1. Bloom’s Taxonomy Benjamin S. Bloom February 21, 1913- September 13, 1999

2. Benjamin Bloom In 1956, Benjamin Bloom headed a group of educational psychologists at the University of Chicago In 1956, Benjamin Bloom headed a group of educational psychologists at the University of Chicago This group developed a classification of levels of thinking behaviors thought to be important in the processes of learning. This group developed a classification of levels of thinking behaviors thought to be important in the processes of learning. The assumption: abilities can be measured along a continuum from plain and simple to rather complex. The assumption: abilities can be measured along a continuum from plain and simple to rather complex.

3. Bloom’s Taxonomy Each subsequent level in the taxonomy is dependant on one’s ability to perform at the level or levels that precede it. Each subsequent level in the taxonomy is dependant on one’s ability to perform at the level or levels that precede it.

4. Bloom’s Taxonomy Bloom’s work not only served to define what learning had been achieved, it could also be used to specify the learning desired in an objective. Bloom’s work not only served to define what learning had been achieved, it could also be used to specify the learning desired in an objective.

5. Bloom’s Taxonomy Knowledge Knowledge Comprehension Comprehension Application Application Analysis Analysis Synthesis Synthesis Evaluation Evaluation

6. Knowledge Knowledge level learning (aka memory level) requires a person to exhibit previously learned material by recalling facts, terms, basic concepts and answers. Knowledge level learning (aka memory level) requires a person to exhibit previously learned material by recalling facts, terms, basic concepts and answers. Two levels of Knowledge: Two levels of Knowledge: –Simple Knowledge –Knowledge of Process

7. Knowledge Simple Knowledge: the content to be remembered involves no more than a single response to a particular stimulus. Simple Knowledge: the content to be remembered involves no more than a single response to a particular stimulus. Example: Example: –What is the capital of Australia?

8. Knowledge Knowledge of Process: the content to be remembered is a sequence of steps. Knowledge of Process: the content to be remembered is a sequence of steps. Example: Example: List the steps used to determine the standard deviation from a given set of scores.

9. Comprehension Comprehension - demonstrating understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions and stating main ideas. Comprehension - demonstrating understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions and stating main ideas.

10. Comprehension

11. Comprehension

12. Comprehension 1 + 1 = 2

13. Application Solving problems by applying acquired knowledge, facts, techniques and rules in a given situation or in a different way. Solving problems by applying acquired knowledge, facts, techniques and rules in a given situation or in a different way.

14. Application Example: Example: From observing symptoms of a person in distress, students determine whether or not cardiopulmonary resuscitation (CPR) should be initiated.

15. Application Do not confuse application with knowledge of process: Do not confuse application with knowledge of process: Students state appropriate procedures for administering CPR to a person.

16. Analysis Examining and breaking information into parts by identifying motives or causes; making inferences and finding evidence to support generalizations. Examining and breaking information into parts by identifying motives or causes; making inferences and finding evidence to support generalizations.

17. Analysis Example: Example: Is a pigeon a reptile, mammal, or avian?

18. Synthesis Compiling information together in a different way by combining elements in a new pattern or proposing alternative solutions. Compiling information together in a different way by combining elements in a new pattern or proposing alternative solutions. “True genius is the ability to recognize the similarities in apparently dissimilar sets, and the dissimilarities in apparently similar sets.”

19. Synthesis 3 3 = 3 x 3 x 3 = 27 3 3 = 3 x 3 x 3 = 27 3 2 = 3 x 3 = 9 3 2 = 3 x 3 = 9 3 1 = 3 = 3 3 1 = 3 = 3 3 0 = ? 3 0 = ?

20. Synthesis

38. Evaluation Presenting and defending opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria. Presenting and defending opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria. Example: Prove or disprove the following statement: “Any number divided by zero is zero”

39. Bloom’s Taxonomy Students will state the Pythagorean Theorem (cognitive, simple knowledge). Students will state the Pythagorean Theorem (cognitive, simple knowledge). a 2 + b 2 = c 2

40. Bloom’s Taxonomy Given two sides of a right triangle, students use the Pythagorean Theorem to calculate the length of the third side (cognitive, knowledge of process). Given two sides of a right triangle, students use the Pythagorean Theorem to calculate the length of the third side (cognitive, knowledge of process). 6 8 C

41. Bloom’s Taxonomy Students properly use the Pythagorean Theorem to solve problems (cognitive, application). Students properly use the Pythagorean Theorem to solve problems (cognitive, application). “What is the height of the school’s flag pole?” “What is the height of the school’s flag pole?” “Is the corner of the room ‘square’?” “Is the corner of the room ‘square’?” “How many gallons of paint are needed to paint the walls of this room?” “How many gallons of paint are needed to paint the walls of this room?”

42. Bloom’s Taxonomy Students recognize the Pythagorean Theorem in various forms (cognitive, analysis). Students recognize the Pythagorean Theorem in various forms (cognitive, analysis). What is the relationship of the Pythagorean Theorem to the following two equations? What is the relationship of the Pythagorean Theorem to the following two equations? sin 2 + cos 2 = 1

43. Bloom’s Taxonomy Demonstrate a mathematical proof of the Pythagorean Theorem (cognitive, evaluation). Demonstrate a mathematical proof of the Pythagorean Theorem (cognitive, evaluation). 5 3 4 3 4 5 9 25 16

44. Bloom’s Taxonomy Goal: students will be able to multiply Goal: students will be able to multiply –Simple Knowledge: 3 x 6 = 18 –Comprehension: 3x6 = 6+6+6 = 3+3+3+3+3+3 = 18

45. Bloom’s Taxonomy Goal: students will be able to multiply Goal: students will be able to multiply –Application: You and your friends Amy, Ed, Jill, Pat, and Bob want to go to the movie. If tickets cost $3 each, how much money will the group need to pay for the movie?

46. Bloom’s Taxonomy Goal: students will be able to multiply Goal: students will be able to multiply –Analysis:

47. Bloom’s Taxonomy Goal: students will be able to multiply Goal: students will be able to multiply –Synthesis: Does the illustration demonstrate that 3 x 6 = 18? 123 1 2 3 4 5 6

48. Bloom’s Taxonomy Goal: students will be able to multiply Goal: students will be able to multiply –Evaluation Here is an example of a student’s responses to a worksheet. 1. 272. 383. 144. 56 _ x 6_ _ x 8_ _ x 2_ _ x 5_ 362 724 28 400 Describe the error in the process that the student appears to have used in order to reach his/her answers.

49. Bloom’s Taxonomy After defining the taxonomy Bloom and colleagues reviewed hundreds of K-12 exams to determine the learning level of the questions on the exams. After defining the taxonomy Bloom and colleagues reviewed hundreds of K-12 exams to determine the learning level of the questions on the exams. Results of the review indicated that 95% of all questions reviewed were written at the knowledge level. Results of the review indicated that 95% of all questions reviewed were written at the knowledge level. Recent calls for more challenging tests and teaching of “higher order thinking” has done little to change the question level of most exams. Recent calls for more challenging tests and teaching of “higher order thinking” has done little to change the question level of most exams.

50. 1) Label the parts of a cell (Cognitive knowledge) 1) Label the parts of a cell (Cognitive knowledge) 2) Place the parts of a Sodium/Potassium pump in order of events (Cognitive application) 2) Place the parts of a Sodium/Potassium pump in order of events (Cognitive application) 3) Build a model and demonstrate how a sodium/potassium pump works (Cognitive synthesis) 3) Build a model and demonstrate how a sodium/potassium pump works (Cognitive synthesis) 4) Evaluate statements prepared by the teacher and state whether they are true or false. If false they should be able to state why. (Cognitive evaluation) 4) Evaluate statements prepared by the teacher and state whether they are true or false. If false they should be able to state why. (Cognitive evaluation) 5. Collaborate and participate in groups to construct cell models (Affective) 5. Collaborate and participate in groups to construct cell models (Affective)