Presentation is loading. Please wait.

Presentation is loading. Please wait.

Bloom’s Taxonomy Ceanlia Vermeulen.

Published byRussell Hood Modified over 8 years ago

Similar presentations

Presentation on theme: "Bloom’s Taxonomy Ceanlia Vermeulen."— Presentation transcript:

1 Bloom’s Taxonomy Ceanlia Vermeulen

2 About Benjamin Bloom A facilitator, a scholar, and a researcher in the field of Education Taxonomy of educational objectives: Handbook 1, the cognitive domain (Bloom et al., 1956)

3 Six Levels of Questions
Evaluation Synthesis Levels of Thinking Skills Analysis Application Comprehension Knowledge

4 Knowledge Level Recall of information
Knowledge of data, events, and places Knowledge of major ideas Mastery of Subject matter Question Cues: List, define, tell, describe, identify, show, label, collect, examine, who, when , where, etc. List the major cities in South Africa. Define the capital city of South Africa.

5 Comprehension Level Understanding information Grasp key meaning
Translate knowledge to a new context Interpret, compare, contrast facts Order, group, infer causes Question cue: Summarize, interpret, contrast, associate, distinguish, estimate, differentiate, discuss, extend, why, etc. Discuss the environmental problems existing in the major cities in South Africa. Infer the causes for the problems.

6 Application Level Use information
Use methods, concepts, theories in new situation Solve problems using required skills or knowledge Question cues: Apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, experiment, discover, etc. Work out possible solutions for the environmental problems in the major cities in South Africa. Calculations and experiments skills might be involved during the process to answer the question.

7 Analysis Level Seeing patterns Organization of parts
Recognition of hidden meanings Identification of components Question cues: Analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, etc. Classify the environmental problems into different categories.

8 Synthesis Level Use old ideas to create new ones
Generalize, predict from given facts Relate knowledge from several areas Draw conclusions Question cues: Combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite, predict, etc. Design and plan a social activity to call for more urban residents to contribute to environmental protection.

9 Evaluation Level Compare and discriminate between ideas
Judge and appreciate value of concepts, theories, and principles Make choice based on reasoned argument Verify values of evidence Recognize subjectivity Question Cues: Assess, decide, rank, grade, test, measure, recommend, convince, select, judge, discriminate, support, conclude, etc. Recommend the most practical and economic environment protecting plan to the city government. Use evidences and arguments to support your recommendations and convince the ministers.

10 Exercises Identify the capital of Australia from the following list: Melbourne, Sydney, Canberra Knowledge Comprehension Application Analysis Synthesis Evaluation

11 Exercises What classification of animals would a FROG belong to?
mammal / bird / fish / reptile / amphibian / insect Knowledge Comprehension Application Analysis Synthesis Evaluation

12 Exercises Predict what would have happened to early Native Americans if they did not follow the migration of buffaloes: They would hunt and eat other animals instead / They would starve / They would get all their food by farming Knowledge Comprehension Application Analysis Synthesis Evaluation

13 This is a basic question of knowledge to test whether
Great !!! Good job !! This is a basic question of knowledge to test whether learners recall the knowledge being taught. Next Question

14 Great !!! Good job !! The learners are asked about the classification of animals and apply his/her knowledge to answer this question. The facilitators should follow the question by asking the learner to justify the answers. Next Question

15 Great !!! Good job !! The learners are asked to PREDICT what would happen based on the given facts and their previous knowledge related.

16 Sorry, that’s not correct.
Back to Question

17 Sorry, that’s not correct.
Back to Question

18 Sorry, that’s not correct.
Back to Question

19 Ceanlia Vermeulen ceanlia@gmail.com Cell: 082 905 9339
Thank you! Ceanlia Vermeulen Cell:

Download ppt "Bloom’s Taxonomy Ceanlia Vermeulen."

Similar presentations

A Focus on Higher-Order Thinking Skills

A Focus on Higher-Order Thinking Skills
Bloom’s Taxonomy.

Bloom’s Taxonomy.
DEVELOPING QUESTIONS FOR SCRIPTURE STUDY THAT SUPPORT MAXIMUM LEARNING J AN P ARON, P H D A LL N ATIONS L EADERSHIP I NSTITUTE Bloom’s Taxonomy: Six Levels.

DEVELOPING QUESTIONS FOR SCRIPTURE STUDY THAT SUPPORT MAXIMUM LEARNING J AN P ARON, P H D A LL N ATIONS L EADERSHIP I NSTITUTE Bloom’s Taxonomy: Six Levels.
Intellectual Challenge of Teaching

Intellectual Challenge of Teaching
Writing Goals and Objectives EDUC 490 Spring 2007.

Writing Goals and Objectives EDUC 490 Spring 2007.
OF THE COGNITIVE DOMAIN

OF THE COGNITIVE DOMAIN
Domains of Learning tartomány

Domains of Learning tartomány
Bloom's Taxonomy Bloom’s Taxonomy This presentation was created following the Fair Use Guidelines for Educational Multimedia. Certain materials are included.

Bloom's Taxonomy Bloom’s Taxonomy This presentation was created following the Fair Use Guidelines for Educational Multimedia. Certain materials are included.
OF THE COGNITIVE DOMAIN

OF THE COGNITIVE DOMAIN
Bloom’s Critical Thinking Questioning Strategies

Bloom’s Critical Thinking Questioning Strategies
Critical Thinking Week 4 Critical Thinking 2014. Fifteen-year-old Avery Hairston created RelightNY to help people who struggle to pay their energy bills.

Critical Thinking Week 4 Critical Thinking Fifteen-year-old Avery Hairston created RelightNY to help people who struggle to pay their energy bills.
Lesson Planning. Teachers Need Lesson Plans So that they know that they are teaching the curriculum standards required by the county and state So that.

Lesson Planning. Teachers Need Lesson Plans So that they know that they are teaching the curriculum standards required by the county and state So that.
200 300 400 500 100 200 300 400 500 100 200 300 400 500 100 200 300 400 500 100 200 300 400 500 100 Blooms’ Taxonmy Learning Theories PBL and Hardware.

Blooms’ Taxonmy Learning Theories PBL and Hardware.
Presentation by : Kesang Tshering

Presentation by : Kesang Tshering
Effective Lesson Planning EnhanceEdu. Agenda  Objectives  Lesson Plan  Purpose  Elements of a good lesson plan  Bloom’s Taxonomy – it’s relevance.

Effective Lesson Planning EnhanceEdu. Agenda  Objectives  Lesson Plan  Purpose  Elements of a good lesson plan  Bloom’s Taxonomy – it’s relevance.
2 nd.–7 th. October 2011 1 ENTRY LEVEL CURRICULUM PROGRAM 1.

2 nd.–7 th. October ENTRY LEVEL CURRICULUM PROGRAM 1.
Quick Flip Questioning for Critical Thinking Kobets S.A. Lyceum №87.

Quick Flip Questioning for Critical Thinking Kobets S.A. Lyceum №87.
Becoming a Successful Health Sciences Student. In a Health Science course you will be asked 2 types of questions. Lower level thinking questions. –require.

Becoming a Successful Health Sciences Student. In a Health Science course you will be asked 2 types of questions. Lower level thinking questions. –require.
Student Learning Outcomes

Student Learning Outcomes
Writing Objectives Including Bloom’s Taxanomy. Three Primary Components of an Objective Condition –What they’re given Behavior –What they do Criteria.

Writing Objectives Including Bloom’s Taxanomy. Three Primary Components of an Objective Condition –What they’re given Behavior –What they do Criteria.

Similar presentations

Ads by Google