Comparing the Original and the Revised Versions. Benjamin Bloom (1956) developed a classification of levels of intellectual behavior in learning. This.

Slides:

Advertisements

Similar presentations

A Focus on Higher-Order Thinking Skills

Advertisements

Bloom's Taxonomy.

Creating an SLO or PLO Statement Presented by ORIE Team Summer 2013 Academy for Planning, Assessment, and Research.

Bloom's Taxonomy of Learning (Cognitive domain)

Bloom's Taxonomy of Cognitive Development

Bloom’s Taxonomy & Instructional Objectives. Bloom’s Taxonomy In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification.

Learning Goals and Alignment: What, Why, How Joshua Caulkins Department of Geosciences University of Rhode Island.

OF THE COGNITIVE DOMAIN

Creating: can the student create new product or point of view?

Formulating objectives, general and specific

Review 3 Documents In groups of 2-3, highlight things students must know and be able to do in the 21 st Century Select a speaker to share your items with.

OF THE COGNITIVE DOMAIN

Critical Thinking and Argumentation

Bloom’s Critical Thinking Questioning Strategies

Higher Order Thinking How do we use questions to guide instruction and challenge our students? “HOT” Questions.

Writing Is a Great Tool for Learning!

Bloom’s Taxonomy Knowledge Comprehension Application Analysis

Educational Objectives Dr. Shama Mashhood Karachi Medical And Dental College.

Sample Questions Task-Based Activities Define each level shallow processing, simply recalling Demonstrate understanding Knowing when and why to apply.

Quick Flip Questioning for Critical Thinking Kobets S.A. Lyceum №87.

Levels of Questioning Mr. Bishop English 12CP.

LOGO Dinh Cong Triet. TEST DESIGNING & TEST SPECIFICATION BUILDING Summer training course- August 2011.

Increasing Critical Thinking POWER VERBS with. Remembering Level.

Student Learning Outcomes

Writing Student-Centered Learning Objectives Please see Reference Document for references used in this presentation.

Bloom’s Taxonomy Questioning Strategies Overview.

Bloom’s Taxonomy.

Bloom’s Taxonomy And we don’t mean Evan Bloom!. Have you ever wondered… How do we really learn information? What is the goal of learning? What do our.

Bloom’s Taxonomy Revised Version. Bloom’s Taxonomy of Instructional Activities ( REVISED VERSION – PAGE 52) Create Evaluate Analyze Apply Understand Remember.

Bloom’s Critical Thinking Questioning Strategies A Guide to Higher Level Thinking Ruth SundaKyrene de las Brisas.

A Decision-Making Tool.  Goal  Educational Objectives  Student Learning Outcomes  Performance Indicators or Criteria  Learning Activities or Strategies.

Does this learning goal focus on what the student will do? Objective: Conservation of energy A.Yes B.No C.Depends on context.

Bloom’s Critical Thinking Questioning Strategies A Guide to Higher Level Thinking Adapted from Ruth Sunda and Kyrene de las Brisas.

© SCHLECHTY CENTER FOR LEADERSHIP IN SCHOOL REFORM All rights reserved. Introduction to Bloom’s Taxonomy Coaching for Design.

Assessment. Levels of Learning Bloom Argue Anderson and Krathwohl (2001)

BLOOM’S TAXONOMY OF THE COGNITIVE DOMAIN. BLOOM’S TAXONOMY Benjamin Bloom (et al.) created this taxonomy for categorizing levels of abstraction of questions.

Higher Order Thinking Skills

COMPREHENSION ANALYSIS EVALUATION APPLICATION SYNTHESIS KNOWLEDGE

Level 1 Tell List Describe Locate Write State Name What happened after? How many? Who was it that...? Describe what happened at...? Who spoke to...? Can.

D ESCRIBING Y OUR L EARNING Unit 5 Seminar. Agenda Unit Objectives Bloom’s Taxonomy Learning Statements Questions.

Bloom’s Taxonomy Active Learning at Every Level Dr. Kim West University of Saskatchewan

HOW TO WRITE HISTORICALLY INTRODUCTION TO HISTORICAL KNOWLEDGE AND WRITING.

Bloom’s Taxonomy By Valerie Farinas. What Is It? Bloom’s taxonomy is a multi-tiered model of classifying thinking according to 6 cognitive levels of complexity.

Bloom’s Taxonomy Dr. Middlebrooks. Bloom’s Taxonomy.

A Guide to Higher Order Thinking Questions. Bloom’s Taxonomy Benjamin Bloom (1956) developed a classification of levels of intellectual behavior in learning.

Presented by Ms. Vayas At Bancroft MS March 25, 2008.

Bloom’s Taxonomy How to Create REALLY good questions!!

The Three Domains of Physical Education. What does Physical Education mean to you?

Facilitating Higher Order Thinking in Classroom and Clinical Settings Vanneise Collins, PhD Director, Center for Learning and Development Cassandra Molavrh,

Workshop 2014 Cam Xuyen, October 14, 2014 Testing/ assessment/ evaluation BLOOM’S TAXONOMY.

Knowledge ArrangeDefine Duplicate LabelList Memorize Name Order Recognize Relate Recall Repeat DescribeQuote.

Using Bloom’s Taxonomy

Bloom’s Taxonomy Erica Abangan EDU 560.

Bloom’s Taxonomy (1956) Evaluation Making critical judgments

A Focus on Higher-Order Thinking Skills

85. BLOOM’S TAXONOMY “Bloom’s Taxonomy is a guide to educational learning objectives. It is the primary focus of most traditional education.”

A guide to reading, writing, thinking and understanding

Author: Brenda Stephenson The University of Tennessee

مركز تطوير التدريس والتدريب الجامعي ورقة بعنوان

مركز تطوير التدريس والتدريب الجامعي ورقة بعنوان إعداد

Teacher’s Name Date of Lesson Title of Lesson

Knowledge Arrange Define Duplicate Label List

Bloom’s Taxonomy (1956) Evaluation Making critical judgments

Higher Order Thinking Skills

A Focus on Higher-Order Thinking Skills

Costa’s Levels of Questioning

Teacher’s Name Date of Lesson Title of Lesson

? INQUIRY to question is to learn.

Presentation transcript:

Comparing the Original and the Revised Versions

Benjamin Bloom (1956) developed a classification of levels of intellectual behavior in learning. This taxonomy contained three overlapping domains: the cognitive =intellectual psychomotor =physical skills (movement) affective =emotional

Within the cognitive domain, he identified six levels: Knowledge Comprehension Application Analysis Synthesis Evaluation These domains and levels are still useful today as you develop the critical thinking skills of your students.

Visual Representation of Bloom’s Taxonomy

During the 1990's a new group of cognitive psychologists, lead by Bloom’s former student, Lorin Anderson, updated the taxonomy using similarly termed levels: Remembering Understanding Applying Analyzing Evaluating Creating

Visual Representation of the Revised Taxonomy

Comparing the Original vs. Revised Note the change from nouns to verbs associated with each level. Bloom’s OriginalRevised

Defining the Terms Knowledge  Remembering The learner must recall information (i.e. bring to mind the appropriate material). Comprehension  Understanding The learner can put information into her/his own words, translating and interpreting it. Application  Applying The learner uses abstractions (e.g. ideas) in particular and concrete situations.

Defining the Terms Analysis  Analyzing: The learner can break down a communication into its constituent elements or parts. Synthesis  Evaluating: The learner puts together elements or parts to form a whole. Evaluation  Creating: The learner makes judgments about the value of material or methods for a given purpose.

How this is expressed in the classroom: Representative words and questions to ask Knowledge/Remembering Representative Words: Define, recall, select, label, recite, point out, list, record, reproduce, name, repeat, memorize Sample Questions: What happened after...? How many...? Who was it that...? Can you name the...? Describe what happened at...? Who spoke to...? Can you tell why...? Find the meaning of...?

How this is expressed in the classroom: Representative words and questions to ask Comprehension/Understanding Representative Words: Describe, outline, translate, discuss, recognize, match, explain, restate, tell, identify, select, summarize, indicate, continue Sample Questions: What do you think could have happened next...? Can you provide an example of what you mean...? What was the main idea...? Who was the key character...? What differences exist between...?

How this is expressed in the classroom: Representative words and questions to ask Application/Applying Representative Words: Apply, use, identify, demonstrate, construct, illustrate, show how, explain, interpret, employ, select, dramatize Sample Questions: Do you know another instance where...? Could this have happened in...? Can you group by characteristics such as...? What factors would you change if...? Can you apply the method used to some experience of your own...?

How this is expressed in the classroom: Representative words and questions to ask Analysis/Analyzing Representative Words: Analyze, distinguish, examine, compare/contrast, investigate, categorize, identify, explain, separate, advertise Sample Questions: Which events could have happened...? If... happened, what might the ending have been? How was this similar to...? What was the underlying theme of...? What do you see as other possible outcomes? Why did... changes occur? Can you explain what must have happened when...?

How this is expressed in the classroom: Representative words and questions to ask Synthesis/Evaluating Representative Words: Create, invent, compose, predict, plan, construct, design, imagine, propose, devise Sample Questions: Is there a better solution to...? Judge the value of... Can you defend your position about...? Do you think... is a good or a bad thing? How would you have handled...? Do you believe…?

How this is expressed in the classroom: Representative words and questions to ask Evaluation/Creating Representative Words: Judge, select, choose, decide, debate, verify, recommend, assess, rate, determine Sample Questions: Can you design a... to...? Can you see a possible solution to...? If you had access to all resources how would you deal with...? Why don't you devise your own way to deal with...? How many ways can you...? Why not compose a song about...?

References Pyramid Images retrieved from: Terminology definitions retrieved from: Representative words retrieved from: Sample questions retrieved from: 366/BloomQuestions_000.pdf Cog and Wheel image retrieved from: