BLOOMS TAXONOMY

A practical exerciseBy K. Kaleem Ahmad

I must acknowledge Ms Laura Davis’s content on slide share from which I have borrowed copiously

I have adapted the entire presentation to the story of Little Red Riding Hood to make the questions and the learningsmore pointed.

QUICK FACTS ABOUT HIGHER ORDER THINKING

H: Higher O: OrderT: Thinking

Memorizing something is not the same as thinking about it.

You can memorize something without understanding it.

Thinking is done in both words and pictures.

There are three main types of intelligence and thinking: analytical, creative and practical.

HIGHER ORDER THINKING (HOT)

HOT does not include memorization. We must understand the facts Connect the facts to each other Categorize the facts Manipulate the facts Find relationships between them Apply them as we seek new solutions to

new problems. Metacognition is thinking about your

thinking. When a learner uses metacognition they are contemplating and revising their thoughts continuously .

AN EXAMPLE Pakistan has water shortage in certain monthsPakistan has floods in certain other monthsPakistan has power shortage and power tariffs are very highIf we build dams we will have fewer floodsHydro Power being Cheaper will bring down power tariffOur water Shortage will be reduced greatly

Caveat: This is just an example. Real situation should have numbers and figures without which this is just an opinion. If you can quote numbers during a discussion that will make itthat much more convincing. Also notice words in red do not specify by how much

A soap company was getting empty wrappers in cartons. They asked the managers to solve this problem. The managers got high res cameras to watch.A workman hearing about this, came up with another solution. He got a pedestal fan and pointed it at the assembly line. As each soap wrapper passed the fan, the empty wrapper got blown off the line. (Also a difference in the starting point or assumptions)

PROBLEM SOLVING

ORIGINAL BLOOM’S TAXONOMY

According to the original Bloom’s Taxonomy, the lowest order of thinking is knowledge (remembering something) and comprehension (knowing what something use).

These tiers were used as building blocks to help teachers scaffold their lessons and build students up to the top tier of thinking.

BLOOM’S PYRAMID DEMONSTRATED

KNOWLEDGE- Total number of companies in Pakistan

COMPREHENSION- Comparing their sizes

APPLICATION- Calculating their total advertising needs

ANALYSIS - Find out BTL vs ATL or Geographic spread

SYNTHESIS- Select large BTL spenders for presentations

EVALUATION- Company Strategy Alternate Segments

OLD VS. NEW BLOOM’S

Notice the terminology changes in the comparison above.

WHAT’S THE DIFFERENCE?

Original Bloom’s Taxonomy

Revised Bloom’s Taxonomy

Terminology: Used nouns to describe the levels of thinking.

Structure: One dimensional using the Cognitive Process.

Terminology: Uses verbs to describe the levels of thinking.

Structure: Two dimensional using the Knowledge Dimension and how it interacts with the Cognitive Process.

USING BLOOM’S METHOD Create

Evaluate

Analyze

Apply

Understand

Remember

Creating: How

would you adapt the plot to create a

different

story?

Evaluating: What choice would

you have made if you were in

the story?

Analyzing: How is this story related to your life?

Applying: What questions would you ask in an interview with the main

character?

Understanding: What is the main idea of the story?

Remembering: Who was the main character?

TIERS OF REVISED BLOOM’S TAXONOMY

RETENTION IS REVERSE IN THE OTHER PYRAMID

LINKING FACTS AND MAKING SENSE

SALESINVENTORYCASHRECEIVABLES

He can create his own business model. He can evaluate his own position at a point in timeHe can analyze his situation based on the aboveHe can apply his knowledge and understanding to these four(Money is in the above four at any point in time)

FROM A SMALL SHOPKEEPER TO THE LARGEST FIRM

USING REMEMBERING IN A LESSON Make a list of the main events. Make a timeline of events. Write a list of any pieces of

information you can remember. List all the women in the story. Make a drawing showing 2 houses

and the forest

EXAMPLE OF UNDERSTANDING A LESSON

Can you draw pictures to show a particular event.

Explain what you think the main idea was. Make a cartoon strip showing the sequence

of events. Retell the story in your own words. Paint a picture of some aspect you like. Write a summary report of the story Prepare a flow chart to illustrate the

sequence of events.

APPLYING QUESTIONS How would you use the

story to demonstrate safe habits ?

What examples can you find to support your ideas?

How would you solve the problem ?

How would you organize the visit to show safety mindedness ?

How would you apply what you learned to develop a plan for other children having similar ideas?

What other way would you plan to play safe?

What would result if she did not waste time on the way?

Can you make use of the facts for other children?

What elements would you choose to change ?

What facts would you change enhance the message?

What questions would you ask in an interview with the wolf?

ANALYZING QUESTIONS What are the parts of

the story? Why do you think will

happen in the future? What is the theme ? What motive is there

for the woodsman? What inference can

you make about their family?

What conclusions can you draw about the moral of the story?

How would you classify all the characters in terms of their ability to analyze?

How would you categorize the story?

What evidence can you find to support your analysis?

What is the relationship between the two women?

EVALUATING QUESTIONS Do you agree with the actions of

the woodsman ? Do you agree with the ending ? What is your opinion of grandma? How would you substantiate it?

Disprove it ? Can you assess the value or

importance of the basket ? Would it be better if a courier

was used ? Why did the mother choose little

girl? What would you recommend ? How would you rate the story? What would you cite to defend

the actions of mother? How far was the woodsman from

grandma’s house?

What judgment would you make about the writer?

Based on what you know, how would you explain wolf not eating RRH when he met her in the woods?

What information would you use to support the view your view?

CREATING QUESTIONS What changes would you

make to solve …? How would you improve …? What would happen if …? Can you elaborate on the

reason …? Can you propose an

alternative…? Can you invent …? How would you adapt the

story to create a different message?

How could you change (modify) the plot (plan) ?

What could be done to minimize (maximize) the impact?

What could be combined to improve (change) …?

Suppose you could ___ what would you do …?

How would you test …? Can you formulate a theory for

…? Can you predict the outcome if

…? How would you estimate the

results for …? What facts can you compile

…? Can you construct a model

that would change …? Can you think of an original

way for the …?

WHAT DO YOU USE EVERYDAY? ARE YOU USING YOUR HOT SKILLS?

There is a whole website dedicated to digital Bloom’s! Check it out here: http://visualblooms.wikispaces.com/