Presentation on theme: "Learning Taxonomies Bloom’s Taxonomy"— Presentation transcript:
1 Learning Taxonomies Bloom’s Taxonomy (As revised by Anderson et al 2001)Biggs’ Proposed Levels of AttainmentBiggs’ & Collis’ SOLO TaxonomySynthesis /creationDesign, organize, formulate, propose.A:The very best understanding.Extended Abstract ThinkingTheoriesGeneralizeReflect evaluateEvaluationJudge, appraise, evaluate, compare, assess.B:Highly Satisfactory.Relational ThinkingExplainAnalyzeCompareApplyAnalysisDistinguish, analyze, calculate, test, inspectC:Quite Satisfactory.Multi-structural ThinkingClassifyComment uponApplicationApply, use, demonstrate, illustrate, practice.D :Just a passUni-structuralStateDescribeComprehensionExplain, describe, discuss, recognize.E:FailPre-structuralKnowledgeDefine, list, name, recall, record.
2 TRANSPARENT REQUIREMENTS CompetenceLearning outcomesSpecify the essential learning, focused on results.Define the minimum acceptable standards of what students are expected to do after completing a course or programme.Spell out what the student are expected to do in observable and measurable termsAre being described by using active verbs.Performance = behavior the students shows and thus can be assessed.Example; outcomes of courseStudents are able to:Student know the basic concepts Define what learning outcomes areof learning outcomes To interpret the concepts in the light of educational theory3.Design the learning outcomes of a course unit.
3 The Knowledge Dimension Cognitive Process Dimension Developed by Lisa O’Reilly, MA. Based on Anderson, L.W., & Krathwohl (Eds.). (2001). A Taxonomy for learning, teaching, and assessing: A revision of Bloom's Taxonomy of Educational Objectives. New York: Longman.The Knowledge DimensionBloom’s Revised Taxonomy WorksheetCognitive Process Dimension1 RememberRecognizing or recalling knowledge, facts or concepts.Verbs: define, describe, identify, know, label, list, match, name, outline, recall, recognize, reproduce, select, state, locate2 UnderstandConstructing meaning from instructional messages.Verbs: illustrate, defend, compare, distinguish, estimate, explain, classify, generalize, interpret, paraphrase, predict, rewrite, summarize, translate3 ApplyUsing ideas and concepts to solve problems.Verbs: implement, organize, dramatize, solve, construct, demonstrate, discover, manipulate, modify, operate, predict, prepare, produce, relate, show, solve, choose4 AnalyzeBreaking something down into components, seeing relationships and an overall structure.Verbs: analyze, break down, compare, select, contrast, decon struct, discriminate, distinguishes, identify, outline5 EvaluateMaking judgments based on criteria and standards.Verbs: rank, assess, monitor, check, test, judge6 CreateReorganize diverse elements to form a new pattern or structure.Verbs: generate, plan, compose, develop, create, invent, organize, construct, produce, compile, design, deviseFactual KnowledgeBasic elements used to communicate, understand, organize a subject: terminology, scientific terms, labels, vocabulary, jargon, symbols or representations; and specific details such as knowledge of events, people, dates, sources of information.Conceptual KnowledgeKnowledge of classifications and categories, principles, theories, models or structures of a subject.Procedural 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.
4 EXAMPLE: COMMON BODY OF COMPETENCE Students develop skill in a critical thinking, clear and thoughtful communication, creative expression and honestopen inquiryStudents develop mastery of a specific major and an understanding of the connection among disciplines.Students develop respect for differences among people and ideas and learn to clarify and articulate their own values.Students demonstrate that they are responsible, engaged citizens.PEER CONSULTATION:Defining learning outcomesPlease define the learning outcomes students have to master in order to acquire the competence of criticalthinking or scientific writing or strategic thinking .2. What could the student be expected to do to achieve the defined learning outcomes?
5 Bloom's Taxonomy VerbsUse verbs aligned to Bloom's Taxonomy to create discussion questions and lesson Plans that ensure your students' thinking progresses to higher levels.KnowledgeComprehendCountDefineDescribeDrawEnumerateFindIdentifyLabelListMatchNameQuoteRecallReciteRecordReproduceSelectSequenceStateTellViewWriteClassifyCiteConcludeConvertDiscussEstimateExplainGeneralizeGive examplesIllustrateInterpretLocateMake senseParaphrasePredictReportRestateReviewSummarizeTraceUnderstandApplyAnalyzeActAdministerArticulateAssessChangeChartChooseCollectComputeConstructContributeControlDemonstrateDetermineDevelopDiscoverDramatizeEstablishExtendImitateImplementInterviewIncludeInformInstructPaintParticipatePrepareProduceProvideRelateShowSolveTransferUseUtilizeBreak downCharacterizeCompareContrastCorrelateDebateDeduceDiagramDifferentiateDiscriminateDistinguishExamineMake sense ofParaphraseFocusInferLimitOutlinePoint outPrioritizeRecognizeResearchSeparateSubdivideSynthesizeEvaluateAdaptAnticipateCategorizeCollaborateCombineCommunicateCompileComposeCreateDesignDeviseExpressFacilitateFormulateGenerateIncorporateIndividualizeInitiateIntegrateInterveneInventMake upModelModifyNegotiateOrganizePerformPlanPretendProgressProposeRearrangeReconstructReinforceReorganizeReviseRewriteStructureSubstituteValidateAppraiseArgueCompare & ContrastCriticizeCritiqueDecideDefendJudgeJustifyProveRankRateReframeSupport