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Blooming Materials Aligning Learning, Teaching and Assessment Goals by the application of Bloom’s Taxonomy

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Slides from the plenary session delivered at the first Teachers Helping Teachers seminar in Manila, Philippines.

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Page 1: Blooming Materials: Aligning Learning, Teaching and Assessment Goals by the application of Bloom’s Taxonomy

Blooming Materials

Aligning Learning, Teaching and Assessment Goals by the

application of Bloom’s Taxonomy

Page 2: Blooming Materials: Aligning Learning, Teaching and Assessment Goals by the application of Bloom’s Taxonomy

Caveat!

• In any study related to the brain or mind, we are using the mind to measure itself

• Neurologists and biologists working at the level of the neuron do not know exactly how the brain functions

• Nobody can claim this is how something works, when talking about the mind, everything is filtered through the individual’s personal experience, knowledge and perceptions of their own mind/brain and how it works for them in relation to others

Page 3: Blooming Materials: Aligning Learning, Teaching and Assessment Goals by the application of Bloom’s Taxonomy

What is a taxonomy?

• A taxonomy is a system of classification which provides a unique (i.e. single) point within the system for every item which is to be classified

Example: the system used to identify living organisms, plants, animals, etc. identifies modern-day human beings as homo sapiens sapiens

Page 4: Blooming Materials: Aligning Learning, Teaching and Assessment Goals by the application of Bloom’s Taxonomy

Why a Taxonomy for Educators?

• Standards

• Handling a large number of seeming vague or disconnected objectives

• A framework for learning, teaching and assessing both the effectiveness of instruction and the abilities of the students

Page 5: Blooming Materials: Aligning Learning, Teaching and Assessment Goals by the application of Bloom’s Taxonomy

Bloom’s Original Taxonomy

• Cognitive• Affective• Psychomotor

• Knowledge• Attitudes• Skills

Page 6: Blooming Materials: Aligning Learning, Teaching and Assessment Goals by the application of Bloom’s Taxonomy

The Cognitive DomainEvaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

recommend, judge, summarize

create, invent, hypothesize

separate, compare, analyse

use, apply, demonstrate

write, explain, justify

define, name, describe

Page 7: Blooming Materials: Aligning Learning, Teaching and Assessment Goals by the application of Bloom’s Taxonomy

Modifications to the original

Note the change from Nouns to Verbs [e.g., Application to Applying] to describe the different levels of the taxonomy. Note that the top two levels are essentially exchanged from the Old to the New version.

Source: http://www.odu.edu/educ/llschult/blooms_taxonomy.htm

Page 8: Blooming Materials: Aligning Learning, Teaching and Assessment Goals by the application of Bloom’s Taxonomy

The Knowledge Domain

KnowledgeDomain

The Cognitive Domain

Remembering Understanding Applying Analysing Evaluating Creating

Factual

1. Knowledge of terminology

2. Knowledge of specific details and elements

Page 9: Blooming Materials: Aligning Learning, Teaching and Assessment Goals by the application of Bloom’s Taxonomy

The Knowledge Domain

KnowledgeDomain

The Cognitive Domain

Remembering Understanding Applying Analysing Evaluating Creating

Conceptual

1. Knowledge of classifications and categories

2. Knowledge of principles and generalizations

3. Knowledge of theories, models, and structures

Page 10: Blooming Materials: Aligning Learning, Teaching and Assessment Goals by the application of Bloom’s Taxonomy

The Knowledge Domain

KnowledgeDomain

The Cognitive Domain

Remembering Understanding Applying Analysing Evaluating Creating

Procedural

1. Knowledge of subject-specific skills and algorithms

2. Knowledge of subject-specific techniques and methods

3. Knowledge of criteria for determining when to use appropriate procedures

Page 11: Blooming Materials: Aligning Learning, Teaching and Assessment Goals by the application of Bloom’s Taxonomy

The Knowledge Domain

KnowledgeDomain

The Cognitive Domain

Remembering Understanding Applying Analysing Evaluating Creating

Metacognitive

1. Strategic knowledge

2. Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge

3. Self-knowledge

Page 12: Blooming Materials: Aligning Learning, Teaching and Assessment Goals by the application of Bloom’s Taxonomy

The Cognitive Domain

KnowledgeDomain

The Cognitive Domain

Remember

Factual

1. Recognizing

2. Recalling

Conceptual

Procedural

Metacognitive

Page 13: Blooming Materials: Aligning Learning, Teaching and Assessment Goals by the application of Bloom’s Taxonomy

The Cognitive Domain

KnowledgeDomain

The Cognitive Domain

Understand

Factual 1. Interpreting

2. Exemplifying

3. Classifying

4. Summarizing

5. Inferring

6. Comparing

7. Explaining

Conceptual

Procedural

Metacognitive

Page 14: Blooming Materials: Aligning Learning, Teaching and Assessment Goals by the application of Bloom’s Taxonomy

The Cognitive Domain

KnowledgeDomain

The Cognitive Domain

Apply

Factual

1. Executing

2. Implementing

Conceptual

Procedural

Metacognitive

Page 15: Blooming Materials: Aligning Learning, Teaching and Assessment Goals by the application of Bloom’s Taxonomy

The Cognitive Domain

KnowledgeDomain

The Cognitive Domain

Analyse

Factual

1. Differentiating

2. Organizing

3. Attributing

Conceptual

Procedural

Metacognitive

Page 16: Blooming Materials: Aligning Learning, Teaching and Assessment Goals by the application of Bloom’s Taxonomy

The Cognitive Domain

KnowledgeDomain

The Cognitive Domain

Evaluate

Factual

1. Checking

2. Critiquing

Conceptual

Procedural

Metacognitive

Page 17: Blooming Materials: Aligning Learning, Teaching and Assessment Goals by the application of Bloom’s Taxonomy

The Cognitive Domain

KnowledgeDomain

The Cognitive Domain

Create

Factual

1. Generating

2. Planning

3. Producing

Conceptual

Procedural

Metacognitive

Page 18: Blooming Materials: Aligning Learning, Teaching and Assessment Goals by the application of Bloom’s Taxonomy

The “Complete” Picture

KnowledgeDomain

The Cognitive Domain

Remember Understand Apply Analyse Evaluate Create

Factual List Summarize Classify Order Rank Combine

Conceptual Describe Interpret Experiment Explain Assess Plan

Procedural Tabulate Predict Calculate Differentiate Conclude Compose

MetacognitiveAppropriate

useExecute Construct Achieve Action Actualize

Page 19: Blooming Materials: Aligning Learning, Teaching and Assessment Goals by the application of Bloom’s Taxonomy

Why a Taxonomy for Educators?

• Standards

• Handling a large number of seeming vague or disconnected objectives

• A framework for learning, teaching and assessing both the effectiveness of instruction and the abilities of the students

Page 20: Blooming Materials: Aligning Learning, Teaching and Assessment Goals by the application of Bloom’s Taxonomy

Why a Taxonomy for Educators?

• Global

• Educational

• Instructional

• All students will start school ready to learn

• The ability to read musical scores

• The students learn to solve quadratic equations

Objectives

Page 21: Blooming Materials: Aligning Learning, Teaching and Assessment Goals by the application of Bloom’s Taxonomy

What’s the relationship?

Level of ObjectiveGlobal Educational Instructional

Scope Broad Moderate Narrow

Time needed to learn

One or more years (often many)

Weeks or monthsr Hours or days

Purpose or function

Provide vision Design curriculum Plan lessons

ExamplePlan a multi-year curriculum for elementary reading

Plan units of instruction, e.g. the Romans in Britain

Plan daily activities, experiences, and exercises

Page 22: Blooming Materials: Aligning Learning, Teaching and Assessment Goals by the application of Bloom’s Taxonomy

Caveat 2!

• Be careful not to confuse an instructional objective with the activity used to carry it out

• Compare these two teachers’ statements:My students are going to learn how dominant and recessive genes explain the differential inheritance of some characteristics in brothers and sistersMy students are going on a field trip to the zoo

Page 23: Blooming Materials: Aligning Learning, Teaching and Assessment Goals by the application of Bloom’s Taxonomy

Four Important Questions

• Learning – What is important for students to learn in the limited school and classroom time available?

• Instruction – How does one plan and deliver instruction that will result in high levels of learning for large numbers of students?

• Assessment – How does one select or design assessment instruments and procedures that provide accurate information about how well students are learning?

• Alignment – How does one ensure that objectives, instruction, and assessment are consistent with one another?

Page 24: Blooming Materials: Aligning Learning, Teaching and Assessment Goals by the application of Bloom’s Taxonomy

Where next?

• As a starting point, the online Wiki about Bloom’s Taxonomy has some useful links to click.

• Anderson and Krathwohl (2001) is also very readable, whatever your position as an educator within the school system

• You can e-mail me if you have any questions: [email protected](Please put THT Phil in the subject line)