1. ORGANIZING LEARNING LEARNING TAXONOMIES

2. BLOOM’S TAXONOMY ORIGINAL FORMAT Uses six levels in a hierarchy Each level depends on those preceding in the list – they are cumulative Helps teachers focus on higher level skills.

3. 1. KNOWLEDGE Rote memorizing of information in a basically word-for word fashion: for example, reciting definitions or terms, or remembering lists of items.

4. 2. COMPREHENSIONTranslating information into one’s own words” for example, reworking a definition or paraphrasing a rule.

5. 3. APPLICATIONUsing information in a new situation: For example, applying mathematical principles to the solution of word problems or applying psychological theories of learning to educational practice.

6. 4. ANALYSISBreaking information down into its constituent parts. For example, discovering the assumptions underlying a philosophical essay or identifying fallacies in a logical argument.

7. 5. SYNTHESISConstructing something new by integrating several pieces of information. For example: developing a theory or presenting a logical defense for a particular point of view.

8. 6. EVALUATIONPlacing a value judgment on data. For example: critiquing a theory or determining the appropriateness of conclusions drawn from a research study.

9. 1. KNOWLEDGE 2. COMPREHENSION 3. APPLICATION 4. ANALYSIS 5. SYNTHESIS 6. EVALUATION 1. REMEMBER 2. UNDERSTAND 3. APPLY 4. ANALYZE 5. EVALUATE 6. CREATE

10. A. FACTUAL KNOWLEDGE Knowing specific pieces of information like facts and terminology. B. CONCEPTUAL KNOWLEDGE Knowing more general structures and interrelationships among pieces of information, such as general principles, schemas, models, theories C. PROCEDURAL KNOWLEDGE Knowing how to do something, like using algorithms, employing scientific research methods) and possibly applying certain criteria in choosing the procedure to use. D. METACOGNITIVE KNOWLEDGE Knowing about the nature of thinking and about effective learning strategies, and being aware of one’s own cognitive processes.

11. SOLO TAXONOMY SOLO stands for: Structure of Observed Learning Outcomes

12. Pre-Structural Pre-structural unconnected information  no organization  makes no sense.

13. Uni-structural Unistructural:  Simple,obvious connections made  significance not grasped

14. Multistructural Multistructural:  number of connections  meta-connections missed  no significance for the whole

15. Relational Level Relational level:  able to appreciate the significance of the parts in relation to the whole.

16. Extended abstract  making connections not only within the given subject area, but also beyond it, able to generalize and transfer the principles and ideas underlying the specific instance. Extended Abstract