blooms taxonomy

Teaching with the Revised Blooms Taxonomy

Teaching with the Revised BloomsTaxonomy

1BLOOM INTERESTED IN STUDENT LEARNING CENTRAL TO HIS LIFES WORK

WROTE OR CO-AUTHORED 18 BOOKS

IN LOVE WITH PROCESS OF FINDING OUT

ONE OF MOST WIDELY APPLIED AND MOST OFTEN CITED REFERENCES IN EDUCATION

TRANSLATED INTO 22 LANGUAGES

B. 1913D. 1999

Taxonomy = Classification

Classification of thinking Six cognitive levels of complexity

2Taxonomy of Cognitive Objectives1950s- developed by Benjamin BloomMeans of expressing qualitatively different kinds of thinkingAdapted for classroom use as a planning toolContinues to be one of the most universally applied models Provides a way to organize thinking skills into six levels, from the most basic to the higher order levels of thinking1990s- Lorin Anderson (former student of Bloom) revisited the taxonomyAs a result, a number of changes were made

Why use Blooms taxonomy?Write and revise learning objectivesPlan curriculumIdentifies simple to most difficult skillsEffectively align objectives to assessment techniques and standards

Incorporate knowledge to be learned (knowledge dimension) and cognitive process to learnFacilitate questioning (oral language = important role within framework)

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EvaluationSynthesisAnalysisApplicationComprehensionKnowledgeCreatingEvaluatingAnalyzingApplyingUnderstandingRememberingOriginalRevisedNounVerb

4Remembering = Rote memorizationClassifying cognitive thinking into different levels, each building on the previous level, from the most simple to the most abstract

ORIGINAL = 8 years

REVISED = 6 years

Application (noun) to knowledge (verb)


5ORIGINAL AND REVISED TAXONOMIES DEPICTED AS A PYRAMID, WITH THE LOWER LEVELS AT THE BOTTOM OF THE FIGURE, INDICATING A LARGER BODY OF KNOWLEDGE AVAILABLE IN FOUNDATIONAL MATERIAL.


6I FELT THAT THE ORIGINAL PYRAMID DID NOT FULLY ILLUSTRATE THE FACT THAT AS ONE MOVES UP THE HIERARCHY, MORE IS LEARNED, THUS, EXPANDING THE KNOWLEDGE GAINED. THE INVERTED PYRAMID MORE CLOSELY DEPICTS THIS EXPANDING KNOWLEDGE.

RememberingUnderstandingApplyingAnalyzingEvaluatingCreating

7BLOOMS TAXONOMY MAY BE DEPICTED AS A SET OF STAIRS THAT STUDENTS CLIMB FROM ONE LEVEL TO THE NEXT.

CreatingEvaluatingAnalyzingApplyingUnderstandingRemembering

8LEVELS OR PRE-REQUISITES

SUGGESTED THAT A STUDENT CANNOT EFFECTIVELY OR OUGHT NOT TRY TO ADDRESS HIGHER LEVELS UNTIL THOSE BELOW THEM HAVE BEEN COVERED

EACH LEVEL IS SUBSUMED BY THE HIGHER LEVEL

LEVELS OF LEARNING CREATE AN EXPECTED CEILING FOR A GIVEN PROGRAM OR CURRICULUM

PROGRESSIVE CONTEXTUALIZATION

LOWER LEVELS PERHAPS JUST ENOUGH FOR A TECHNICIANS LEVEL OF COMPETENCE AND NOT BEYOND (FOR A MORE ADVANCED POSITION)

Cognitive DomainAnalyzingApplyingCreatingEvaluatingRememberingUnderstanding

Characterizing by value or value concept Organizing &conceptualizing Receiving Responding Valuing

Affective DomainPsychomotor Domain ArticulatingImitatingManipulatingPerformingPrecisioning

9THREE TYPES OF LEARNING:

COGNITIVE DOMAIN: Thinking, intellectual abilities. Comprehending information, organizing ideas, evaluating information and actions.

AFFECTIVE DOMAIN: A learners emotions toward learning. Interests, attitudes, opinions, appreciations, values, emotional sets.

PSYCHOMOTOR DOMAIN: Basic motor skills, coordination, and physical movement. Speech development, reading readiness, handwriting, physical education, manipulative skills (keyboarding), industrial technology, performance areas in science, art, music.

American education has been leaning more toward the cognitive domain at the exclusion of the affective and psychomotor domains. Well-rounded and fully functioning people need development in all three domains.

Cognitive DomainAnalyzingApplyingCreatingEvaluatingRememberingUnderstanding

Characterizing by value or value concept Organizing &conceptualizing Receiving Responding Valuing

Affective DomainPsychomotor Domain ArticulatingImitatingManipulatingPerformingPrecisioning

10COGNITIVE DOMAIN: Thinking, intellectual abilities. Comprehending information, organizing ideas, evaluating information and actions.

AFFECTIVE DOMAIN: A learners emotions toward learning. Interests, attitudes, opinions, appreciations, values, emotional sets.

PSYCHOMOTOR DOMAIN: Basic motor skills, coordination, and physical movement. Speech development, reading readiness, handwriting, physical education, manipulative skills (keyboarding), industrial technology, performance areas in science, art, music.

American education has been leaning more toward the cognitive domain at the exclusion of the affective and psychomotor domains. Well-rounded and fully functioning people need development in all three domains.

Change in TermsCategories noun to verb Taxonomy reflects different forms of thinking (thinking is an active process) verbs describe actions, nouns do notReorganized categoriesKnowledge = product/outcome of thinking (inappropriate to describe a category of thinking) now remembering Comprehension now understandingSynthesis now creating to better reflect nature of thinking described by each category

Handout #

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Changes in StructureProducts of thinking part of taxonomyForms of knowledge = factual, conceptual, procedural, metacognitive (thinking about thinking)Synthesis (creating) and evaluation (evaluating) interchangedCreative thinking more complex form of thinking than critical thinking (evaluating)

Handout #

12ONE CAN BE CRITICAL WITHOUT BEING CREATIVE (i.e., JUDGE AN IDEA AND JUSTIFY CHOICES) BUT CREATIVE PRODUCTION OFTEN REQUIRES CRITICAL THINKING (1.E., ACCEPTING AND REJECTING IDEAS ON THE PATH TO CREATING A NEW IDEA, PRODUCT, OR WAY OF LOOKING AT THINGS (POHL, 2000).

ONE DIMENTIONAL TO TWO-DIMENTIONAL FORM (SEE HANDOUT WITH VERBS AND OUTCOMES/PRODUCTS)

KNOWLEDGE DIMENSION KIND OF KNOWLEDGE TO BE LEARNED (FACTUAL, CONCEPTUAL, PROCEDURAL, META-COGNITIVE)COGNITIVE PROCESS DIMENSION PROCESS USED TO LEARN (REMEMBER, UNDERSTAND, APPLY, ANALYZE, EVALUATE, CREATE)(SOURCE: MARY FOREHAND, 2008)

Changes in EmphasisUSE: More authentic tool for curriculum planning, instructional delivery and assessmentAimed at broader audienceEasily applied to all levels of educationRevision emphasizes explanation and description of subcategories

Handout #

13Blooms taxonomy was traditionally viewed as a tool best applied in the earlier years of schooling (i.e., primary and junior primary years). The revised taxonomy is more universal and easily applicable at elementary, secondary, and higher education levels.Revision emphasizes explanation and description of subcategories. See handout.

RememberingThe learner is able to recall, restate and remember learned information

DescribingFindingIdentifyingListing

RetrievingNamingLocatingRecognizing

Can students recall information?

14Make a story map showing the main events of the story.Make a time line of your typical day.Make a concept map of the topic.Write a list of keywords you know about.What characters were in the story?Make a chart showingMake an acrostic poem aboutRecite a poem you have learned.

1.Gumawa ng time line ng mahahalagang pangyayari sa panahong Renaissance.( retrieving and listing )TEST ITEM:Alin sa mga sumusunod ang naunang nangyari?

2.Identify the main characters in the story?( Identifying/naming )TEST ITEM:Which of the following characters killed the victim?

Understanding Student grasps meaning of information by interpreting and translating what has been learnedClassifyingComparingExemplifyingExplainingInferringInterpretingParaphrasingSummarizingCan students explain ideas or concepts?

16Write in your own wordsCut out, or draw pictures to illustrate a particular event in the story.Report to the classIllustrate what you think the main idea may have been.Make a cartoon strip showing the sequence of events in the story.Write and perform a play based on the story.Write a brief outline to explain this story to someone elseExplain why the character solved the problem in this particular wayWrite a summary report of the event.Prepare a flow chart to illustrate the sequence of events.Make a coloring book.Paraphrase this chapter in the book.Retell in your own words.Outline the main points.

Naipapaliwanag ang pagkakaiba ng sugnay na nakapag-iisa at di nakapag-iisa.TEST ITEM:Ang mga sumusunod ay sugnay na di nakapag-iisa maliban sa:

Interpret the main idea of the story.TEST ITEM:Illustrate the main idea of the story using a concept map.

Applying Student makes use of information in a context different from the one in which it was learnedImplementingCarrying outUsingExecutingCan students use the information in another familiar situation?c=

18Construct a model to demonstrate how it looks or worksPractice a play and perform it for the classMake a diorama to illustrate an eventWrite a diary entryMake a scrapbook about the area of study.Prepare invitations for a characters birthday partyMake a topographic mapTake and display a collection of photographs on a particular topic.Make up a puzzle or a game about the topic.Write an explanation about this topic for others.Dress a doll in national costume.Make a clay modelPaint a mural using the same materials.Continue the story

To use the concept of ratio and proportion in a real life situation.TEST ITEM:Charmaine bought her new dress at 20% discount using her membership card. The original price of the dress is P500.You are the cashier of the store how much will you gave as her change? 2. To draw a portrait of your mother or father using the different elements of the arts.

Analyzing Student breaks learned information intoits parts to best understand that informationAttributing ComparingDeconstructingFindingIntegrating OrganizingOutliningStructuring

Can students break information into parts to explore understandings and relationships?

20Use a Venn Diagram to show how two topics are the same and differentDesign a questionnaire to gather information.Survey classmates to find out what they think about a particular topic. Analyse the results.Make a flow chart to show the critical stages.Classify the actions of the characters in the bookCreate a sociogram from the narrativeConstruct a graph to illustrate selected information.Make a family tree showing relationships.Devise a roleplay about the study area.Write a biography of a person studied.Prepare a report about the area of study.Conduct an investigation to produce information to support a view.Review a work of art in terms of form, color and texture.Draw a graphComplete a Decision Making Matrix to help you decide which breakfast cereal to purchase

Compare and contrast feudalism and manorialism.TEST ITEM:How is feudalism similar to manorialism?

2. Review a work of art in terms of form, color and texture.TEST ITEMUsing the picture below entitled Monalisa, make a concept map showing its form, color and texture.

EvaluatingStudent makes decisions based on in-depth reflection, criticism and assessmentCheckingCritiquingDetecting ExperimentingHypothesisingJudgingMonitoringTesting

Can students justify a decision or a course of action?

22Write a letter to the editorPrepare and conduct a debatePrepare a list of criteria to judgeWrite a persuasive speech arguing for/againstMake a booklet about five rules you see as important. Convince others.Form a panel to discuss viewpoints on.Write a letter to. ..advising on changes needed.Write a half-yearly report.Prepare a case to present your view about...Complete a PMI onEvaluate the characters actions in the story

1. To prepare a list of criteria to judge a cooking contest

TEST ITEM:Which of the criteria you prepared you will give a high percentage? Low percentage? Why

CreatingStudent creates new ideas and information using what previously has been learnedConstructingDesigningDevisingInventing

Making PlanningProducing

Can students generate new products, ideas, or ways of viewing things?

24Use the . . . strategy to invent a new type of sports shoe.Invent a machine to do a specific task.Design a robot to do your homework.Create a new product. Give it a name and plan a marketing campaign.Write about your feelings in relation to...Write a TV show play, puppet show, role play, song or pantomime about..Design a new monetary system Develop a menu for a new restaurant using a variety of healthy foodsDesign a CD, book or magazine cover for...Sell an ideaDevise a way to...Make up a new language and use it in an exampleWrite a jingle to advertise a new product.(Adapted from Dalton, 1986)

1. To develop a unique menu for a cooking contest.

TEST ITEM:Develop a unique menu, apple as the main ingredient. Write down the procedures using a flow chart.

Questioning . . .Lower level questionsremembering, understanding & lower level applying levels Lower level questions Evaluate students preparation and comprehensionDiagnose students strengths and weaknessesReview and/or summarizing content

University of Illinois (2006)Handout #

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Questioning . . .Higher level questions require complex application, analysis, evaluation or creation skillsHigher level questionsEncourage students to think more deeply and criticallyFacilitate problem solvingEncourage discussionsStimulate students to seek information on their own

University of Illinois (2006)Handout #

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Remembering stemsWhat happened after...?How many...?What is...?Who was it that...?Name ...Find the definition ofDescribe what happened afterWho spoke to...?Which is true or false...?

(Pohl, 2000)

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Understanding stemsExplain whyWrite in your own wordsHow would you explain?Write a brief outline...What do you think could have happened next...?Who do you think...?What was the main idea...?ClarifyIllustrate(Pohl, 2000)

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Applying stemsExplain another instance whereGroup by characteristics such asWhich factors would you change if?What questions would you ask of?From the information given, develop a set of instructions about

(Pohl, 2000)

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Analyzing stemsWhich events could not have happened?If. ..happened, what might the ending have been?How is...similar to...?What do you see as other possible outcomes?Why did...changes occur?Explain what must have happened when...What are some or the problems of...?Distinguish between...What were some of the motives behind..?What was the turning point?What was the problem with...?

(Pohl, 2000)

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Evaluating stemsJudge the value of... What do you think about...?Defend your position about...Do you think...is a good or bad thing?How would you have handled...?What changes to would you recommend?Do you believe...? How would you feel if...?How effective are...?What are the consequences...?What influence will....have on our lives?What are the pros and cons of....?Why is....of value? What are the alternatives?Who will gain & who will loose?

(Pohl, 2000)

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Creating stemsDesign a...to...Devise a possible solution to...If you had access to all resources, how would you deal with...?Devise your own way to...What would happen if ...?How many ways can you...?Create new and unusual uses for...Develop a proposal which would... (Pohl, 2000)

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SummaryBlooms revised taxonomySystematic process of thinking & learningAssists assessment efforts with easy-to-use formatVisual representation of alignment between goals & objectives with standards, activities, & outcomesHelps form challenging questions to help students gain knowledge & critical thinking skillsAssists in development of goals, objectives, & lesson plans

34GOLDILOCKS STORY

Lets Practice!

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Thank You!

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References and Resources

Cruz, E. (2003). Bloom's revised taxonomy. In B. Hoffman (Ed.), Encyclopedia of Educational Technology. http://coe.sdsu.edu/eet/Articles/bloomrev/start.htm

Dalton, J. & Smith, D. (1986) Extending childrens special abilities: Strategies for primary classrooms. http://www.teachers.ash.org.au/researchskills/dalton.htm

Ferguson, C. (2002). Using the revised Blooms Taxonomy to plan and deliver team-taught, integrated, thematic units. Theory into Practice, 41(4), 239-244.

Forehand, M. (2008). Blooms Taxonomy: From emerging perspectives on learning, teaching and technology. http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy

Mager, R. E. (1997). Making instruction work or skillbloomers: A step-by-step guide to designing and developing instruction that works, (2nd ed.). Atlanta, GA: The Center for Effective Performance, Inc.

Mager, R. E. (1997). Preparing instructional objectives: A critical tool in the development of effective instruction, (3rd ed.). Atlanta, GA: The Center for Effective Performance, Inc.

Pohl, Michael. (2000). Learning to think, thinking to learn: Models and strategies to develop a classroom culture of thinking. Cheltenham, Vic.: Hawker Brownlow.

Tarlinton (2003). Blooms revised taxonomy. http://www.kurwongbss.qld.edu.au/thinking/Bloom/bloomspres.ppt.

University of Illinois, Center for Teaching Excellence (2006). Blooms taxonomy. www.oir.uiuc.edu/Did/docs/QUESTION/quest1.htm

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