2 Overview Target Population Content Analysis Learning Objectives Learning ActivitiesLesson Plan
3 Target Population Industrial Training Environment. Training and Performance Improvement DepartmentTraining 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 AnalysisUnderstand the process of how Bloom’s Taxonomy is used in creating valid objectivesOrganizing 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 StatementPerformance CriterionHow 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 ObjectivesConditionsActions StatementsPerformance CriterionWithout notes or references,Define higher-order thinking.without error.State the three domains of educational activitiesList the six levels of Bloom’s Taxonomyin ascending order and without error.List the six levels of Revised Bloom’s TaxonomyIdentify verbs associated with each level of the original or revised Bloom Taxonomywith minimum of three for each levelOrganizing Concept Statement. Understand the process of how Bloom’s Taxonomy is used in creating valid objectives.
7 INSTRUCTIONAL CONTENT INSTRUCTOR ACTIVITIES Learning ActivitiesINSTRUCTIONAL CONTENTINSTRUCTOR ACTIVITIESSTUDENT ACTIVITIESDefine higher-order thinking.Show and discuss content via PowerPoint presentation.Ask question to studentsProvide examples of contentStudent review PowerPoint and handoutsStudent discuss meaning of higher-order thinkingStudent write definition of higher-order thinkingState the three domains of educational activities.Student discuss three domainsStudent repeat three domains of educational activitiesList six original levels of Bloom Taxonomy.Student discuss six levels of Bloom TaxonomyStudent list six level of Bloom TaxonomyList the six revise levels of Bloom Taxonomy.Student discuss six revised levels of Bloom TaxonomyStudent list six revised level of Bloom TaxonomyIdentify verbs associated with each level of the original or revised Bloom Taxonomy.Student discuss verbs associated with levels of Bloom TaxonomyStudent 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:2hrTextbooks and References Handout materialMaterials Needed:Lesson PlanNote taking materialMedia Needed:PowerPoint presentation Equipment and Tools ComputerprojectorLearning Outcomes: Apply Blooms Taxonomy is creation of valid objectives Evaluation Methodologies:Knowledge based evaluationTask based evaluationApproved by: Date:
9 Original Terms New Terms EvaluationSynthesisAnalysisApplicationComprehensionKnowledgeCreatingEvaluatingAnalysingApplyingUnderstandingRemembering(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 comprehensionDiagnosing students’ strengths and weaknessesReviewing 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 criticallyProblem solvingEncouraging discussionsStimulating 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 TaxonomyAnother useful site for teachers with useful explanations and examples of questions from the College of Education at San Diego State University.Taxonomy of Technology IntegrationThis 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.