Presentation on theme: "Differentiating the Curriculum Bloom’s Taxonomy of the Cognitive Domain (Benjamin Bloom) Elements of Depth and Complexity (Sandra Hall Kaplan)"— Presentation transcript:
Differentiating the Curriculum Bloom’s Taxonomy of the Cognitive Domain (Benjamin Bloom) Elements of Depth and Complexity (Sandra Hall Kaplan)
Gifted Students Learning Needs Gifted students learn the same standards, themes, units, and/or concepts as the rest of the class, however, they require regular opportunities to become engaged with learning activities that require more depth, complexity, novelty, and acceleration.
Bloom’s Taxonomy of the Cognitive Domain Six Levels of Complexity
The Six Levels Knowledge Comprehension Application Analysis Synthesis Evaluation
Knowledge Rote recall of previously learned material, from specific facts to a definition or complete theory Define, list, label, locate, recall Example: Describe what the character did in the story.
Comprehension The ability to make sense of material; goes beyond rote recall and represents the lowest level of understanding Paraphrase, convert, explain, give examples, summarize
Application The ability to use learned material in new situations with a minimum of direction Practice, diagram, sketch, use, problem solve, apply facts and rules, prepare, organize, dramatize
Analysis The ability to organize and reorganize information into categories; the learner must be able to identify parts, and recognize organizational principles Analyze, compare, deduce, differentiate, distinguish, infer, categorize
Synthesis The ability to create a unique, original product from learned material Compose, create, design, formulate, produce, compose, revise Example: Create a new version of the story
Evaluation The ability to judge the value of material based on specific criteria. Evaluate, judge, assess, critique, give proof or evidence, support, consider Example: Give a justification of why or why not an event happened in the story.