1. BLOOM’S TAXONOMY Levels of Thinking

2. What is Bloom’s Taxonomy?  A model for examining the different levels of educational activities students are asked to do  6 levels of challenge  Benjamin Bloom developed the taxonomy in the 1950’s  It was revised in early 2000’s with new terminology Definition

3. Six Levels of Thinking 1. Creating 2. Evaluating 3. Analyzing 4. Applying 5. Understanding 6. Remembering Explanation More Challenging More Basic

4. Remembering  Recall or recognition of specific information  This is the most basic level of thinking Level 1

5. Remembering  Here are some “Remembering” activities:  Memorize  Define  Fill in  List  Repeat  Find  Name  Label  Recall Level 1

6. Remembering  Here are some “Remembering” products:  Quiz  Definition  Fact  Worksheet  Test  Label  List  Workbook Level 1

7. Understanding  Demonstrate an understanding of given information  This is the second level of thinking Level 2

8. Understanding  Here are some “Understanding” activities:  Summarize  Describe  Review  Outline  Rewrite  Locate  Explain  Identify Level 2

9. Understanding  Here are some “Understanding” products:  Summary  Collection  Explanation  Show and Tell  Example  Quiz  List  Outline  Recitation (read out loud) Level 2

10. Applying  Using strategies, concepts, principles, and theories in new situations  This is the third level of thinking Level 3

11. Applying  Here are some “Applying” activities:  Diagram  Revise  Dramatize  Illustrate  Organize  Research  Model  Sequence Level 3

12. Applying  Here are some “Applying” products:  Illustration  Simulation  Demonstration  Presentation  Interview  Performance  Diary  Journal Level 3

13. Analyzing  Breaking information down into its component elements  This is the start of higher level thinking Level 4

14. Analyzing  Here are some “Analyzing” activities:  Compare/Contrast  Classify  Critique  Categorize  Solve  Experiment  Question  Investigate  Infer Level 4

15. Analyzing  Here are some “Analyzing” products:  Survey  Database  Abstract  Report  Graph  Spreadsheet  Checklist  Chart  Outline Level 4

16. Evaluating  Judging the value of ideas, materials, and methods by developing and applying standards and criteria  This is the next level of higher level thinking Level 5

17. Evaluating  Here are some “Evaluating” activities:  Predict  Justify  Prioritize  Select  Estimate  Judge  Choose  Rate Level 5

18. Evaluating  Here are some “Evaluating” products:  Debate  Panel Discussion  Report  Evaluation  Investigation  Verdict  Conclusion  Persuasive Speech  Call to Action Level 5

19. Creating  Putting together ideas or elements to develop an original idea or engage in creative thinking  This is the highest level of thinking Level 6

20. CREATING  Here are some “Creating” activities:  Compose  Hypothesize  Design  Create  Invent  Develop  Produce  Transform Level 6

21. CREATING  Here are some “Creating” products:  Film  Story  Project  Plan  New Game  Song  Media Product  Advertisement  Painting Level 6

22. Think of Bloom’s Taxonomy as a TREE A tree has 3 main parts: Roots Trunk Branches with leaves All of these parts are essential to the tree. All are important. Metaphor

23. Tree Metaphor The ROOTS of the tree are important to feed the tree the nutrients it needs in order to grow and flourish. Without strong roots, the tree will die. Roots keep the tree anchored. ROOTS = REMEMBERING

24. Although Remembering is the most basic level of thinking, it is essential. Like tree roots, this level provides the nutrients to grow into the higher levels of thinking. For example, you cannot compare and contrast two things until you know some facts about those things. Tree Metaphor The ROOTS of the tree are important to feed the tree the nutrients it needs in order to grow and flourish. Without strong roots, the tree will die. Roots keep the tree anchored. ROOTS = REMEMBERING

25. Tree Metaphor The BARK of the tree holds everything together and protects and strengthens the tree. BARK = UNDERSTANDING

26. Once you learn some facts and information about a concept, it is important to check to be sure you really understand. Like the bark on a tree, the Understanding level pulls all the information together and gives it direction. For example, you may create an outline of a unit to strengthen your understanding of the facts. Tree Metaphor The BARK of the tree holds everything together and protects and strengthens the tree. BARK = UNDERSTANDING

27. Tree Metaphor The TRUNK is the main part of the tree. It connects the roots to the high branches and leaves. Nutrients flow back and forth between the parts through the trunk. It should be strong. TRUNK = APPLYING

28. Now you know some of the important facts and you’re sure you understand them. The next level is to use (apply) some of this information in a variety of ways. This will help you make the information a permanent part of your memory. For example, when you practice math problems, you are more likely to remember the concepts of the unit. Tree Metaphor The TRUNK is the main part of the tree. It connects the roots to the high branches and leaves. Nutrients flow back and forth between the parts through the trunk. It should be strong. TRUNK = APPLYING

29. Tree Metaphor The LIMBS are the large branches that grow off of the trunk. They take the tree in new and different directions of growth. They make the tree more interesting and give it more coverage. LIMBS = ANALYZING

30. This is the level where thinking becomes “higher.” Analyzing encourages you to look at your topic from different, more interesting angles. You will have to use the information from the lower levels in new ways. You will cover the topic more deeply. For example, you may compare two different aspects of your topic. Tree Metaphor The LIMBS are the large branches that grow off of the trunk. They take the tree in new and different directions of growth. They make the tree more interesting and give it more coverage. LIMBS = ANALYZING

31. Tree Metaphor The LEAVES grow from the smaller branches of the tree. You can tell a lot about the tree by looking at the leaves. They show you how healthy the tree is and even what season it is. Different species of trees have different leaves. Some trees have more leaves than others. The shade provided by leaves is one reason people enjoy trees. LEAVES = EVALUATING

32. This is a high level of thinking, just like the leaves are high in the tree. If the lower levels of your tree (your thinking) are not strong, you may not be able to produce a good canopy of leaves. For example, in order to judge a concept you’ve learned, you need strong support from facts to back up your opinion. Tree Metaphor The LEAVES grow from the smaller branches of the tree. You can tell a lot about the tree by looking at the leaves. They show you how healthy the tree is and even what season it is. Different species of trees have different leaves. Some trees have more leaves than others. The shade provided by leaves is one reason people enjoy trees. LEAVES = EVALUATING

33. Tree Metaphor Bearing FRUIT (or nuts or seeds) is the ultimate fulfillment of the tree’s purpose. All of the components of the tree work together to create something new, the fruit. This creation results in the start of new trees. FRUIT = CREATING

34. This is the highest level of thinking on Bloom’s Taxonomy. You take all the information, facts, practice, application, analysis, and evaluation you’ve done and create something new and unique, like the fruit of the tree. For example, you may create a piece of artwork that shows the important aspects of a topic. Tree Metaphor Bearing FRUIT (or nuts or seeds) is the ultimate fulfillment of the tree’s purpose. All of the components of the tree work together to create something new, the fruit. This creation results in the start of new trees. FRUIT = CREATING

35. Once your tree has grown, think of all the possibilities… What ideas will you find in your tree? Tree Metaphor

36. Once your tree has grown, share the ideas in your tree… Tree Metaphor Working in groups helps you share your higher-level thinking with your classmates.

37. You don’t want your tree to look like this~ If you stop challenging yourself at the Remembering or Understanding levels, you won’t be able to reach the higher levels of thinking. You won’t be able to sustain a canopy of leaves or bear fruit with your ideas. Tree Metaphor

38. You may need help growing your tree~ These higher-level thinking skills are challenging! 8 th grade students are still developing these skills. Don’t be ashamed if you need help and time developing your high level thinking skills. If you are open to the challenge and are willing to try some new things, it will pay off in the long run! Tree Metaphor

39. WHY do you need to know this? Metacognition: Understanding how you learn; understanding how your brain works. Knowing how you learn and how your brain works helps you understand what your teachers are asking you to do, and why you should do it. You will be able to better help yourself with learning throughout your life when you know what works for you. Purpose

40. Call to Action HELP YOUR BRAIN BLOOM by understanding Bloom’s Taxonomy