Bloom's Workshop

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Using Bloom's Revised Taxonomy to Align Instruction

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  • Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.
    Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
    Applying: Carrying out or using a procedure through executing, or implementing.
    Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.
    Evaluating: Making judgments based on criteria and standards through checking and critiquing.
    Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.
  • Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.
    Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
    Applying: Carrying out or using a procedure through executing, or implementing.
    Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.
    Evaluating: Making judgments based on criteria and standards through checking and critiquing.
    Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.
  • Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.
    Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
    Applying: Carrying out or using a procedure through executing, or implementing.
    Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.
    Evaluating: Making judgments based on criteria and standards through checking and critiquing.
    Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.
  • Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.
    Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
    Applying: Carrying out or using a procedure through executing, or implementing.
    Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.
    Evaluating: Making judgments based on criteria and standards through checking and critiquing.
    Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.
  • Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.
    Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
    Applying: Carrying out or using a procedure through executing, or implementing.
    Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.
    Evaluating: Making judgments based on criteria and standards through checking and critiquing.
    Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.
  • Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.
    Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
    Applying: Carrying out or using a procedure through executing, or implementing.
    Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.
    Evaluating: Making judgments based on criteria and standards through checking and critiquing.
    Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.
  • Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.
    Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
    Applying: Carrying out or using a procedure through executing, or implementing.
    Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.
    Evaluating: Making judgments based on criteria and standards through checking and critiquing.
    Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.
  • Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.
    Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
    Applying: Carrying out or using a procedure through executing, or implementing.
    Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.
    Evaluating: Making judgments based on criteria and standards through checking and critiquing.
    Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.
  • Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.
    Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
    Applying: Carrying out or using a procedure through executing, or implementing.
    Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.
    Evaluating: Making judgments based on criteria and standards through checking and critiquing.
    Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.
  • Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.
    Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
    Applying: Carrying out or using a procedure through executing, or implementing.
    Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.
    Evaluating: Making judgments based on criteria and standards through checking and critiquing.
    Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.
  • Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.
    Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
    Applying: Carrying out or using a procedure through executing, or implementing.
    Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.
    Evaluating: Making judgments based on criteria and standards through checking and critiquing.
    Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.
  • Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.
    Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
    Applying: Carrying out or using a procedure through executing, or implementing.
    Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.
    Evaluating: Making judgments based on criteria and standards through checking and critiquing.
    Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.
  • Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.
    Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
    Applying: Carrying out or using a procedure through executing, or implementing.
    Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.
    Evaluating: Making judgments based on criteria and standards through checking and critiquing.
    Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.
  • Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.
    Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
    Applying: Carrying out or using a procedure through executing, or implementing.
    Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.
    Evaluating: Making judgments based on criteria and standards through checking and critiquing.
    Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.
  • Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.
    Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
    Applying: Carrying out or using a procedure through executing, or implementing.
    Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.
    Evaluating: Making judgments based on criteria and standards through checking and critiquing.
    Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.
  • Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.
    Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
    Applying: Carrying out or using a procedure through executing, or implementing.
    Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.
    Evaluating: Making judgments based on criteria and standards through checking and critiquing.
    Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.
  • Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.
    Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
    Applying: Carrying out or using a procedure through executing, or implementing.
    Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.
    Evaluating: Making judgments based on criteria and standards through checking and critiquing.
    Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.
  • Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.
    Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
    Applying: Carrying out or using a procedure through executing, or implementing.
    Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.
    Evaluating: Making judgments based on criteria and standards through checking and critiquing.
    Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.
  • Bloom's Workshop

    1. 1.  http://www.slideshare.net/ttianna/blooms- workshop
    2. 2. A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives Lorin W. Anderson and David R. Krathwohl ISBN 0-8013-1903-X
    3. 3.  At the end of this workshop, you will be able to: ◦ Classify performance verbs based on the Cognitive Process Dimension of Bloom’s Revised Taxonomy. ◦ Classify types of learning based on the Knowledge Dimension of Bloom’s Revised Taxonomy. ◦ Identify appropriate types of assessments for each level of Bloom’s. ◦ Identify key words in a state standard that will help you write objectives and valid assessments. ◦ Use the Bloom’s grid to identify holes in existing instruction. ◦ Analyze standards and objectives to create meaningful assessments.
    4. 4.  Think about a lesson/training you have delivered or participated in that was particularly effective. What do you think made it so effective?  Now think about one that was particularly ineffective. What do you think made it so ineffective?
    5. 5.  Often, the lack of effectiveness of a lesson/training can be attributed to misalignment. ◦ There is too much reading ◦ The instruction isn’t relevant to my life/job ◦ There was stuff on the test I didn’t learn ◦ There were “trick” questions ◦ The training didn’t result in improved workplace performance  Alignment: ◦ Need - Objectives – Instruction – Practice - Assessment
    6. 6.  Create correct answers based on knowledge of a reading selection.  Apply use of ideas and details to creation of correct answers.  Evaluate information within the question to determine the best possible answer.
    7. 7.  What do I want learners to be able to do? (the learning question)  How will they show me they can do it? (the assessment question)  What tools/knowledge/skills do they need to do it? (the instruction question)
    8. 8.  Hook  Objectives and Assessment introduction  For each objective: ◦ Instruction/Content ◦ Guided Practice  Summary  Independent Practice  Check for Understanding/Review  Assessment  Review and Generalizations to enhance transfer
    9. 9.  Specific  Measurable  Acceptable to stakeholders  Realistic to achieve  Time-bound with a deadline
    10. 10.  The student will learn to distinguish among confederal, federal, and unitary systems of government.  Verb: distinguish (cognitive process)  Noun: confederal, federal, and unitary systems of government (knowledge)  Analyze, Conceptual Knowledge
    11. 11. OBJ
    12. 12.  What system of government is this?  How do you know it is the type of system you say it is?  What changes would need to be made to transform this system into the other two systems?
    13. 13. OBJ Assessment
    14. 14.  Definitions  Examples and Non-examples  Diagrams
    15. 15. Instruction OBJ Instruction Assessment Instruction
    16. 16.  The student will learn to differentiate between rational numbers and irrational numbers.  Verb: differentiate (analyze)  Noun: rational numbers and irrational numbers (conceptual)  Analyze, Conceptual Knowledge
    17. 17. OBJ
    18. 18.  To what number system, rational or irrational, do all of these numbers belong?  How do you know it is the type of number set you say it is?  How could you change each number so it is an example of the other number system?
    19. 19. OBJ Assessment
    20. 20.  Definitions  Examples and Non-examples  Diagrams
    21. 21. Instruction OBJ Instruction Assessment Instruction
    22. 22.  Learners will know airport codes  Verb: Know ◦ Remember or Understand?  Remember  Noun: Airport Codes (factual)  Remember, Factual Knowledge
    23. 23. OBJ
    24. 24.  Matching  Multiple Choice  Short answer
    25. 25. OBJ Assessment
    26. 26.  Definitions  Rehearsal  Mnemonics  Lots and lots of practice
    27. 27. OBJ Assessment Instruction Instruction
    28. 28.  Students will write a literary analysis of Moby Dick, explaining and evaluating how the author uses of metaphor and characterization to advance the moral of the story.  Verb: write, explain, evaluate  Noun: literary analysis, use of metaphor and characterization  Apply, Analyze, Evaluate, Create  Conceptual and Procedural Knowledge
    29. 29. OBJ OBJ OBJOBJ OBJ
    30. 30.  Students will write a literary analysis of Moby Dick, explaining and evaluating how the author uses of metaphor and characterization to advance the moral of the story.  Need a rubric  Rubric should reflect the elements of the objective
    31. 31. OBJ OBJ OBJOBJ Assessment OBJ
    32. 32.  Definitions  Examples and modeling  Learner guidance with scaffolding  Iterative assessment
    33. 33. OBJ OBJ OBJOBJ Assessment OBJ Instruction Instruction Instruction Instruction Instruction Instruction Instruction Instruction
    34. 34.  Recognize sexual harassment in the workplace  Verb: Recognize (Remember?)  Verb: Evaluate  Noun: sexual harassment (Factual?)  Evaluate, Conceptual Knowledge
    35. 35. OBJ
    36. 36.  Describe the criteria that constitutes sexual harassment.  Scenarios
    37. 37. OBJAssessment Assessment Assessment? Assessment
    38. 38.  Definitions  Examples and non-examples  Scenarios
    39. 39. OBJAssessment Assessment Assessment? Assessment Instruction Instruction Instruction
    40. 40.  Learners will list the steps in the customer service escalation process.  List (Remember)  Steps (Factual Knowledge)  Learners will explain the steps in the customer service escalation process  Explain (Understand)  Steps (Conceptual Knowledge)  Learners will use the steps in the customer service escalation process to deal with a customer complaint call.  Use (Apply)  Steps (Factual Knowledge, Conceptual Knowledge, Procedural Knowledge)
    41. 41.  Explain different elements of figurative language, including simile, metaphor, personification, hyperbole, symbolism, allusion, and imagery in a literary selection. (Reading, Grade 9, Strand 2, Concept 1, PO 2)
    42. 42.  Justify with examples the relation between the number system being used (natural numbers, whole numbers, integers, rational numbers and irrational numbers) and the question of whether or not an equation has a solution in that number system. (Grades 9-10, Strand 1, Concept 1, PO 1)
    43. 43.  Predict the outcome of an investigation based on prior evidence, probability, and/or modeling (not guessing or inferring). (High School, Strand 1, Concept 1, PO 4)
    44. 44.  Use appropriate maps and other graphic representations to analyze geographic problems and changes over time. (High School, Strand 4, Concept 1, PO 3)
    45. 45.  Training Need/Instructional Goal  Objective ◦ Verb ◦ Noun  Align Instruction  Align Assessment
    46. 46.  tianna.tagami@gmail.com

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