples of classroom activities and assessment products are provided for each level to illustrate how they can be incorporated into lesson planning. The role of both teachers and students is described for each level.
This document provides an overview of Bloom's Taxonomy and higher-order thinking. It discusses the original and revised taxonomy, including changes in terms and emphasis. Each of the six cognitive levels (Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating) are defined and examples of potential classroom activities are provided. The roles of teachers and students are also outlined for each level. Overall, the document serves to explain Bloom's Taxonomy and how it can be used as a framework to plan lessons and assessments that engage students in higher-order thinking skills.
The document provides an overview of a pupil free day focused on Bloom's Taxonomy and higher-order thinking. It discusses the original and revised taxonomy, including changes in terms and emphasis. Each of the six cognitive levels (Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating) are defined and explained with potential classroom activities and roles for teachers and students.
This document provides an overview of Bloom's Taxonomy and higher-order thinking skills. It discusses the original taxonomy developed by Benjamin Bloom in the 1950s and the revised version created by Lorin Anderson in the 1990s. The taxonomy organizes six levels of thinking from basic recall to more complex levels of analysis, evaluation and creation. It also discusses the importance of questioning and applying the taxonomy to lesson planning.
This document discusses Bloom's revised taxonomy. It provides an overview of Bloom's original taxonomy and the revised version. The revised taxonomy has six levels - remembering, understanding, applying, analyzing, evaluating, and creating. Each level is defined and examples of classroom activities and assessments are provided for each level.
The document discusses Bloom's revised taxonomy, which organizes learning objectives into six levels - remembering, understanding, applying, analyzing, evaluating, and creating - and four types of knowledge - factual, conceptual, procedural, and metacognitive. It provides examples of questions teachers can ask students at each level of learning and cognitive process to develop higher-order thinking skills.
The document discusses higher-order thinking skills and Bloom's taxonomy of cognitive objectives. It provides an overview of Bloom's original taxonomy and the revised version. The revised taxonomy includes six levels of thinking - remembering, understanding, applying, analyzing, evaluating, and creating. For each level, the document describes what it involves, provides classroom roles for teachers and students, and examples of questions to promote that type of thinking. The goal is to move beyond lower-order thinking and engage students in more complex cognitive processes.
1. Bloom's Taxonomy is a classification of learning objectives within education created by Benjamin Bloom in 1956 to promote higher forms of thinking in education, such as analyzing and evaluating concepts, rather than just remembering facts.
2. It classifies educational learning objectives into six levels, from lower order to higher order thinking skills - remembering, understanding, applying, analyzing, evaluating, and creating.
3. The levels progress from basic recall or recognition of facts, concepts and procedures, to more complex and abstract mental levels, including skills, behaviors, and attitudes. Each level is more complex than the previous one.
This document provides an overview of Bloom's Taxonomy, including the original and revised versions. It discusses the six levels of thinking in the taxonomy - Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. For each level, it provides examples of verbs and potential classroom activities and products. It is intended to help teachers plan lessons that engage students in higher-order thinking skills.
This document discusses Bloom's revised taxonomy. It begins by outlining the original and revised terms used in Bloom's taxonomy. The revised taxonomy has six levels - remembering, understanding, applying, analyzing, evaluating, and creating. Each level is then defined and examples of questions and activities for each level are provided. Sample multiple choice questions are also included for each taxonomic level to demonstrate how they relate to different cognitive processes.
The document provides an overview of Bloom's revised taxonomy, including changes made to the original taxonomy such as updating the category names and emphasizing explanation and description of subcategories. It also discusses how the taxonomy can be used as a planning tool to organize thinking skills into six levels from basic to higher order thinking and provides examples of activities and student roles for each of the six levels.
The document provides an overview of Bloom's Revised Taxonomy, including the changes made to the original taxonomy. It discusses the six levels of thinking in the revised taxonomy - remembering, understanding, applying, analysing, evaluating, and creating - and provides potential classroom activities and products for each level. The purpose of Bloom's Taxonomy is to provide a framework for teachers to plan lessons and assessments that engage students in higher-order thinking skills.
The document provides an overview of Bloom's Revised Taxonomy including the changes made to the original taxonomy. It discusses the six levels of thinking skills - Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating - and provides examples of activities and student roles for each level. The purpose of Bloom's Taxonomy is to provide a framework for developing higher-order thinking skills in students.
The document discusses Bloom's Revised Taxonomy, which organizes thinking skills into six levels from basic to more complex. It provides an overview of the original taxonomy and changes made in the revision, including renaming categories from nouns to verbs and shifting emphasis to applications in curriculum planning. Productive Pedagogies are also mentioned, which aim to engage students in higher-order thinking for a greater portion of lessons.
The document discusses Bloom's Revised Taxonomy, which organizes thinking skills into six levels from basic to more complex. It provides an overview of the original taxonomy and changes made in the revision, including renaming categories from nouns to verbs and emphasizing explanation over lists. Examples are given of classroom activities and assessments for each of the six levels: remembering, understanding, applying, analyzing, evaluating, and creating.
The document discusses Bloom's Revised Taxonomy, which organizes thinking skills into six levels from basic to more complex. It provides an overview of the original taxonomy and revisions made, including changing the names of categories from nouns to verbs. Examples are given of classroom activities and questions teachers can use to engage students at each level of thinking. The taxonomy can be applied to curriculum planning, instruction, and assessment.
NCF-SE-2023 ( National Curriculum Framework School EducationDr. Nicholas Correa
The National Curriculum Framework for School Education 2023 (NCF-SE 2023) was released on August 23, 2023 after being submitted to the Education Minister on July 29. It integrates the National Curriculum Framework for Foundational Stage 2022 for ages 3-8. The NCF-SE 2023 outlines the curriculum structure according to the 5+3+3+4 model recommended by the National Education Policy 2020. It divides schooling into four stages - Foundational (3-8 years), Preparatory (8-11 years), Middle (11-14 years), and Secondary (14-18 years). The document provides learning standards and curricular areas for each stage with an emphasis on multilingualism
This session deals with Scheme of Subjects and Scheme of Assessment for Class IX & X (for CBSE Schools).
It will help teachers to give a birds eye view to their students.
Amazon: https://www.amazon.in/dp/B0BHYNTVTZ?ref=myi_title_dp
We are living in a sophisticated world thinking of acquiring luxuries that make life more comfortable than before. However, these comforts and luxuries bring along their own problems, and issues that affect us adversely. Students and adults, skilled workers and professionals, young and old face different problems related to their work, relationships, and life.
These problems can be related to facing criticism, handling the ego, beating overthinking, mental stamina, mental diet, the impact of digital technology in our life, taking a digital detox, managing stress, etc. The book “Crossing the Fence” gives a good description of these problems and suggests guidance for finding apt solutions.
What does Crossing the Fence mean? ‘The Fence’ stands for obstructions or problems and ‘Crossing’ for finding possible solutions. Hence the book Crossing the Fence gives the secrets of facing problems one encounters in life.
Problem-solving is the process that involves your ability to resolve an issue and come out with a possible solution. Every individual has his/her own way of tackling problems they encounter. All look at problems from their own perceptions and try to understand them from different angles. This book will make you more thoughtful, analytical, and creative and help you to grow as a person, and become more independent in handling your problems.
- A Missouri woman, Kennedy Mitchum, emailed Merriam-Webster to complain that their definition of racism was too simple and did not include systemic oppression.
- Merriam-Webster is now revising their definition of racism to include "explicit institutional bias against people because of their race, and, second, a broader implicit bias that can also result in an asymmetrical power structure."
- Mitchum said she was tired of arguing with people about the definition of racism and realized the problem stemmed from the dictionary definition being too limited. The dictionary editors said they would make the revised definition even clearer in their next release.
New Horizon Public School Airoli: School Magazine: 2019-20: Issue IDr. Nicholas Correa
This document is the table of contents for an issue of the New Horizon Public School magazine. It lists 81 articles and their page numbers. The articles cover a wide range of topics from the principal's message to student writings on friendship, the environment, and personal experiences. Many include illustrations. The magazine provides a platform for students to express their creativity and share their thoughts on various subjects.
This newsletter from New Horizon Public School in Airoli provides updates on student achievements and events from April to September 2019. It includes information that students achieved high marks and rankings in board exams, participated in and placed highly in various academic and sports competitions at local, national, and international levels. It also recognizes the editorial team and congratulates them for compiling the school news in this first issue of the newsletter for the term.
1) The newsletter provides updates on student achievements in academics, arts, sports and other extracurricular activities from October to March.
2) It recognizes a student who received the Pradhan Mantri Rashtriya Bal Puraskar award from the President of India for excellence in arts and culture.
3) It also highlights the school's rankings and awards received in various surveys for academic excellence.
The document is the editorial of a school magazine from New Horizon Public School in Airoli. It discusses the importance of writing skills and creativity.
The principal's message emphasizes that writing is a learnable skill and highlights the value of clear communication. It also notes that writing involves rewriting and refining one's work.
The editorial thanks the student contributors for sharing their creativity and ideas in the magazine. It acknowledges the effort of the editorial board in selecting, editing, and publishing the articles received. The vice principal's message supports allowing children's creative urges to blossom and recognizes the school's role in fostering students' development.
Bloom's Taxonomy is a classification of learning objectives within education. It progresses from the most basic levels of thinking to the more complex. Action words can be used to reflect the different levels of thinking in Bloom's Taxonomy such as remembering, understanding, applying, analyzing, evaluating and creating. These action words help educators develop learning objectives and assessments targeted to each level of thinking.
This document provides information on developing emotional intelligence in defiant children. It discusses that defiant children often lack emotional intelligence, which is the ability to understand, regulate, and manage emotions. The document outlines five characteristics of emotional intelligence: self-awareness, mood management, self-motivation, empathy, and managing relationships. It recommends that parents coach their child to recognize when they are stressed, identify their stress response, and encourage them to discover stress-busting techniques tailored to their individual needs and senses in order to help develop their emotional intelligence.
Mother Teresa was a Roman Catholic nun who founded the Missionaries of Charity in Calcutta, India in 1950. She dedicated her life to serving the poor and sick in India and she traveled around the world to care for those living in poverty. She was awarded the Nobel Peace Prize in 1979 for her humanitarian work and she continued her charitable work until her death in 1997, becoming a globally recognized symbol of compassion.
This document discusses CGPA (Cumulative Grade Point Average), which is used by the CBSE board in India to report student performance. It explains that CGPA is calculated based on grades awarded for individual subjects, with each grade corresponding to a predetermined range of marks. The CGPA is then multiplied by 9.5 to estimate an overall percentage. For example, a CGPA of 7.8 would estimate an overall percentage of 74.1. Grades range from A1 to E2, with A1 being 91-100% and E2 being 0-20%. A student's performance in an individual subject can also be estimated by multiplying the subject grade point by 9.5.
World Environment Day is celebrated annually on June 5th to raise global awareness of environmental protection. It was established in 1972 by the United Nations and the first celebration was in 1973. This year's theme is "Small Island Developing States and Climate Change" and will be hosted in Barbados. Barbados has pledged to increase renewable energy and cut costs and emissions, making environmental protection a national priority.
This document provides guidance on writing a story by outlining the key elements: main character, setting, problem, and resolution. It recommends starting with describing the main character using a character web. The setting should be established by considering where and when the story takes place. An engaging problem for the character to face is important to create conflict. Finally, the resolution should involve the character solving the problem on their own using their strengths. Practice writing stories from beginning to end is emphasized to develop storytelling skills.
Homophones are words that sound the same but have different meanings and spellings. This article discusses homophones and provides an example passage with incorrectly used homophones. Readers are asked to identify the misused homophones and replace them with the suitable homophone to correct the meaning of the passage.
This document provides tools and strategies for parents to teach their children about financial literacy and money management. It recommends creating a savings chart, using a piggy bank, avoiding impulsive shopping, taking kids to the bank to open an account, having them maintain their own bank book, making spending lists, and teaching them to resist unnecessary spending. The overall message is that developing good financial habits at a young age through interactive tools and games can help children understand the importance of saving and develop lifelong money management skills.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
3. The mind is not a vessel to be filled, but a
fire to be ignited.
(Plutarch)
4. Overview
• Bloom’s Taxonomy and higher-order thinking
• Take a walk down memory lane
• Investigate the Revised Taxonomy
– New terms
– New emphasis
• Explore each of the six levels
• See how questioning plays an important role
within the framework (oral language)
• Use the taxonomy to plan a unit
• Look at an integrated approach
• Begin planning with a SMART Bloom’s Unit
Planning Matrix
5. Productive Pedagogies
A guide to Productive Pedagogies: Classroom reflection manual
lists three degrees of incorporation of Higher-order thinking skills in
a “Continuum of practice”:
• Students are engaged only in lower-order thinking; i.e. they receive,
or recite, or participate in routine practice. In no activities during the
lesson do students go beyond simple reproduction of knowledge.
• Students are primarily engaged in routine lower-order thinking for a
good share of the lesson. There is at least one significant question
or activity in which some students perform some higher-order
thinking.
• Almost all students, almost all of the time are engaged in higher-
order thinking.
6. What is Higher-order
thinking?
A guide to Productive Pedagogies: Classroom reflection manual states
that:
Higher-order thinking by students involves the transformation of
information and ideas. This transformation occurs when
students combine facts and ideas and synthesise, generalise,
explain, hypothesise or arrive at some conclusion or
interpretation. Manipulating information and ideas through
these processes allows students to solve problems, gain
understanding and discover new meaning. When students
engage in the construction of knowledge, an element of
uncertainty is introduced into the instructional process and the
outcomes are not always predictable; in other words, the
teacher is not certain what the students will produce. In helping
students become producers of knowledge, the teacher’s main
instructional task is to create activities or environments that
allow them opportunities to engage in higher-order thinking.
7. Bloom’s Revised
Taxonomy
• Taxonomy of Cognitive Objectives
• 1950s- developed by Benjamin Bloom
• 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 organise thinking skills into six levels,
from the most basic to the more complex levels of thinking
• 1990s- Lorin Anderson (former student of Bloom) revisited
the taxonomy
• As a result, a number of changes were made
8. Original Terms New Terms
• Evaluation
• Synthesis
• Analysis
• Application
• Comprehension
• Knowledge
•Creating
•Evaluating
•Analysing
•Applying
•Understanding
•Remembering
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
9. Change in Terms
• 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 reorganised.
• 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.
10. Change in Emphasis
• 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.
11. BLOOM’S REVISED TAXONOMY
CreatingCreating
Generating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing.
EvaluatingEvaluating
Justifying a decision or course of action
Checking, hypothesising, critiquing, experimenting, judging
AnalysingAnalysing
Breaking information into parts to explore understandings and relationships
Comparing, organising, deconstructing, interrogating, finding
ApplyingApplying
Using information in another familiar situation
Implementing, carrying out, using, executing
UnderstandingUnderstanding
Explaining ideas or concepts
Interpreting, summarising, paraphrasing, classifying, explaining
RememberingRemembering
Recalling information
Recognising, listing, describing, retrieving, naming, finding
12. A turtle makes progress when it
sticks its neck out.
(Anon)
13. Remembering
The learner is able to recall, restate and
remember learned information.
– Recognising
– Listing
– Describing
– Identifying
– Retrieving
– Naming
– Locating
– Finding
Can you recall information?
14. Remembering cont’
• List
• Memorise
• Relate
• Show
• Locate
• Distinguish
• Give example
• Reproduce
• Quote
• Repeat
• Label
• Recall
• Know
• Group
• Read
• Write
• Outline
• Listen
• Group
• Choose
• Recite
• Review
• Quote
• Record
• Match
• Select
• Underline
• Cite
• Sort
Recall or
recognition of
specific
information
Products include:
• Quiz
• Definition
• Fact
• Worksheet
• Test
• Label
• List
• Workbook
• Reproduction
•Vocabulary
16. Remembering: Potential
Activities and Products
• Make a list of the main events of the story.
• Make a time line of events.
• Make a facts chart.
• Write a list of any pieces of information
you can remember.
• What animals were in the story?
• Make a chart showing…
• Make an acrostic.
• Recite a poem.
17. Understanding
The learner grasps the meaning of information by
interpreting and translating what has been
learned.
– Interpreting
– Exemplifying
– Summarising
– Inferring
– Paraphrasing
– Classifying
– Comparing
– Explaining
Can you explain ideas or concepts?
18. Understanding cont’
• Restate
• Identify
• Discuss
• Retell
• Research
• Annotate
• Translate
• Give examples of
• Paraphrase
• Reorganise
• Associate
• Describe
• Report
• Recognise
• Review
• Observe
• Outline
• Account for
• Interpret
• Give main
idea
• Estimate
• Define
Understanding
of given
information
Products include:
• Recitation
• Summary
• Collection
• Explanation
• Show and tell
• Example
• Quiz
• List
• Label
• Outline
20. Understanding: Potential
Activities and Products
• Cut out, or draw pictures to show a particular event.
• Illustrate what you think the main idea may have been.
• Make a cartoon strip showing the sequence of events.
• Write and perform a play based on the story.
• Retell the story in your own words.
• Write a summary report of the event
• Prepare a flow chart to illustrate the sequence of events.
• Make a colouring book.
• 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.
• Write and perform a play based on the story.
• Retell the story in your own words.
• Write a summary report of the event
• Prepare a flow chart to illustrate the sequence of events.
• 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.
• Write and perform a play based on the story.
21. Applying
The learner makes use of information in a context
different from the one in which it was learned.
–Implementing
–Carrying out
–Using
–Executing
Can you use the information in another
familiar situation?
24. Applying: Potential Activities
and Products
• Construct a model to demonstrate how it works
• Make a diorama to illustrate an event
• Make a scrapbook about the areas of study.
• Make a papier-mache map / clay model to include
relevant information about an event.
• Take a collection of photographs to demonstrate a
particular point.
• Make up a puzzle or a game about the topic.
• Write a textbook about this topic for others.
• Dress a doll in national costume.
• Make a clay model…
• Paint a mural using the same materials.
• Design a marketing strategy for your product using a
known strategy as a model.
25. Analysing
The learner breaks learned information into its
parts to best understand that information.
– Comparing
– Organising
– Deconstructing
– Attributing
– Outlining
– Finding
– Structuring
– Integrating
Can you break information into parts to explore
understandings and relationships?
26. Analysing cont’
• Distinguish
• Question
• Appraise
• Experiment
• Inspect
• Examine
• Probe
• Separate
• Inquire
• Arrange
• Investigate
• Sift
• Research
• Calculate
• Criticize
• Compare
• Contrast
• Survey
• Detect
• Group
• Order
• Sequence
• Test
• Debate
• Analyse
• Diagram
• Relate
• Dissect
• Categorise
• Discriminate
Breaking
information down
into its component
elements
Products include:
• Graph
• Spreadsheet
• Checklist
• Chart
• Outline
• Survey
• Database
• Mobile
• Abstract
• Report
28. Analysing: Potential Activities
and Products
• Design a questionnaire to gather information.
• Write a commercial to sell a new product
• Make a flow chart to show the critical stages.
• Construct a graph to illustrate selected information.
• Make a family tree showing relationships.
• Devise a play about the study area.
• Write a biography of a person studied.
• Prepare a report about the area of study.
• Conduct an investigation to produce information to
support a view.
• Review a work of art in terms of form, colour and texture.
29. Evaluating
The learner makes decisions based on in-depth
reflection, criticism and assessment.
– Checking
– Hypothesising
– Critiquing
– Experimenting
– Judging
– Testing
– Detecting
– Monitoring
Can you justify a decision or course of action?
32. Evaluating: Potential Activities
and Products
• Prepare a list of criteria to judge…
• Conduct a debate about an issue of special
interest.
• Make a booklet about five rules you see as
important. Convince others.
• Form a panel to discuss views.
• Write a letter to. ..advising on changes needed.
• Write a half-yearly report.
• Prepare a case to present your view about...
33. Creating
The learner creates new ideas and
information using what has been previously
learned.
– Designing
– Constructing
– Planning
– Producing
– Inventing
– Devising
– Making
Can you generate new products, ideas, or
ways of viewing things?
34. Creating cont’
• Compose
• Assemble
• Organise
• Invent
• Compile
• Forecast
• Devise
• Propose
• Construct
• Plan
• Prepare
• Develop
• Originate
• Imagine
• Generate
• Formulate
• Improve
• Act
• Predict
• Produce
• Blend
• Set up
• Devise
• Concoct
• Compile
Putting together ideas
or elements to develop
a original idea or
engage in creative
thinking.
Products include:
• Film
• Story
• Project
• Plan
• New game
• Song
• Newspaper
• Media product
• Advertisement
• Painting
36. Creating: Potential Activities and
Products
• Invent a machine to do a specific task.
• Design a building to house your study.
• Create a new product. Give it a name and plan a
marketing campaign.
• Write about your feelings in relation to...
• Write a TV show play, puppet show, role play, song or
pantomime about..
• Design a record, book or magazine cover for...
• Sell an idea
• Devise a way to...
• Make up a new language and use it in an example.
37. Practical Bloom’s
• Suitable for use with the entire class
• Emphasis on certain levels for different children
• Extend children’s thinking skills through emphasis on higher levels of the
taxonomy (analysis, evaluation, creation)
• Possible approaches with a class could be:
– All children work through the remembering and understanding stages
and then select at least one activity from each other level
– All children work through first two levels and then select activities from
any other level
– Some children work at lower level while others work at higher levels
– All children select activities from any level
– Some activities are tagged “essential” while others are “optional”
– A thinking process singled out for particular attention eg. Comparing,
(done with all children, small group or individual)
– Some children work through the lower levels and then design their own
activities at the higher levels
– All children write their own activities from the taxonomy
(Black, 1988, p. 23).
38. Sample Unit : Space
Remembering Cut out “space” pictures from a magazine. Make a display or a
collage. List space words (Alphabet Key). List the names of the
planets in our universe. List all the things an astronaut would
need for a space journey.
Understanding Make your desk into a spaceship, Make an astronaut for a
puppet play. Use it to tell what an astronaut does. Make a
model of the planets.
Applying Keep a diary of your space adventure (5 days). What sort of
instruments would you need to make space music? Make a list
of questions you would like to ask an astronaut.
Analysing Make an application form for a person applying for the job of an
astronaut. Compare Galileo’s telescope to a modern telescope.
Distinguish between the Russian and American space
programs.
Evaluating Compare the benefits of living on Earth and the moon. You can
take three people with you to the moon. Choose and give
reasons. Choose a planet you would like to live on- explain why.
Creating Write a newspaper report for the following headline: “Spaceship
out of control”. Design a space suit. Create a game called
“Space Snap”. Prepare a menu for your spaceship crew.
Design an advertising program for trips to the moon.
39. Sample Unit : Travel
Remembering How many ways can you travel from one place to another? List
and draw all the ways you know. Describe one of the vehicles
from your list, draw a diagram and label the parts. Collect
“transport” pictures from magazines- make a poster with info.
Understanding How do you get from school to home? Explain the method of
travel and draw a map. Write a play about a form of modern
transport. Explain how you felt the first time you rode a bicycle.
Make your desk into a form of transport.
Applying Explain why some vehicles are large and others small. Write a
story about the uses of both. Read a story about “The Little Red
Engine” and make up a play about it. Survey 10 other children
to see what bikes they ride. Display on a chart or graph.
Analysing Make a jigsaw puzzle of children using bikes safely. What
problems are there with modern forms of transport and their
uses- write a report. Compare boats to planes.
Evaluating What changes would you recommend to road rules to prevent
traffic accidents? Debate whether we should be able to buy fuel
at a cheaper rate. Rate transport from slow to fast etc..
Creating Invent a vehicle. Draw or construct it after careful planning.
What sort of transport will there be in twenty years time?
Discuss, write about it and report to the class. Write a song
about traveling in different forms of transport.
40. A good teacher makes you think even
when you don’t want to.
(Fisher, 1998, Teaching Thinking
41. Blooming Questions
• Questioning should be used purposefully to
achieve well-defines goals.
• Bloom's Taxonomy is a classification of thinking
organised by level of complexity. It gives
teachers and students an opportunity to learn
and practice a range of thinking and provides a
simple structure for many different kinds of
questions and thinking.
• The taxonomy involves all categories of
questions.
• Typically a teacher would vary the level of
questions within a single lesson.
42. Lower and Higher Order
Questions
• Lower level questions are those at the
remembering, understanding and lower level
application levels of the taxonomy.
• Usually questions at the lower levels are
appropriate for:
• Evaluating students’ preparation and
comprehension
• Diagnosing students’ strengths and
weaknesses
• Reviewing and/or summarising content
43. Lower and Higher Order
Questions
• Higher level questions are those requiring
complex application, analysis, evaluation or
creation skills.
• Questions at higher levels of the taxonomy are
usually most appropriate for:
• Encouraging students to think more deeply
and critically
• Problem solving
• Encouraging discussions
• Stimulating students to seek information on
their own
44. Questions for Remembering
• What happened after...?
• How many...?
• What is...?
• Who was it that...?
• Can you name ...?
• Find the meaning of…
• Describe what happened after…
• Who spoke to...?
• Which is true or false...?
45. Questions for Understanding
• Can you write in your own words?
• How would you explain…?
• Can you write a brief outline...?
• What do you think could have happened next...?
• Who do you think...?
• What was the main idea...?
• Can you clarify…?
• Can you illustrate…?
• Does everyone act in the way that …….. Does?
46. Questions for Applying
• Do you know of another instance
where…?
• Can you group by characteristics such
as…?
• Which factors would you change if…?
• What questions would you ask of…?
• From the information given, can you
develop a set of instructions about…?
47. Question for Analysing
• Which events could not have happened?
• If. ..happened, what might the ending have been?
• How is...similar to...?
• What do you see as other possible outcomes?
• Why did...changes occur?
• Can you explain what must have happened when...?
• What are some or the problems of...?
• Can you distinguish between...?
• What were some of the motives behind..?
• What was the turning point?
• What was the problem with...?
48. Questions for Evaluating
• Is there a better solution to...?
• Judge the value of... What do you think about...?
• Can you defend your position about...?
• Do you think...is a good or bad thing?
• How would you have handled...?
• What changes to.. would you recommend?
• Do you believe...? How would you feel if. ..?
• How effective are. ..?
• What are the consequences..?
• What influence will....have on our lives?
• What are the pros and cons of....?
• Why is ....of value?
• What are the alternatives?
• Who will gain & who will loose?
49. Questions for Creating
• Can you design a...to...?
• Can you see a possible solution to...?
• If you had access to all resources, how would
you deal with...?
• Why don't you devise your own way to...?
• What would happen if ...?
• How many ways can you...?
• Can you create new and unusual uses for...?
• Can you develop a proposal which would...?
50. Now it’s your turn…
• Use the Bloom’s Matrix and these notes to
plan a number of activities or questions for
each level of the taxonomy.
• You may choose to use this term’s context
or unit, or focus on next term’s.
• Work with your teaching partner.
• I will copy these for our Thinking Skills
Folder so everyone can share our
BRILLIANT ideas.
HAVE FUN!
51. How does it all fit together?
Bloom’s
Revised
Taxonomy
52. Creating Green Hat, Construction Key, SCAMPER,
Ridiculous Key, Combination Key, Invention Key
Evaluating Brick Wall Key, Decision Making Matrix, PMI,
Prioritising.
Analysing Yellow Hat, Black Hat, Venn Diagram,
Commonality Key, Picture Key, Y Chart,
Combination Key.
Applying Blue Hat, Brainstorming, Different uses Key,
Reverse Listing Key, Flow Chart.
Understanding Graphic Organisers, Variations Key, Reverse
Listing, PMI, Webs (Inspiration).
Remembering White Hat, Alphabet Key, Graphic Organisers,
Acrostic, Listing, Brainstorming, Question Key.
53. An integrated approach:
Blooms and SMARTS
• Planning across six levels of thinking (Bloom)
and eight different ways of knowing and
understanding the world (Gardner’s SMARTS).
• Assist in achieving a balanced program of
activities that cater for all students’ abilities and
interests.
• Comprehensive planning.
• Every space on the matrix doesn’t have to be
filled.
NOW IT’S YOUR TURN!
54. This world is but a canvas for our
imaginations.
(Henry David Thoreau)
55. He who learns but does not think
is lost
(Chinese Proverb)