Bloo

m’s

Bl

oom

’s

Taxo

n om

yTa

xono

my

Exp l

orin

g H O

T

NorwalkMiddle School/Eastview

October 20, 2010

Welcome to Professional Learning!

Bloom’s KUDKnow 6 levels of Bloom’s Revised

TaxonomyUnderstand Achieving complexity in questions

and tasks is essential to deeper, more durable student learning.

Do Identify Bloom’s levels in an

instructional sequence

On a Sticky Note… Jot down two of the best

questions you’ve asked your students this week.

Set aside.

Discuss at your table…1. What makes a question “good”?2. What would you see and hear in a

classroom where teachers and students are engaged in higher-order questioning?

3. What would happen to student learning if teachers and students asked effective higher-order questions? (Think about ALL students including all subgroups.)

Be prepared to share with the large group.

What are the 6 levels of Bloom’s?

Can you put them in order -

low to high?

Revision At-a-GlanceO r i g i n a l T e r m s N e w T e r m s

• E v a l u a t i o n

• S y n t h e s i s

• A n a l y s i s

• A p p l i c a t i o n

• C o m p r e h e n s i o n

• K n o w l e d g e

• C r e a t i n g

• E v a l u a t i n g

• A n a l y s i n g

• A p p l y i n g

• U n d e r s t a n d i n g

• R e m e m b e r i n g

( B a s e d o n P o h l , 2 0 0 0 , L e a r n i n g t o T h i n k , T h i n k i n g t o L e a r n , p . 8 )

Revisiting the Discussion1. What makes a question “good”?2. What would you see and hear in a

classroom where teachers and students are engaged in higher-order questioning?

3. What would happen to student learning if teachers and students asked effective higher-order questions? (Think about ALL students including all subgroups.)

Bloom’s in Action View the video Use the revised Peer Observation

sheet to identify different levels of Bloom’s questioning

Discuss with a partner

Revisit Your Questions Based on the characteristics of a

“good” question and Bloom’s Taxonomy, determine if you asked good, higher-order questions.

Using these questions as a basis, create a better version of each.

Web Resourceshttp://social.chass.ncsu.edu/slatta/hi216/learning/bloom.htm

This site provides an overview and graphic of Bloom’s Revised Taxonomy.http://www.kurwongbss.eq.edu.au/thinking/Bloom/blooms.htm

This is a site rich in Bloom’s Revised Taxonomy examples across subject areas. Many of the handouts you’ve seen today came from this site.http://www.uwsp.edu/education/lwilson/curric/newtaxonomy.htm

This site offers a side-by-side comparison of the original and revised versions of Bloom’s Taxonomy.

Reflect How will using Bloom’s Taxonomy

help focus your peer observations and improve your instruction?

How does today’s learning connect to Iowa Core and/or other practices in which you engage?

http://maryschmidt.pbworks.com

PowerPoint and video