1. Advanced Instructor Course

2. Unit 7

3. Learning Objective 7.1

4. One of the basic questions facing educators has always been “Where do we begin in seeking to improve human thinking.” Before we can make it better, we need to know more of what it is One of the basic questions facing educators has always been “Where do we begin in seeking to improve human thinking.” Before we can make it better, we need to know more of what it is

5. Benjamin Bloom extensively contemplated the nature of thinking. In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning.

6. Bloom found that over 95 % of the test questions students encounter require them to think only at the lowest possible level...the recall of information. One of Bloom’s talents was having a nose for what is significant. Bloom’s Taxonomy is one of the most widely applied and often cited references in education. Bloom found that over 95 % of the test questions students encounter require them to think only at the lowest possible level...the recall of information. One of Bloom’s talents was having a nose for what is significant. Bloom’s Taxonomy is one of the most widely applied and often cited references in education.

7. Taxonomy and classification are synonymous. Bloom’s Taxonomy is a classification of learning objectives within education. Taxonomy and classification are synonymous. Bloom’s Taxonomy is a classification of learning objectives within education.

8. Bloom's Taxonomy divides educational objectives into three "domains:" Affective, Psychomotor, and Cognitive. Skills in the affective domain describe the way people react emotionally and their ability to feel another living thing's pain or joy. Skills in the psychomotor domain describe the ability to physically manipulate a tool or instrument like a hand or a hammer. Skills in the cognitive domain revolve around knowledge, comprehension, and critical thinking of a particular topic. Bloom's Taxonomy divides educational objectives into three "domains:" Affective, Psychomotor, and Cognitive. Skills in the affective domain describe the way people react emotionally and their ability to feel another living thing's pain or joy. Skills in the psychomotor domain describe the ability to physically manipulate a tool or instrument like a hand or a hammer. Skills in the cognitive domain revolve around knowledge, comprehension, and critical thinking of a particular topic.

9. Traditional education tends to emphasize the skills in the cognitive domain, particularly the lower-order objectives.

10. There are six levels in the taxonomy, moving through the lowest order processes to the highest. These levels classify thinking according to complexity. The levels are often depicted as a stairway encouraging students to climb to a higher level of thought. The levels are grouped into three lower levels and three higher levels. There are six levels in the taxonomy, moving through the lowest order processes to the highest. These levels classify thinking according to complexity. The levels are often depicted as a stairway encouraging students to climb to a higher level of thought. The levels are grouped into three lower levels and three higher levels.

11. The three higher levels in ascending order are: Knowledge - Exhibit memory of previously-learned materials by recalling facts, terms, basic concepts and answers. Knowledge of specifics - terminology, specific facts Knowledge of ways and means of dealing with specifics conventions, trends and sequences, classifications and categories, criteria, methodology Knowledge of the universals and abstractions in a field - principles and generalizations, theories and structures Questions like: What are the health benefits of eating apples? The three higher levels in ascending order are: Knowledge - Exhibit memory of previously-learned materials by recalling facts, terms, basic concepts and answers. Knowledge of specifics - terminology, specific facts Knowledge of ways and means of dealing with specifics conventions, trends and sequences, classifications and categories, criteria, methodology Knowledge of the universals and abstractions in a field - principles and generalizations, theories and structures Questions like: What are the health benefits of eating apples?

12. The three lower levels in ascending order are: Knowledge Comprehension -Demonstrative understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating main ideas Translation Interpretation Extrapolation Questions like: Compare the health benefits of eating apples vs. oranges. The three lower levels in ascending order are: Knowledge Comprehension -Demonstrative understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating main ideas Translation Interpretation Extrapolation Questions like: Compare the health benefits of eating apples vs. oranges.

13. The three lower levels in ascending order are: Knowledge Comprehension Application - Using new knowledge. Solve problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way Questions like: Which kinds of apples are best for baking a pie, and why? The three lower levels in ascending order are: Knowledge Comprehension Application - Using new knowledge. Solve problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way Questions like: Which kinds of apples are best for baking a pie, and why?

14. The three higher levels in ascending order are: Analysis - Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations Analysis of elements Analysis of relationships Analysis of organizational principles Questions like: List four ways of serving foods made with apples and explain which ones have the highest health benefits. Provide references to support your statements. The three higher levels in ascending order are: Analysis - Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations Analysis of elements Analysis of relationships Analysis of organizational principles Questions like: List four ways of serving foods made with apples and explain which ones have the highest health benefits. Provide references to support your statements.

15. The three higher levels in ascending order are: Analysis Synthesis - Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions. Production of a unique communication Production of a plan, or proposed set of operations Derivation of a set of abstract relations Questions like: Convert an "unhealthy" recipe for apple pie to a "healthy" recipe by replacing your choice of ingredients. Explain the health benefits of using the ingredients you chose vs. the original ones. The three higher levels in ascending order are: Analysis Synthesis - Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions. Production of a unique communication Production of a plan, or proposed set of operations Derivation of a set of abstract relations Questions like: Convert an "unhealthy" recipe for apple pie to a "healthy" recipe by replacing your choice of ingredients. Explain the health benefits of using the ingredients you chose vs. the original ones.

16. The three higher levels in ascending order are: Analysis Synthesis Evaluation - Present and defend opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria. Judgments in terms of internal evidence Judgments in terms of external criteria Questions like: Do you feel that serving apple pie for an after school snack for children is healthy? Why or why not? The three higher levels in ascending order are: Analysis Synthesis Evaluation - Present and defend opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria. Judgments in terms of internal evidence Judgments in terms of external criteria Questions like: Do you feel that serving apple pie for an after school snack for children is healthy? Why or why not?

17. Bloom’s Taxonomy is hierarchical, students functioning at higher levels are assumed to have mastered the levels below. Bloom’s Taxonomy has stood the test of time It has been condensed, expanded, and reinterpret One recent revision merits attention. Bloom’s Taxonomy is hierarchical, students functioning at higher levels are assumed to have mastered the levels below. Bloom’s Taxonomy has stood the test of time It has been condensed, expanded, and reinterpret One recent revision merits attention.

18. Learning Objective 7.2

19. A new group of cognitive psychologists, lead by Lorin Anderson (a former student of Bloom's), updated the taxonomy reflecting relevance to 21st century work. The changes in terminology are the most obvious difference and the cause of most of the confusion. Nouns instead of Verbs were used to describe the different levels of the taxonomy and provide for easier comprehension. A new group of cognitive psychologists, lead by Lorin Anderson (a former student of Bloom's), updated the taxonomy reflecting relevance to 21st century work. The changes in terminology are the most obvious difference and the cause of most of the confusion. Nouns instead of Verbs were used to describe the different levels of the taxonomy and provide for easier comprehension.

20. Terminology of the terms used in the new version is defined as: Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory. Terminology of the terms used in the new version is defined as: Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.

21. Terminology of the terms used in the new version is defined as: Remembering Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining. Terminology of the terms used in the new version is defined as: Remembering Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.

22. Terminology of the terms used in the new version is defined as: Remembering Understanding Applying: Carrying out or using a procedure through executing, or implementing. Terminology of the terms used in the new version is defined as: Remembering Understanding Applying: Carrying out or using a procedure through executing, or implementing.

23. Terminology of the terms used in the new version is defined as: Remembering Understanding Applying Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing. Terminology of the terms used in the new version is defined as: Remembering Understanding Applying Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.

24. Terminology of the terms used in the new version is defined as: Remembering Understanding Applying Analyzing Evaluating: Making judgments based on criteria and standards through checking and critiquing. Terminology of the terms used in the new version is defined as: Remembering Understanding Applying Analyzing Evaluating: Making judgments based on criteria and standards through checking and critiquing.

25. Terminology of the terms used in the new version is defined as: Remembering Understanding Applying Analyzing Evaluating Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing. Terminology of the terms used in the new version is defined as: Remembering Understanding Applying Analyzing Evaluating Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.

27. Structural changes to Bloom’s Taxonomy were created by the adoption of the new terminology. Although they seem dramatic at first, these changes are logical once they are examined The new structure is two-dimensional rather than the one dimensional form of the original Bloom’s Taxonomy. One dimension identifies the knowledge to be learned. The second dimension identifies the cognitive process used to learn. Structural changes to Bloom’s Taxonomy were created by the adoption of the new terminology. Although they seem dramatic at first, these changes are logical once they are examined The new structure is two-dimensional rather than the one dimensional form of the original Bloom’s Taxonomy. One dimension identifies the knowledge to be learned. The second dimension identifies the cognitive process used to learn.

28. The intersection of the knowledge and cognitive process form a Taxonomy Table. The Knowledge Dimension is composed of four levels: Factual Knowledge Conceptual Knowledge Procedural Knowledge Meta-Cognitive Knowledge The intersection of the knowledge and cognitive process form a Taxonomy Table. The Knowledge Dimension is composed of four levels: Factual Knowledge Conceptual Knowledge Procedural Knowledge Meta-Cognitive Knowledge

29. The Cognitive Process Dimension has six levels: Remember Understand Apply Analyze Evaluate Create The Cognitive Process Dimension has six levels: Remember Understand Apply Analyze Evaluate Create

30. Both knowledge and cognitive process dimensions are divided into three to eight different sub-categories. Copyright (c) 2005 Extended Campus -- Oregon State University http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table

31. The Knowledge Dimension sub-categories are defined as: 1 - The Factual Knowledge sub-categories which include: Factual Knowledge - The basic elements students must know to be acquainted with a discipline or solve problems in it. The Knowledge Dimension sub-categories are defined as: 1 - The Factual Knowledge sub-categories which include: Factual Knowledge - The basic elements students must know to be acquainted with a discipline or solve problems in it.

32. The Knowledge Dimension sub-categories are defined as: 1 - The Factual Knowledge sub-categories which include: Factual Knowledge Knowledge of terminology - technical vocabulary, musical symbols. The Knowledge Dimension sub-categories are defined as: 1 - The Factual Knowledge sub-categories which include: Factual Knowledge Knowledge of terminology - technical vocabulary, musical symbols.

33. The Knowledge Dimension sub-categories are defined as: 1 - The Factual Knowledge sub-categories which include: Factual Knowledge Knowledge of terminology Knowledge of specific details and elements - Major natural resources, reliable sources of information The Knowledge Dimension sub-categories are defined as: 1 - The Factual Knowledge sub-categories which include: Factual Knowledge Knowledge of terminology Knowledge of specific details and elements - Major natural resources, reliable sources of information

34. The Knowledge Dimension sub-categories are defined as: 1 - The Factual Knowledge sub-categories 2 - The Conceptual Knowledge sub-categories which include: Conceptual Knowledge - The interrelationships among the basic elements within a larger structure that enable them to function together. The Knowledge Dimension sub-categories are defined as: 1 - The Factual Knowledge sub-categories 2 - The Conceptual Knowledge sub-categories which include: Conceptual Knowledge - The interrelationships among the basic elements within a larger structure that enable them to function together.

35. The Knowledge Dimension sub-categories are defined as: 1 - The Factual Knowledge sub-categories 2 - The Conceptual Knowledge sub-categories which include: Conceptual Knowledge Knowledge of classifications and categories - periods of geologic time. The Knowledge Dimension sub-categories are defined as: 1 - The Factual Knowledge sub-categories 2 - The Conceptual Knowledge sub-categories which include: Conceptual Knowledge Knowledge of classifications and categories - periods of geologic time.

36. The Knowledge Dimension sub-categories are defined as: 1 - The Factual Knowledge sub-categories 2 - The Conceptual Knowledge sub-categories which include: Conceptual Knowledge Knowledge of classifications and categories Knowledge of principles and generalizations - Pythagorean theorem, law of supply and demand. The Knowledge Dimension sub-categories are defined as: 1 - The Factual Knowledge sub-categories 2 - The Conceptual Knowledge sub-categories which include: Conceptual Knowledge Knowledge of classifications and categories Knowledge of principles and generalizations - Pythagorean theorem, law of supply and demand.

37. The Knowledge Dimension sub-categories are defined as: 1 - The Factual Knowledge sub-categories 2 - The Conceptual Knowledge sub-categories which include: Conceptual Knowledge Knowledge of classifications and categories Knowledge of principles and generalizations Knowledge of theories, models and structures - theory of evolution, structure of congress. The Knowledge Dimension sub-categories are defined as: 1 - The Factual Knowledge sub-categories 2 - The Conceptual Knowledge sub-categories which include: Conceptual Knowledge Knowledge of classifications and categories Knowledge of principles and generalizations Knowledge of theories, models and structures - theory of evolution, structure of congress.

38. The Knowledge Dimension sub-categories are defined as: 1 - The Factual Knowledge sub-categories 2 - The Conceptual Knowledge sub-categories 3 - The Procedural Knowledge sub-categories which include: Procedural Knowledge - How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methods. The Knowledge Dimension sub-categories are defined as: 1 - The Factual Knowledge sub-categories 2 - The Conceptual Knowledge sub-categories 3 - The Procedural Knowledge sub-categories which include: Procedural Knowledge - How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methods.

39. The Knowledge Dimension sub-categories are defined as: 1 - The Factual Knowledge sub-categories 2 - The Conceptual Knowledge sub-categories 3 - The Procedural Knowledge sub-categories which include: Procedural Knowledge Knowledge of subject-specific skills and algorithms - painting with watercolors, whole-number division. The Knowledge Dimension sub-categories are defined as: 1 - The Factual Knowledge sub-categories 2 - The Conceptual Knowledge sub-categories 3 - The Procedural Knowledge sub-categories which include: Procedural Knowledge Knowledge of subject-specific skills and algorithms - painting with watercolors, whole-number division.

40. The Knowledge Dimension sub-categories are defined as: 1 - The Factual Knowledge sub-categories 2 - The Conceptual Knowledge sub-categories 3 - The Procedural Knowledge sub-categories which include: Procedural Knowledge Knowledge of subject-specific skills and algorithms Knowledge of subject-specific techniques and methods - interviewing techniques, scientific method. The Knowledge Dimension sub-categories are defined as: 1 - The Factual Knowledge sub-categories 2 - The Conceptual Knowledge sub-categories 3 - The Procedural Knowledge sub-categories which include: Procedural Knowledge Knowledge of subject-specific skills and algorithms Knowledge of subject-specific techniques and methods - interviewing techniques, scientific method.

41. The Knowledge Dimension sub-categories are defined as: 1 - The Factual Knowledge sub-categories 2 - The Conceptual Knowledge sub-categories 3 - The Procedural Knowledge sub-categories which include: Procedural Knowledge Knowledge of subject-specific skills and algorithms Knowledge of subject-specific techniques and methods Knowledge of criteria for determining when to use appropriate procedures - when to apply Newton's second law, when to use a particular method of estimation. The Knowledge Dimension sub-categories are defined as: 1 - The Factual Knowledge sub-categories 2 - The Conceptual Knowledge sub-categories 3 - The Procedural Knowledge sub-categories which include: Procedural Knowledge Knowledge of subject-specific skills and algorithms Knowledge of subject-specific techniques and methods Knowledge of criteria for determining when to use appropriate procedures - when to apply Newton's second law, when to use a particular method of estimation.

42. The Knowledge Dimension sub-categories are defined as: 1 - The Factual Knowledge sub-categories 2 - The Conceptual Knowledge sub-categories 3 - The Procedural Knowledge sub-categories 4 - The Meta-Cognitive Knowledge sub categories which include: Meta-Cognitive Knowledge - Knowledge of cognition in general as well as awareness and knowledge of one's own cognition. The Knowledge Dimension sub-categories are defined as: 1 - The Factual Knowledge sub-categories 2 - The Conceptual Knowledge sub-categories 3 - The Procedural Knowledge sub-categories 4 - The Meta-Cognitive Knowledge sub categories which include: Meta-Cognitive Knowledge - Knowledge of cognition in general as well as awareness and knowledge of one's own cognition.

43. The Knowledge Dimension sub-categories are defined as: 1 - The Factual Knowledge sub-categories 2 - The Conceptual Knowledge sub-categories 3 - The Procedural Knowledge sub-categories 4 - The Meta-Cognitive Knowledge sub categories which include: Meta-Cognitive Knowledge Strategic knowledge - outlining as a means of capturing the structure of a unit of subject matter in a textbook. The Knowledge Dimension sub-categories are defined as: 1 - The Factual Knowledge sub-categories 2 - The Conceptual Knowledge sub-categories 3 - The Procedural Knowledge sub-categories 4 - The Meta-Cognitive Knowledge sub categories which include: Meta-Cognitive Knowledge Strategic knowledge - outlining as a means of capturing the structure of a unit of subject matter in a textbook.

44. The Knowledge Dimension sub-categories are defined as: 1 - The Factual Knowledge sub-categories 2 - The Conceptual Knowledge sub-categories 3 - The Procedural Knowledge sub-categories 4 - The Meta-Cognitive Knowledge sub categories which include: Meta-Cognitive Knowledge Strategic knowledge Cognitive tasks - knowledge of the different types of tests, cognitive demands of different task s. The Knowledge Dimension sub-categories are defined as: 1 - The Factual Knowledge sub-categories 2 - The Conceptual Knowledge sub-categories 3 - The Procedural Knowledge sub-categories 4 - The Meta-Cognitive Knowledge sub categories which include: Meta-Cognitive Knowledge Strategic knowledge Cognitive tasks - knowledge of the different types of tests, cognitive demands of different task s.

45. The Knowledge Dimension sub-categories are defined as: 1 - The Factual Knowledge sub-categories 2 - The Conceptual Knowledge sub-categories 3 - The Procedural Knowledge sub-categories 4 - The Meta-Cognitive Knowledge sub categories which include: Meta-Cognitive Knowledge Strategic knowledge Cognitive tasks Self-knowledge - knowledge that critiquing essays is a personal strength, whereas writing essays is a personal weakness; awareness of one's own knowledge level. The Knowledge Dimension sub-categories are defined as: 1 - The Factual Knowledge sub-categories 2 - The Conceptual Knowledge sub-categories 3 - The Procedural Knowledge sub-categories 4 - The Meta-Cognitive Knowledge sub categories which include: Meta-Cognitive Knowledge Strategic knowledge Cognitive tasks Self-knowledge - knowledge that critiquing essays is a personal strength, whereas writing essays is a personal weakness; awareness of one's own knowledge level.

46. The six levels of the Cognitive Process Dimension are divided into sub-categories. 1 - The Remember sub-categories and examples are: Remember - Retrieve relevant knowledge from long-term memory. The six levels of the Cognitive Process Dimension are divided into sub-categories. 1 - The Remember sub-categories and examples are: Remember - Retrieve relevant knowledge from long-term memory.

47. The six levels of the Cognitive Process Dimension are divided into sub-categories. 1 - The Remember sub-categories and examples are: Remember Recognizing - Recognize the dates of important events in US history. The six levels of the Cognitive Process Dimension are divided into sub-categories. 1 - The Remember sub-categories and examples are: Remember Recognizing - Recognize the dates of important events in US history.

48. The six levels of the Cognitive Process Dimension are divided into sub-categories. 1 - The Remember sub-categories and examples are: Remember Recognizing Recalling - Recall the dates of important events in US history The six levels of the Cognitive Process Dimension are divided into sub-categories. 1 - The Remember sub-categories and examples are: Remember Recognizing Recalling - Recall the dates of important events in US history

49. The six levels of the Cognitive Process Dimension are divided into sub-categories. 1 - The Remember sub-categories 2 - The Understand sub-categories and examples are: Understand - Construct meaning from instructional messages, including oral, written, and graphic communication. The six levels of the Cognitive Process Dimension are divided into sub-categories. 1 - The Remember sub-categories 2 - The Understand sub-categories and examples are: Understand - Construct meaning from instructional messages, including oral, written, and graphic communication.

50. The six levels of the Cognitive Process Dimension are divided into sub-categories. 1 - The Remember sub-categories 2 - The Understand sub-categories and examples are: Understand Interpreting - Paraphrase important speeches and documents. The six levels of the Cognitive Process Dimension are divided into sub-categories. 1 - The Remember sub-categories 2 - The Understand sub-categories and examples are: Understand Interpreting - Paraphrase important speeches and documents.

51. The six levels of the Cognitive Process Dimension are divided into sub-categories. 1 - The Remember sub-categories 2 - The Understand sub-categories and examples are: Understand Interpreting Exemplifying - Give examples of various artistic painting styles. The six levels of the Cognitive Process Dimension are divided into sub-categories. 1 - The Remember sub-categories 2 - The Understand sub-categories and examples are: Understand Interpreting Exemplifying - Give examples of various artistic painting styles.

52. The six levels of the Cognitive Process Dimension are divided into sub-categories. 1 - The Remember sub-categories 2 - The Understand sub-categories and examples are: Understand Interpreting Exemplifying Classifying - Classify observed or described cases of mental disorders). The six levels of the Cognitive Process Dimension are divided into sub-categories. 1 - The Remember sub-categories 2 - The Understand sub-categories and examples are: Understand Interpreting Exemplifying Classifying - Classify observed or described cases of mental disorders).

53. The six levels of the Cognitive Process Dimension are divided into sub-categories. 1 - The Remember sub-categories 2 - The Understand sub-categories and examples are: Understand Interpreting Exemplifying Classifying Summarizing - Write a short summary of the events portrayed on videotapes). The six levels of the Cognitive Process Dimension are divided into sub-categories. 1 - The Remember sub-categories 2 - The Understand sub-categories and examples are: Understand Interpreting Exemplifying Classifying Summarizing - Write a short summary of the events portrayed on videotapes).

54. The six levels of the Cognitive Process Dimension are divided into sub-categories. 1 - The Remember sub-categories 2 - The Understand sub-categories and examples are: Understand Interpreting Exemplifying Classifying Summarizing Inferring - In learning a foreign language, infer grammatical principles from examples) The six levels of the Cognitive Process Dimension are divided into sub-categories. 1 - The Remember sub-categories 2 - The Understand sub-categories and examples are: Understand Interpreting Exemplifying Classifying Summarizing Inferring - In learning a foreign language, infer grammatical principles from examples)

55. The six levels of the Cognitive Process Dimension are divided into sub-categories. 1 - The Remember sub-categories 2 - The Understand sub-categories and examples are: Understand Interpreting Exemplifying Classifying Summarizing Inferring Comparing - Compare historical events to contemporary situations) The six levels of the Cognitive Process Dimension are divided into sub-categories. 1 - The Remember sub-categories 2 - The Understand sub-categories and examples are: Understand Interpreting Exemplifying Classifying Summarizing Inferring Comparing - Compare historical events to contemporary situations)

56. The six levels of the Cognitive Process Dimension are divided into sub-categories. 1 - The Remember sub-categories 2 - The Understand sub-categories and examples are: Understand Interpreting Exemplifying Classifying Summarizing Inferring Comparing Explaining - Explain the causes of important eighteenth-century events in France The six levels of the Cognitive Process Dimension are divided into sub-categories. 1 - The Remember sub-categories 2 - The Understand sub-categories and examples are: Understand Interpreting Exemplifying Classifying Summarizing Inferring Comparing Explaining - Explain the causes of important eighteenth-century events in France

57. The six levels of the Cognitive Process Dimension are divided into sub-categories. 1 - The Remember sub-categories 2 - The Understand sub-categories 3 - The Apply sub-categories and examples are: Apply - Carry out or use a procedure in a given situation. The six levels of the Cognitive Process Dimension are divided into sub-categories. 1 - The Remember sub-categories 2 - The Understand sub-categories 3 - The Apply sub-categories and examples are: Apply - Carry out or use a procedure in a given situation.

58. The six levels of the Cognitive Process Dimension are divided into sub-categories. 1 - The Remember sub-categories 2 - The Understand sub-categories 3 - The Apply sub-categories and examples are: Apply Executing - Divide one whole number by another whole number, both with multiple digits. The six levels of the Cognitive Process Dimension are divided into sub-categories. 1 - The Remember sub-categories 2 - The Understand sub-categories 3 - The Apply sub-categories and examples are: Apply Executing - Divide one whole number by another whole number, both with multiple digits.

59. The six levels of the Cognitive Process Dimension are divided into sub-categories. 1 - The Remember sub-categories 2 - The Understand sub-categories 3 - The Apply sub-categories and examples are: Apply Executing Implementing - Determine in which situations Newton's second law is appropriate. The six levels of the Cognitive Process Dimension are divided into sub-categories. 1 - The Remember sub-categories 2 - The Understand sub-categories 3 - The Apply sub-categories and examples are: Apply Executing Implementing - Determine in which situations Newton's second law is appropriate.

60. The six levels of the Cognitive Process Dimension are divided into sub-categories. 1 - The Remember sub-categories 2 - The Understand sub-categories 3 - The Apply sub-categories 4 - The Analyze sub-categories and examples are: Analyze - Break material into constituent parts and determine how parts relate to one another and to an overall structure or purpose The six levels of the Cognitive Process Dimension are divided into sub-categories. 1 - The Remember sub-categories 2 - The Understand sub-categories 3 - The Apply sub-categories 4 - The Analyze sub-categories and examples are: Analyze - Break material into constituent parts and determine how parts relate to one another and to an overall structure or purpose

61. The six levels of the Cognitive Process Dimension are divided into sub-categories. 1 - The Remember sub-categories 2 - The Understand sub-categories 3 - The Apply sub-categories 4 - The Analyze sub-categories and examples are: Analyze Differentiating - Distinguish between relevant and irrelevant numbers in a mathematical word problem). The six levels of the Cognitive Process Dimension are divided into sub-categories. 1 - The Remember sub-categories 2 - The Understand sub-categories 3 - The Apply sub-categories 4 - The Analyze sub-categories and examples are: Analyze Differentiating - Distinguish between relevant and irrelevant numbers in a mathematical word problem).

62. The six levels of the Cognitive Process Dimension are divided into sub-categories. 1 - The Remember sub-categories 2 - The Understand sub-categories 3 - The Apply sub-categories 4 - The Analyze sub-categories and examples are: Analyze Differentiating Organizing - Structure evidence in a historical description into evidence for or against a particular historical explanation The six levels of the Cognitive Process Dimension are divided into sub-categories. 1 - The Remember sub-categories 2 - The Understand sub-categories 3 - The Apply sub-categories 4 - The Analyze sub-categories and examples are: Analyze Differentiating Organizing - Structure evidence in a historical description into evidence for or against a particular historical explanation

63. The six levels of the Cognitive Process Dimension are divided into sub-categories. 1 - The Remember sub-categories 2 - The Understand sub-categories 3 - The Apply sub-categories 4 - The Analyze sub-categories and examples are: Analyze Differentiating Organizing Attributing - Determine the point of view of the author of an essay in terms of his or her political perspective The six levels of the Cognitive Process Dimension are divided into sub-categories. 1 - The Remember sub-categories 2 - The Understand sub-categories 3 - The Apply sub-categories 4 - The Analyze sub-categories and examples are: Analyze Differentiating Organizing Attributing - Determine the point of view of the author of an essay in terms of his or her political perspective

64. The six levels of the Cognitive Process Dimension are divided into sub-categories. 1 - The Remember sub-categories 2 - The Understand sub-categories 3 - The Apply sub-categories 4 - The Analyze sub-categories 5 - The Evaluate sub-categories and examples are: Evaluate - Make judgments based on criteria and standards. The six levels of the Cognitive Process Dimension are divided into sub-categories. 1 - The Remember sub-categories 2 - The Understand sub-categories 3 - The Apply sub-categories 4 - The Analyze sub-categories 5 - The Evaluate sub-categories and examples are: Evaluate - Make judgments based on criteria and standards.

65. The six levels of the Cognitive Process Dimension are divided into sub-categories. 1 - The Remember sub-categories 2 - The Understand sub-categories 3 - The Apply sub-categories 4 - The Analyze sub-categories 5 - The Evaluate sub-categories and examples are: Evaluate Checking - determine whether a scientists' conclusions follow from observed data The six levels of the Cognitive Process Dimension are divided into sub-categories. 1 - The Remember sub-categories 2 - The Understand sub-categories 3 - The Apply sub-categories 4 - The Analyze sub-categories 5 - The Evaluate sub-categories and examples are: Evaluate Checking - determine whether a scientists' conclusions follow from observed data

66. The six levels of the Cognitive Process Dimension are divided into sub-categories. 1 - The Remember sub-categories 2 - The Understand sub-categories 3 - The Apply sub-categories 4 - The Analyze sub-categories 5 - The Evaluate sub-categories and examples are: Evaluate Checking Critiquing - Judge which of two methods is the best way to solve a given problem. The six levels of the Cognitive Process Dimension are divided into sub-categories. 1 - The Remember sub-categories 2 - The Understand sub-categories 3 - The Apply sub-categories 4 - The Analyze sub-categories 5 - The Evaluate sub-categories and examples are: Evaluate Checking Critiquing - Judge which of two methods is the best way to solve a given problem.

67. The six levels of the Cognitive Process Dimension are divided into sub-categories. 1 - The Remember sub-categories 2 - The Understand sub-categories 3 - The Apply sub-categories 4 - The Analyze sub-categories 5 - The Evaluate sub-categories 6 - The Create sub-categories and examples are: Create - Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure. The six levels of the Cognitive Process Dimension are divided into sub-categories. 1 - The Remember sub-categories 2 - The Understand sub-categories 3 - The Apply sub-categories 4 - The Analyze sub-categories 5 - The Evaluate sub-categories 6 - The Create sub-categories and examples are: Create - Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure.

68. The six levels of the Cognitive Process Dimension are divided into sub-categories. 1 - The Remember sub-categories 2 - The Understand sub-categories 3 - The Apply sub-categories 4 - The Analyze sub-categories 5 - The Evaluate sub-categories 6 - The Create sub-categories and examples are: Create Generating - Generate hypotheses to account for an observed phenomenon. The six levels of the Cognitive Process Dimension are divided into sub-categories. 1 - The Remember sub-categories 2 - The Understand sub-categories 3 - The Apply sub-categories 4 - The Analyze sub-categories 5 - The Evaluate sub-categories 6 - The Create sub-categories and examples are: Create Generating - Generate hypotheses to account for an observed phenomenon.

69. The six levels of the Cognitive Process Dimension are divided into sub-categories. 1 - The Remember sub-categories 2 - The Understand sub-categories 3 - The Apply sub-categories 4 - The Analyze sub-categories 5 - The Evaluate sub-categories 6 - The Create sub-categories and examples are: Create Generating Planning - Plan a research paper on a given historical topic. The six levels of the Cognitive Process Dimension are divided into sub-categories. 1 - The Remember sub-categories 2 - The Understand sub-categories 3 - The Apply sub-categories 4 - The Analyze sub-categories 5 - The Evaluate sub-categories 6 - The Create sub-categories and examples are: Create Generating Planning - Plan a research paper on a given historical topic.

70. The six levels of the Cognitive Process Dimension are divided into sub-categories. 1 - The Remember sub-categories 2 - The Understand sub-categories 3 - The Apply sub-categories 4 - The Analyze sub-categories 5 - The Evaluate sub-categories 6 - The Create sub-categories and examples are: Create Generating Planning Producing - Build habitats for certain species for certain purposes. The six levels of the Cognitive Process Dimension are divided into sub-categories. 1 - The Remember sub-categories 2 - The Understand sub-categories 3 - The Apply sub-categories 4 - The Analyze sub-categories 5 - The Evaluate sub-categories 6 - The Create sub-categories and examples are: Create Generating Planning Producing - Build habitats for certain species for certain purposes.

71. The new version of Bloom’s Taxonomy changes the emphasis in its use. Bloom’s original taxonomy was used by groups never considered as an audience. The new Bloom’s Taxonomy is a more authentic tool for curriculum planning, instruction delivery and assessment of training. The new version of Bloom’s Taxonomy changes the emphasis in its use. Bloom’s original taxonomy was used by groups never considered as an audience. The new Bloom’s Taxonomy is a more authentic tool for curriculum planning, instruction delivery and assessment of training.

72. Learning Objective 7.3

73. Bloom’s Taxonomy and its impact on the learning process has been proven by its continued use by educators. Bloom’s Taxonomy filled a void and provided educators with one of the first systematic classifications of the processes of thinking and learning. Bloom’s Taxonomy and its impact on the learning process has been proven by its continued use by educators. Bloom’s Taxonomy filled a void and provided educators with one of the first systematic classifications of the processes of thinking and learning.

74. The cumulative hierarchical framework requires achievement of the prior skill or ability before the next, more complex, one, remains easy to understand. Out of necessity, teachers must measure their students' ability. 1. Accurately doing so requires a classification of levels of intellectual behavior important in learning. Bloom's Taxonomy provided the measurement tool for thinking. The Revised Bloom's Taxonomy provides an even more powerful tool to fit today's teachers' needs The cumulative hierarchical framework requires achievement of the prior skill or ability before the next, more complex, one, remains easy to understand. Out of necessity, teachers must measure their students' ability. 1. Accurately doing so requires a classification of levels of intellectual behavior important in learning. Bloom's Taxonomy provided the measurement tool for thinking. The Revised Bloom's Taxonomy provides an even more powerful tool to fit today's teachers' needs

75. The revised Bloom’s Taxonomy meets the needs of today’s classroom. The Revised Bloom’s Taxonomy Table provides a clear, concise visual representation of the alignment between standards and educational goals, objectives, products, and activities. Today's teachers must make tough decisions with clear alignment of educational objectives meeting local, state, and national standards. The revised Bloom’s Taxonomy meets the needs of today’s classroom. The Revised Bloom’s Taxonomy Table provides a clear, concise visual representation of the alignment between standards and educational goals, objectives, products, and activities. Today's teachers must make tough decisions with clear alignment of educational objectives meeting local, state, and national standards.

76. Practical example of how to use the six levels of the Revised Bloom’s Taxonomy can be applied to the story of Goldilocks and the Three Bears.

78. Remember: Describe where Goldilocks lived. Understand: Summarize what the Goldilocks story was about. Apply: Construct a theory as to why Goldilocks went into the house. Analyze: Differentiate between how Goldilocks reacted and how you would react in each story event. Evaluate: Assess whether or not you think this really happened to Goldilocks. Create: Compose a song, skit, poem, or rap to convey the Goldilocks story in a new form. Remember: Describe where Goldilocks lived. Understand: Summarize what the Goldilocks story was about. Apply: Construct a theory as to why Goldilocks went into the house. Analyze: Differentiate between how Goldilocks reacted and how you would react in each story event. Evaluate: Assess whether or not you think this really happened to Goldilocks. Create: Compose a song, skit, poem, or rap to convey the Goldilocks story in a new form.

80. a. Creating a diagram to organize his six levels of thought Creating a diagram to organize his six levels of thought b. Improving student learning Improving student learning c. Classifying the affective and psychomotor domains Classifying the affective and psychomotor domains

81. a. It creates common ground for discussions about educational goals and objectives. It creates common ground for discussions about educational goals and objectives. b. It helps ensure the alignment of objectives with standards and assessments. It helps ensure the alignment of objectives with standards and assessments. c. It is sufficient as the only model teachers need to use to be successful. It is sufficient as the only model teachers need to use to be successful.

82. a. Remembering Remembering b. Understanding Understanding c. Analyzing Analyzing

83. a. Understanding Understanding b. Applying Applying c. Evaluating Evaluating

84. a. New uses, terminology, and domain New uses, terminology, and domain b. New terminology, structure, and emphasis New terminology, structure, and emphasis c. New examples, categories, and classifications New examples, categories, and classifications

85. a. Understanding Understanding b. Remembering Remembering c. Applying Applying

86. a. Creating Creating b. Analyzing Analyzing c. Evaluating Evaluating

87. a. Knowledge and Cognitive Process Knowledge and Cognitive Process b. Meta-cognitive Process and Understanding Meta-cognitive Process and Understanding c. Knowledge and Classification Knowledge and Classification

88. 1. Place the events of the story in chronological order. 2. Write a new ending for the story. 3. Choose one of the story’s characters as a “best friend” and justify your choice. 4. On what date did this story begin? Mrs. Andrews assigned the following tasks as part of a reading lesson. Place them in order of their location on the revised Bloom’s Taxonomy from lowest to highest. a.1, 2, 3, 41, 2, 3, 4 b.4, 1, 3, 24, 1, 3, 2 c. 4, 1, 2, 34, 1, 2, 3 d. 1, 4, 3, 21, 4, 3, 2

89. a. It uses verbs instead of nouns. It uses verbs instead of nouns. b. Creating has replaced Evaluation as the highest level. Creating has replaced Evaluation as the highest level. c. The taxonomy is two-dimensional. The taxonomy is two-dimensional. d. All of the above All of the above

90. a. Describe b. SummarizeDescribeSummarize c. Assess d. ClassifyAssessClassify

91. a. university professors who wanted to classify objectives, experiences, processes, and evaluation questions. university professors who wanted to classify objectives, experiences, processes, and evaluation questions. b. classroom teachers who had been criticized by education experts for focusing on low-level student tasks. classroom teachers who had been criticized by education experts for focusing on low-level student tasks. c. business trainers who wanted their employees to be more imaginative. business trainers who wanted their employees to be more imaginative.