Bloom's taxonomy powerpoint

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Bloom's taxonomy powerpoint

  1. 1. APPLYING MODELS OF THINKINGBY: Yashika Z. ColeEDT 5756/14/20131
  2. 2. THIS PRESENTATION WILL INCLUDE THE FOLLOWING:2•Applying Blooms’ Taxonomy of Thinking Skills•Demonstrated Thinking Skill•Blooms Revised Taxonomy being used in project planning andthe assessment of student’s thinking skills•Applying Marzano’s Dimensions of Learning•Applying Costa and Kallick’s 16 Habits of Mind•Summary•Resources
  3. 3. BLOOM’S TAXONOMY OF THINKING SKILLS:COGNITIVE DOMAIN3REMEMBER: Recite, quote, list, define.UNDERSTAND: Explain, infer, interpret, summarize, paraphraseAPPLY: Organize, solve, generalize, produce
  4. 4. BLOOM’S TAXONOMY OF THINKING SKILLS:COGNITIVE DOMAIN4ANALZE: Compare, classify, rank, infer, extrapolateEVALUATION: Judge, Criticize, evaluate, appraise, recommendCREATE: Compose, originate, design, invent
  5. 5. DEMONSTRATED THINKING SKILLS5 Remembering• Defining and listing Understanding• Assess, restate, and identify Applying• Calculating using equations, contrast possibilities, and demonstratemath/science principles Analyzing• Pictures, Tables/Diagrams, options (discuss), and generalizations (make) Evaluating• Assess validity, support guesses, and tests guesses Creating• Build models, propose new ways, and work backwards
  6. 6. BLOOM’S TAXONOMY OF THINKING SKILLS:AFFECTIVE DOMAIN6RECEIVING Differentiate, accept, listen for, respond toRESPONDING Comply, follow, commend, volunteer, acclaim,engage inVALUING Measure, proficiency, subsidize, support, debate
  7. 7. BLOOM’S TAXONOMY OF THINKING SKILLS:AFFECTIVE DOMAIN7ORGANIZING Discuss, theorize, formulate, balance, prioritizeCHARACTERING Revise, require, rate, avoid, resist, manage, resolve
  8. 8. BLOOM’S TAXONOMY OF THINKING SKILLS:PSYCHOMOTOR DOMAIN8PERCEIVING Choose, identify, relate, selectSETTING Begin, move, show, stateGUIDED RESPONINGCopy, trace, reproduce, reactMECHANIZING Assemble, calibrate, fasten, measure, mendADAPTING Alter, rearrange, vary, reviseORIGINATING Arrange, build, construct, initiate
  9. 9. 9BLOOM’S REVISIED TAXONOMY BEING USED IN PROJECT PLANNING ANDASSESSMENT OF STUDENT THINKING SKILLS
  10. 10. BLOOM TAXONOMYOLD VERSION VS. NEW VERSION10
  11. 11. APPLICATION OF COGNITIVE PROCESSES ANDDIMENSIONS11Factual KnowledgeBasic elements used to communicate, understand, organize a subject: terminology,scientific terms, labels, vocabulary, jargon, symbols or representations; and specificdetails such as knowledge of events, people, dates, sources of information.Conceptual KnowledgeKnowledge of classifications and categories, principles, theories, models or structures of asubjectProcedural KnowledgeKnowing how to do something: performing skills, algorithms, techniques or methods.Metacognitive KnowledgeThe process or strategy of learning and thinking; an awareness of one’s own cognition,and the ability to control, monitor, and regulate one’s own cognitive process.
  12. 12. MARZANOS DIMENSIONS OF LEARNING12Marzanos Dimensions of LearningMarzanos categories of how people think is different from Blooms in thatthe categories do not build upon each other. Each cognitive category isjust as important as the others. The Dimensions of Learning representelements that Marzano believes are all worthy of focus and inclusionwithin a unit of study.
  13. 13. 13Dimension Title Examples3 Extension andRefinement(knowledge)* Learners: develop in-depthunderstanding(apply/refine)* Common reasoningprocesses (8)4 Meaningful use(Knowledge)Students learn best if theyneed knowledge to accomplisha goal that is meaningful tothem (5 types)5 Productive Habits ofMindMental habits that will enablethem to learn on their own (3)Marzano’s Dimensions of Learning
  14. 14. 14Dimensions Title Examples1 Positive Attitudes andPerceptions (Learning)Classroom Climate(Accepted by others;order2 Acquisition andIntegration(Knowledge)•Relate, organize,and retain newinformation• 2 types ofknowledge:declarative (facts)and procedural(procedures)Marzano’s Dimension of Learning
  15. 15. BLOOM’S TAXONOMY IN PROJECT PLANNINGAND STUDENT ASSESSMENT151. Promoting higher level of thinking skills: using bloom’s taxonomy andsoftchalk (part 1)http://www.youtube.com/watch?v=6rDLzktQ13E2. Promoting higher level of thinking skills: using bloom’s taxonomy andsoftchalk (part 1)http://www.youtube.com/watch?v=7Kqc-7gNKFI
  16. 16. 16The 16 Habits Of MindIdentified by Costa and Kallick:
  17. 17. 17The Habits of Mind are an identified set of 16 problem solving, life relatedskills, necessary to effectively operate in society and promote strategicreasoning, insightfulness, perseverance, creativity and craftsmanship. Theunderstanding and application of these 16 Habits of Mind serve to providethe individual with skills to work through real life situations that equip thatperson to respond using awareness (cues), thought, and intentionalstrategy in order to gain a positive outcome.The 16 Habits Of MindIdentified by Costa and Kallick:
  18. 18. 18The 16 Habits Of MindIdentified by Costa and Kallick:Persisting:Sticking to it! Persevering in task through to completion;remaining focused.Looking for ways to reach your goal when stuck. Notgiving up.Listening with understanding and empathy:Understanding other! Devoting mental energy toanother person’s thoughts and ideas; Make an effort toperceive another’s point of view and emotionsQuestioning and problem posing:How do you know? Having a questioning attitude;knowing what data are needed and developingquestioning strategies to produce those data. Findingproblems to solve.Thinking about your thinking(Meta-cognition):Know your knowing! Being aware of your own thoughts,strategies, feeling and actions and their effects on others.Thinking and communication with clarity andprecision:Be Clear! Striving for accurate communication in bothwritten and oral form; avoiding over generalizations,distortions, deletions and exaggerations.Creating, imagining, and innovation:Try a different way! Generating new and novel ideas,fluency, originalityTaking responsible risk:Venture out! Being adventuresome; living on the edge ofone’s competence. Try new things constantly.Thinking interdependently:Work together! Being able to work in and learn fromothers in reciprocal situations. Team work
  19. 19. 19The 16 Habits Of MindIdentified by Costa and Kallick:Managing Impulsivity:Take your time! Thinking before acting; remaining calm,thoughtful and deliberative.Thinking flexibly:Look at it Another Way! Being able to changeperspective, generate alternatives, consider options.Striving for accuracy:Check it again! Always do your best. Setting highstandards. Checking way to improve constantly.Applying past knowledge to new situations:Use what you Learn! Accessing prior knowledge;transferring knowledge beyond the situation in which itwas learned.Gather data through all senses:Use your natural pathways! Pay attention to the worldaround you Gather data through all the senses, taste,touch, smell, hearing and sight.Responding with wonderment and owe:Have fun figuring it out! Finding the world awesome,mysterious and being intrigued with phenomena andbeauty.Finding humor:Laugh a little! Finding the whimsical incongruous andunexpected. Being able to laugh t oneself.Remaining open to continuous learning:I have so much more to learn! Having humility andpride when admitting we don’t know; resistingcomplacency.
  20. 20. 20ConclusionBlooms Taxonomy was created in 1956 under the leadership of educationalpsychologist Dr Benjamin Bloom in order to promote higher forms of thinking ineducation, such as analyzing and evaluating, rather than just remembering facts(rote learning). During the 1990s, a former student of Blooms, Lorin Anderson, leda new assembly which met for the purpose of updating the taxonomy, hoping to addrelevance for 21st century students and teachers. Changes in terminology betweenthe two versions are perhaps the most obvious differences and can also cause themost confusion. Basically, Blooms six major categories were changed from noun toverb forms. Additionally, the lowest level of the original, knowledge was renamedand became remembering.The 16 Habits of Mind is knowing how to behave intelligently when you DONT knowthe answer. It means having a disposition toward behaving intelligently whenconfronted with problems, the answers to which are not immediately known.
  21. 21. 21ReferencesApplying Bloom’s Taxonomywww.teachers.ash.org.au/researchskills/dalton.htmLearning Domains or Bloom’s Taxonomywww.nwlink.com/-donclark/hrd/bloom.htmlWhat are Habits of Mind?www.habits-of-mind.net/whatare.htmCosta, A and Kallick, B (2000) Habits of Mind: A Developmental Series.Alexandria, VA: Association for Supervision and Curriculum Development:Book I: Discovering and Exploring Habits of MindBook II: Activating and Engaging Habits of MindBook III: Assessing and Reporting Growth in Habits of MindBook IV: Integrating and Sustaining Habits ofMind(After Arthur L. Costa and Bena Kallick, Habits of Mind: A Developmental Series, Copyright © 2000)

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