1. BLOOM’S TAXONOMY Mrs. Eagen 11.4.9 A, 11.4.12 A

2. Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation.

3. Knowledge Skills Demonstrated  observation and recall of information  knowledge of dates, events, places  knowledge of major ideas  mastery of subject matter example: can recognize the letter A Question Cues: list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc.

4. Comprehension Skills Demonstrated  understanding information  grasp meaning  translate knowledge into new context  interpret facts, compare, contrast  order, group, infer causes  predict consequences example: Understands that the letter A has a sound Question Cues: summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend

5. Application Skills Demonstrated use information  use methods, concepts, theories in new situations  solve problems using required skills or knowledge example: Applies the sound of A when seeing the letter A Questions Cues: apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover

6. Analysis Skills Demonstrated  seeing patterns  organization of parts  recognition of hidden meanings  identification of components  Example: Analyzes the Question Cues: analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer

7. Synthesis Skills Demonstrated  use old ideas to create new ones  generalize from given facts  relate knowledge from several areas  predict, draw conclusions  Example: Uses the rules of phonics to decide if the vowel is short A or long A when sounding out new words Question Cues: combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite

8. Evaluation Skills Demonstrated  compare and discriminate between ideas  assess value of theories, presentations  make choices based on reasoned argument  verify value of evidence  recognize subjectivity Question Cues assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize

9. TEACHING USING BLOOM’S TAXONOMY 1.Knowledge (finding out) a. Use - records, films, videos, models, events, media, diagrams, books... b. observed behavior - ask match, discover, locate, observe, listen. 2. Comprehension (understanding) a. Use - trends, consequences, tables, cartoons.... b. observed behavior - chart, associate, contrast, interpret, compare. 3. Application (making use of the knowledge) a. use - collection, diary, photographs, sculpture, illustration. b. observed behavior - list, construct, teach, paint, manipulate, report. 4. Analysis questions (taking apart the known) a. use - graph, survey, diagram, chart, questionnaire, report.... b. observed behavior - classify, categorize, dissect, advertise, survey. 5. Synthesis (putting things together in another way) a. use - article, radio show, video, puppet show, inventions, poetry, short story... b. observed behavior - combine, invent, compose, hypothesis, create, produce, write. 6. Evaluation (judging outcomes) a. use - letters, group with discussion panel, court trial, survey, self-evaluation, value, allusions... b. observed behavior - judge, debate, evaluating, editorialize, recommend. SOURCE: http://www.kent.k12.wa.us/KSD/MA/resources/blooms/blooms.html