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Heartland AEACurriculum Network

January 8, 2010

Bloom’s KUDKnow 6 levels of cognitive processes of Bloom’s

Revised Taxonomy 4 knowledge dimensions of Bloom’s Revised

TaxonomyUnderstand Achieving complexity in questions and tasks is

essential to deeper, more durable learning.Do Apply Bloom’s Revised Taxonomy ICC

Concepts and Skills

Discuss at your table…1. What makes a task, question or

objective “good”? 2. Why is it important for teachers to meet

these criteria in their instruction?3. What are the consequences when they

don’t?4. What would you see and hear in a

classroom where higher-order thinking and questioning are occurring?

5. What would happen to student learning if teachers and students functioned at higher-order levels?

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 )

UNDERSTANDINGSThese are conceptual objectives for students

that Represent big ideas that have enduring

value beyond the classroom Reside at the heart of the discipline and

are worthy of exploration Require “uncoverage” rather than

coverage (of abstract or often misunderstood ideas)

Offer potential for engaging students--Wiggins & McTighe, UbD, 1998

Six Facets of Understanding When we truly understand we

– Can explain– Can interpret– Can apply– Have perspective– Display empathy– Have self-knowledge

--Tomlinson & McTighe, 2006, p. 67

The Knowledge Dimension Factual

– Terminology– Details & Elements

Conceptual– Classifications & Categories– Principles & Generalizations– Theories, Models, & Structures

The Knowledge Dimension Procedural

– Subject-specific skills & algorithms– Subject-specific techniques & methods– Criteria for determining when to use

appropriate procedures Metacognitive

– Strategic knowledge– Contextual & conditional knowledge– Self-knowledge

The Taxonomy Table

Modeling

Example Generate criteria to judge the

quality of a question and use those criteria to critique a given set of questions.

How it works…

Apply S(ubject) V(erb) O(bject) format

S = student (often implied) V = generate (create)

O = criteria to judge the quality of a question

V = critique (evaluate)

O = a set of questions

Generate criteria to judge the quality of a question and use those criteria to critique a given set of questions.

Generate criteria to judge the quality of a question and use those criteria to critique a

given set of questions.

Think Aloud

Science As Inquiry grades 6-8

Essential concept/skill Design and conduct different

kinds of scientific investigationsDetail Students use appropriate safety

procedures when conducting investigations

Focus on the detail

Students use appropriate safety procedures when conducting investigations.

At Your Table: Decide on a content area, discipline, and grade span from the ICC. Chart

one of the details on the Taxonomy Table.

http://www.corecurriculum.iowa.gov

ReflectingIn what ways will the lens of Bloom’s Revised Taxonomy impact Iowa Core Curriculum work in your school/district?

The following slides chart the level of Bloom’s for each of the questions at the beginning of the session today.

One important take-away is that a lesson doesn’t need to begin with low-level questions and/or tasks. Beginning with greater cognitive complexity establishes higher expectations.

What’s the Bloom’s Level?1. What makes a task, question or

objective “good”? 2. Why is it important for teachers to meet

these criteria in their instruction?3. What are the consequences when they

don’t?4. What would you see and hear in a

classroom where higher-order thinking and questioning are occurring?

5. What would happen to student learning if teachers and students functioned at higher-order levels?

What makes a task, question or objective

“good”?

Why is it important for teachers to meet these

criteria in their instruction?

What are the consequences when/if they

don’t?

What would you see and hear in a classroom where

higher-order thinking and

questioning are occurring?

What would happen to student learning

if teachers and students functioned

at higher-order levels?

Web Resourceshttp://faculty.chass.ncsu.edu/slatta/hi216/learning/bloom.htmThis 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.