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1 Presentation by : Kesang Tshering Bloom’s TaxonomyPresentation by : Kesang Tshering
2 Outline of my presentation What is Bloom’s Taxonomy?Revised Bloom’s Taxonomy.Categories of Bloom’s Taxonomy.Summary of Bloom’s Taxonomy.Sample questions on 3D shapes with Bloom’s revised taxonomySample questions on ‘Model of travel’.Why prepare blue print?
3 What is Bloom’s Taxonomy? In 1956,Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behaviour important in learning. They have classified the level of thinking into six categories. This classification of level of cognitive is name as Bloom’s Taxonomy.Bloom identified six levels with the cognitive domain from simple recall (Lowest level) to evaluation (Highest level).
5 Categories of Bloom’s taxonomy Remembering (Knowledge)It deals with the recall of previously learnt material ranging from specific facts (dates, time, place, name..) to complete theories and principles.Understanding (Comprehension):It includes the ability to understand what is learnt in the form of translating materials from one form to another (e.g paraphrasing), interpreting materials ( e.g summarizing or explaining), or extrapolating ( extending from what is given)
6 3. Application:It refers to the ability to apply the acquired skills to new situations. It ranges from the application of the specific formula to the application of theories and principles.4. AnalysisIt is defined by the ability of analyzing a whole into meaningful components. The content in this level include the analysis of elements, relationships or organized principles.
7 5. Evaluating:It deals with the ability to judge the value of certain information. This category concerns with the ability of evaluating information material by applying certain specified criteria (e.g. checking for internal consistency, external validity, etc.)6. Creating (Synthesis):It refers to the ability of integrating parts into a meaningful whole. This level may involve the synthesis of ideas into a theme or speech, a plan for action or blue print, or set of abstract relations.
8 Summary of Bloom’s taxonomy 1. Remembering:a) Skill Demonstrated:Observation & recall of information, knowledge of dates, events & places, knowledge of major ideas, mastery of subject matterb) Questions Cues:List, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who,when, where, etc
10 Summary of Bloom’s taxonomy 3) Applying:a) Skill Demonstrated:Use information, use methods, concepts, the theories in new situations, solve problem using required skills & knowledgeb) Question cues:Apply, demonstrate, calculate, complete, show, illustrate, solve, examine, modify, relate, change, classify, experiment, discover
11 Summary of Bloom’s taxonomy 4). Analyzing:a) Skill Demonstrated:Seeing patterns, organization of parts, recognition of hidden meanings, identification of componentsb) Questions Cues:Analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain & infer
12 Summary of Bloom’s taxonomy 5). Evaluating:a) Skill Demonstrated:Compare & discriminate between ideas, assess value of theories, presentations, make choices based on reasoned argument, verify value of evidence, recognize subjectivitb) Questions Cues:Assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate
13 Summary of Bloom’s taxonomy 6). Creating:a) Skill Demonstrated:Use old ideas to create new ones, generalize from given facts, relate knowledge from several areas, predict, draw conclusionb) Questions Cues:Combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize. rewrite
14 3D shapes with Bloom’s revised taxonomy RememberingList the attributes of your shapes.UnderstandingFind items that you can use to show the shape.ApplyingDraw a diagram or take a photograph of the shape.AnalyzingIdentify where the shape is found in the classroom and School
15 3D shapes with Bloom’s revised taxonomy 5. EvaluatingTell why your shape is found in the classroom & school6. CreatingCreate an item that includes all or part of your shape. Draw and level your design .
16 Mode of travel List how many ways you can travel. Remembering & UnderstandingList how many ways you can travel.Label the parts of a car.Name all the ways that you can travel on land, sea and air.Find a magazine picture of different ways to travel and make a chart showing different ways to travel.
17 Mode of travel 2. Applying Construct a model of a truck. Make a scrap about the history of travel.Make a paper model of a car.Prepare questions for a true or false game on transport facts.
18 Mode of travel 3. Analysis Which job require transport as part of their job.Predict the danger of riding skateboard.Compare the job of a pilot to that of a truck driver.Compare the transport in the olden days to present day.Survey the types of transport that go past by your school. Then find a way of displaying your resuly.
19 Mode of travel 4. Evaluation Write advantages and disadvantages of horse travel as compared to air travel.Suggest ways of improving travel to and from school.What changes would you make to road rules to improve road safety?People riding should always give preference to the pedestrians to cross the road. Justify this statement.Survey the types of transport that go past by your school. Then find a way of displaying your resuly.
20 Mode of travel 5. Creating Invent a vehicle. Draw or construct it after careful planning.Write an advertisement to sell an old van. It can be funny or serious.Imagine that you got a chance to go to space. What things would you take?Predict what sort of travel will be there in 20 years time. Discuss it. Write about it and present to the class.
21 Why Prepare Blue Print?For the fair assessment of students performance.Set balanced question paper that would take care of all types of learners; high achievers and low achievers.
22 Sl. No.ChaptersWeight.Re.Und.App.Ana.Eva.Cre.No .ofItem1Force31.a) (1)3.b) (1)5. a) (2)4. b) (1)7. c) (1)52Work4MachinesPressureArc. Principle6Refra. Of LightTOT40%60%1015
23 Three Dimensions of The Quality Teaching Model Intellectual quality refers to pedagogy focused on producing deep understanding of important, substantive concepts, skills and ideas.Quality learning environment refers to pedagogy that creates classrooms where students and teachers work productively in an environment clearly focused on learning.Significance: refers to pedagogy that helps make learning meaningful and important to students.