2. Bloom's Taxonomy Bloom’s Taxonomy This presentation was created following the Fair Use Guidelines for Educational Multimedia. Certain materials are included under the Fair Use exemption of the U.S. Copyright Law. Further use of these materials and this presentation is restricted.

3. Bloom's Taxonomy What is Bloom’s Taxonomy? Benjamin Bloom created this taxonomy for categorizing level of abstraction of questions that commonly occur in educational settings. What does that mean? What is “abstraction”?

4. Bloom’s Taxonomy In other words, a way to prioritize the type of questions being asked as to what knowledge, attitude or skill is required on the part of the responder to answer the question. Ideas are abstract but they need to be measured/assessed in a concrete manner. Rubrics Criteria Bloom's Taxonomy

5. THREE TYPES OF LEARNING Cognitive:– mental skills (knowledge) Affective: growth in feelings or emotional areas (attitude) Psychomotor: manual or physical skills (skills)

6. Bloom's Taxonomy Definition and Levels of Bloom’s Taxonomy A classification of thinking organized by level of complexity There are six types of questions, #1 being the easiest #6 being the most complex. 1. Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation

7. Bloom's Taxonomy KNOWLEDGE (RECALL) (memorize-regurgitate) *observation and recall of information *knowledge of dates, events, places *knowledge of major ideas *mastery of subject matter *Recognize *Memorize Does not always require true understanding!

8. Bloom's Taxonomy KNOWLEDGE Question Cues Recall List/State Identify Recite/Repeat Label Name Describe Define Review Collect

9. KNOWLDEDGE Question Cues Tell/Show Match Who When Where Bloom's Taxonomy

10. EXAMPLE The student will define “kenning.” The student will identify a proper noun.

11. Bloom's Taxonomy COMPREHENSION= TO UNDERSTAND *understanding information-meaningful way *grasp meaning *translate knowledge into new context *interpret facts, compare, contrast *order, group, infer causes *predict consequences

12. Bloom's Taxonomy COMPREHENSION Question Cues Summarize Describe Interpret Contrast Predict Associate Paraphrase Explain Generalize Illustrate

13. Bloom's Taxonomy APPLICATION=USE USE information USE methods, concepts, theories in new situations SOLVE PROBLEMS using required skills or knowledge

14. Bloom's Taxonomy APPLICATION Question Cues Show Translate Make/Construct Illustrate Teach Demonstrate Diagram/Map Record/Chart Apply/Use Calculate Compute Complete Discover

15. Bloom's Taxonomy ANALYSIS-to take apart *Seeing patterns *Organization of parts *Recognition of hidden meanings *Identification of components that make up the whole

16. Bloom's Taxonomy ANALYSIS Question Cues Summarize Compare Contrast Order Sequence Infer Dissect Deduce Investigate Justify Classify Categorize

17. Bloom's Taxonomy ANALYSIS Question Cues Analyze Separate Explain Connect Arrange Divide Select Debate Examine

18. Bloom's Taxonomy SYNTHESIS- To pull together *Use old ideas to create new ones *Generalize from given facts *Relate knowledge from several areas *Predict *Draw conclusions *Combining elements into a pattern not clearly there before-using multiple sources

19. Bloom's Taxonomy SYNTHESIS Question Cues Predict Create Imagine Hypothesize Design Combine Estimate Invent

20. Bloom's Taxonomy SYNTHESIS Question Cues Integrate Modify Rearrange Substitute Develop Design What if? Formulate Compose Plan/Prepare Rewrite Invent

21. Bloom's Taxonomy Products of Synthesis Create original poems, songs, games, plays, speeches, some essays, etc.

22. EVALUATION *Judgment based on criteria *Compare and discriminate between ideas *Assess value of theories, presentations * Make choices based on reasoned argument *Verify value of evidence *Recognize subjectivity Bloom's Taxonomy

23. EVALUATION Question Cues Verify Assess Rate/Rank Evaluate Select Recommend Conclude Judge

24. Bloom's Taxonomy ACTIVITIES

25. Bloom's Taxonomy ACTIVITY #1 For each of the levels of thinking, explain how you use it in everyday life. Option A-Use a different activity to represent each level of thought. OR Option B-Use ONE activity and EXPLAIN how each level occurs in the activity.

26. ACTIVITY #2 Take the assigned reading from the textbook. Create an assignment, writing prompt, quiz or project that would measure a student at EACH of the levels of Bloom’s taxonomy. Bloom's Taxonomy

27. EXAMPLE-Students read the biography and two excerpts from the same author. Knowledge-Where was the author born? Comprehension- How did the author’s childhood influence his beliefs? Application- Summarize the plot events of both excerpts. Analysis-What techniques does the author use in each of his pieces? What effect do they have on the theme? Continued on next slide Bloom's Taxonomy

28. SAMPLE CONTINUED Synthesis-write a personal narrative paragraph where you use an idea or technique as the author has done. Evaluate-Is the author effective in communicating with his audience? What is the criteria? Bloom's Taxonomy

29. ACTIVITY #2 For AP Students Bloom's Taxonomy

30. ACTIVITY #2 You and your partner are to take the poem below and create an activity that would practice each of the levels of thinking in relation to the poem.

31. Bloom's Taxonomy NOTHING GOLD CAN STAY Nature’s first green is gold Her hardest hue to hold Her early leaf’s a flower But only so an hour Then leaf subsides to leaf So Eden sank to grief As dawn goes down to day Nothing gold can stay. -Robert Frost

32. Bloom's Taxonomy Sources: From Benjamin S. Bloom Taxonomy of educational objectives. Published by Allyn and Bacon, Boston, MA. Copyright (c) 1984 by Pearson Education. http://www.coun.uvic.ca/learn/program/hndouts/bloom.htmlhttp://www.coun.uvic.ca/learn/program/hndouts/bloom.html Copyright 1999 by Donald Clark; Created June 5, 1999. Updated July 5, 2001. http://www.nwlink.com/~donclark/hrd/bloom.html