1. EDU 550
Assignment 7

2. Overview Target Population Content Analysis Learning Objectives
Learning Activities
Lesson Plan

3. Target Population Industrial Training Environment.
Training and Performance Improvement Department
Training scenario involves an Industrial Training Environment. I am the Training Supervisor and will be conducting training on Bloom Taxonomy to trainers under my supervision

4. Content Analysis
Understand the process of how Bloom’s Taxonomy is used in creating valid objectives
Organizing Concept Statement. Understand the process of how Bloom’s Taxonomy is used in creating valid objectives.

5. Learning Objectives 3 Parts of a Properly Written Objective Condition
Action Statement
Performance Criterion
How do we inform the student what they need to know or do?
To be useful, objective should contain three basic elements. A description of the description of the condition under which the action takes place. A verb that describe an observable action. The acceptable performance level- that is, what percentage of correct answers will be considered acceptable, how many errors will be permitted, how many and which example must be included, and so on.

6. Performance Criterion
Learning Objectives
Conditions
Actions Statements
Performance Criterion
Without notes or references,
Define higher-order thinking.
without error.
State the three domains of educational activities
List the six levels of Bloom’s Taxonomy
in ascending order and without error.
List the six levels of Revised Bloom’s Taxonomy
Identify verbs associated with each level of the original or revised Bloom Taxonomy
with minimum of three for each level
Organizing Concept Statement. Understand the process of how Bloom’s Taxonomy is used in creating valid objectives.

7. INSTRUCTIONAL CONTENT INSTRUCTOR ACTIVITIES
Learning Activities
INSTRUCTIONAL CONTENT
INSTRUCTOR ACTIVITIES
STUDENT ACTIVITIES
Define higher-order thinking.
Show and discuss content via PowerPoint presentation.
Ask question to students
Provide examples of content
Student review PowerPoint and handouts
Student discuss meaning of higher-order thinking
Student write definition of higher-order thinking
State the three domains of educational activities.
Student discuss three domains
Student repeat three domains of educational activities
List six original levels of Bloom Taxonomy.
Student discuss six levels of Bloom Taxonomy
Student list six level of Bloom Taxonomy
List the six revise levels of Bloom Taxonomy.
Student discuss six revised levels of Bloom Taxonomy
Student list six revised level of Bloom Taxonomy
Identify verbs associated with each level of the original or revised Bloom Taxonomy.
Student discuss verbs associated with levels of Bloom Taxonomy
Student write example of verbs associated with level of Blooms Taxonomy   

8. Lesson Plan Title of the Lesson: Bloom’s Taxonomy Target Population:
Target Population:
 Industrial Training Environment.
Length of Instruction:
2hr
Textbooks and References
 Handout material
Materials Needed:
Lesson Plan
Note taking material
Media Needed:
PowerPoint presentation  
Equipment and Tools
 Computer
projector
Learning Outcomes:
 Apply Blooms Taxonomy is creation of valid objectives 
Evaluation Methodologies:
Knowledge based evaluation
Task based evaluation   
Approved by:
 Date:   

9. Original Terms New Terms
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

10. Higher-order thinking
BLOOM’S REVISED TAXONOMY Creating Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing.   Evaluating Justifying a decision or course of action Checking, hypothesising, critiquing, experimenting, judging    Analysing Breaking information into parts to explore understandings and relationships Comparing, organising, deconstructing, interrogating, finding   Applying Using information in another familiar situation Implementing, carrying out, using, executing   Understanding Explaining ideas or concepts Interpreting, summarising, paraphrasing, classifying, explaining   Remembering Recalling information Recognising, listing, describing, retrieving, naming, finding  

11. Lower and Higher Order Questions
Lower level questions are those at the remembering, understanding and lower level application levels of the taxonomy.
Usually questions at the lower levels are appropriate for:
Evaluating students’ preparation and comprehension
Diagnosing students’ strengths and weaknesses
Reviewing and/or summarising content

12. Lower and Higher Order Questions
Higher level questions are those requiring complex application, analysis, evaluation or creation skills.
Questions at higher levels of the taxonomy are usually most appropriate for:
Encouraging students to think more deeply and critically
Problem solving
Encouraging discussions
Stimulating students to seek information on their own

13. Bloom on the Internet Bloom's(1956) Revised Taxonomy
An excellent introduction and explanation of the revised Taxonomy by Michael Pole on the oz-TeacherNet site written for the QSITE Higher order Thinking  Skills Online Course Pohl explains the terms and provides a comprehensive overview of the sub-categories, along with some suggested question starters that aim to evoke thinking specific to each level of the taxonomy. Suggested potential activities and student products are also listed.
Bloom’s Revised Taxonomy
Another useful site for teachers with useful explanations and examples of questions from the College of Education at San Diego State University.
Taxonomy of Technology Integration
This site compiled by the Berglund Center for Internet Studies at Pacific University, makes a valiant effort towards linking ICT (information and communication technologies) to learning via Bloom's Revised Taxonomy of Educational Objectives (Anderson, et. al., 2001). The taxonomy presented on this site is designed to represent the varying cognitive processes that can be facilitated by the integration of ICT into the teaching and learning process.
Critical and Creative Thinking - Bloom's Taxonomy  
 Part of Eduscape.com, this site includes a definitive overview of critical and creative thinking as well as how Bloom’s domains of learning can be reflected in technology-rich projects. Many other links to Internet resources to support Bloom’s Taxonomy, as well as research and papers on Thinking Skills. Well worth a look.