Presentation on theme: "Who is Benjamin Bloom? Bloom developed the “Taxonomy of Cognitive Objectives.” In the 1950’s, the taxonomy was developed by Benjamin Bloom, a professor."— Presentation transcript:
Who is Benjamin Bloom? Bloom developed the “Taxonomy of Cognitive Objectives.” In the 1950’s, the taxonomy was developed by Benjamin Bloom, a professor at University of Chicago. Model was finalized in 1956. The model is a means of expressing qualitatively different kinds of thinking. The model has been adapted for classroom use as a planning tool. It continues to be one of the most universally applied reasoning models. It provides a way to organize thinking skills into six levels, from the most basic to the higher order levels of thinking. 1990s- Lorin Anderson (former student of Bloom) revisited the taxonomy. As a result, a number of changes were made for the 2001 model.
HIGHER LEVEL THINKING ORDER: Kicking Up Your Level of Critical Thinking Benjamin Bloom’s Taxonomy of Thinking
BENJAMIN BLOOM’S TAXONOMY OF THINKING LEVELTEACHER ROLESTUDENT ROLEHOW DEMONSTRATED Knowledge: remembering facts Shows/presents info Provides resources Reads, listens, watches, observes, takes notes States who, what, where, when, why, and how Comprehension: understanding facts Observes, listens, questions, guides, evaluates and responds Understands and can recognize in other forms. Can explain to others and use it. Gives a personal or original example of how to use the information Application: solving a problem involving facts Observes, coaches, facilitates, and questions Applies prior knowledge and understanding to new situations. Solves problems on own. Knows when info/skill is needed to solve new problems or tasks. Analysis: logically ordering facts Observes, probes, guides, asks critical questions Examines process. Breaks down info into components to clarify the whole picture. Teaches knowledge/skill to another and is a resource. Can compare/contrast info/skill with other info/skill Synthesis: creating by using facts Supports, guides, stimulates and facilitates Uses all knowledge to develop new tools, plan effectively, and create alternatives Combines, develops, and creates Evaluation: judging the facts Listens, discusses, challenges, and accepts Is open and appreciative of the value of ideas, procedures, and methods. Can make well- supported judgments Formulates and presents well- supported judgments, displays consideration of others, examines personal options, and makes wise choices Knowledge: remembering facts Comprehension: understanding facts Application: solving a problem involving facts Analysis: logically ordering facts Synthesis: creating by using facts Evaluation: judging the facts
KNOWLEDGE: IS “REMEMBERING” IT The teacher introduces, shows, and presents information and provides resources for the students. The student reads, listens, watches or observes, takes notes, is able to recall information, asks and responds to questions. The student will practice self- help. The student can demonstrate knowledge by stating who, what, where, when, why, and how.
COMPREHENSION: IS “UNDERSTANDING” IT The teacher observes, listens, questions, evaluates, guides, and responds to students. The student understands the information or skill and can recognize it in other forms. She can explain it to others and make use of it. The student practices self-help. The student can demonstrate comprehension by giving a personal or original example of how to use the information.
APPLICATION: IS “SOLVING THE PROBLEM” The teacher observes, coaches, facilitates and questions work being done. The student can apply prior knowledge and understanding to new situations. The student practices self-help. The student can demonstrate application by solving problems on his own. He recognizes when the information/skill is needed and can use it to solve new problems or complete tasks.
ANALYSIS: IS “ORDERING IT LOGICALLY” The teacher observes, probes, guides, asks critical questions, and acts as a resource to students. The student examines process. She breaks down information into component parts and can explain the individual parts. She knows how and when to put the parts back together so that the organization of the whole becomes clearer. She practices self-help. The student can demonstrate analysis by teaching the knowledge or skill effectively to another person and act as a resource for others. She can compare/contrast information/skill with other knowledge or skills.
SYNTHESIS: IS “CREATING” The teacher supports, guides, stimulates, and facilitates assessment. The student uses all knowledge, understanding, and skills to develop new tools, plan effectively, and create alternatives. He practices self-help. The student can demonstrate synthesis by combining, developing, and creating.
EVALUATION: IS “JUDGING” The teacher listens, discusses, challenges, and accepts. The student is open to and appreciative of the value of ideas, procedures, and methods and can make well-supported judgments, backed up by knowledge, understanding, and skills. She practices self-help. The student can demonstrate evaluation by formulating and presenting well-supported judgments, displaying consideration of others, examining personal options, and making wise choices.
The new version (2001) is different from the old version (1956) in that it uses action words, supports fluidity among the levels during extended brain processing and switches the top two levels.
Your Task In your group, use the Quick Flip for Critical Thinking tool to write questions about your art piece. Your questions should be written according to the level indicated from Bloom’s Taxonomy of Thinking. Write posed questions on big post-it.
Rate the Question Rubric Use three criteria to rate a powerful question: √ Bloom's Taxonomy of Thinking Level- is the question on the appropriate level? Question is on a knowledge or comprehension level Question is on an application level Question is on an analysis or synthesis level Question is on an evaluative level ____ Content Connection- does the question guide the content to that level? Question connects thinking about the content on knowledge and/or comprehension level Question connects thinking about the content on an application level Question connects thinking about the content on an analysis and/or synthesis level Question connects thinking about the content on an evaluative level ____ Clarity of Question- is the question clear? Question is unclear and/ or can be misinterpreted Question is clear but lacks challenge in thought Question is clear and provokes thought Question is insightful and provokes creative thought ____ Total √ ____