Blooms presentation ppt

Teaching with the Revised

Bloom’sTaxonomy

Janet GiesenFaculty Development and Instructional Design Center

Taxonomy = Classification

Classification of thinking

Six cognitive levels of complexity

Why use Bloom’s taxonomy?• Write and revise

learning objectives• Plan curriculum• Identifies simple to

most difficult skills• Effectively align

objectives to assessment techniques and standards

• Incorporate knowledge to be learned (knowledge dimension) and cognitive process to learn

• Facilitate questioning (oral language = important role within framework)

EvaluationSynthesisAnalysis

ApplicationComprehension

Knowledge

CreatingEvaluatingAnalyzingApplying

UnderstandingRemembering

Original Revised

Noun Verb

EvaluationSynthesisAnalysis

ApplicationComprehension

Knowledge

CreatingEvaluatingAnalyzingApplying

UnderstandingRemembering

Original Revised

Noun Verb

EvaluationSynthesisAnalysis

ApplicationComprehension

Knowledge

CreatingEvaluatingAnalyzingApplying

UnderstandingRemembering

Original Revised

Noun Verb

RememberingUnderstanding

Applying

Analyzing

Evaluating

Creating

CreatingEvaluatingAnalyzingApplying

UnderstandingRemembering

Cognitive Domain

Analyzing

Applying

Creating

Evaluating

Remembering

Understanding

Characterizing by value or value concept

Organizing &conceptualizing

Receiving

Responding

Valuing

Affective Domain

Psychomotor Domain

Articulating

Imitating

Manipulating

Performing

Precisioning

Cognitive Domain

Analyzing

Applying

Creating

Evaluating

Remembering

Understanding

Characterizing by value or value concept

Organizing &conceptualizing

Receiving

Responding

Valuing

Affective Domain

Psychomotor Domain

Articulating

Imitating

Manipulating

Performing

Precisioning

Change in Terms• Categories noun to verb

– Taxonomy reflects different forms of thinking (thinking is an active process) verbs describe actions, nouns do not

• Reorganized categories– Knowledge = product/outcome of thinking

(inappropriate to describe a category of thinking) now remembering

– Comprehension now understanding– Synthesis now creating to better reflect nature

of thinking described by each category

Handout #

Changes in Structure• Products of thinking part of taxonomy• Forms of knowledge = factual, conceptual,

procedural, metacognitive (thinking about thinking)

• Synthesis (creating) and evaluation (evaluating) interchanged– Creative thinking more complex form of

thinking than critical thinking (evaluating)

Handout #

Changes in Emphasis• USE: More authentic tool for curriculum

planning, instructional delivery and assessment

• Aimed at broader audience• Easily applied to all levels of education• Revision emphasizes explanation and

description of subcategories

Handout #

RememberingThe learner is able to recall, restate and

remember learned information

–Describing–Finding– Identifying–Listing

–Retrieving–Naming–Locating–Recognizing

Can students recall information?

Understanding Student grasps meaning of information

by interpreting and translating what has been learned

–Classifying–Comparing–Exemplifying–Explaining

– Inferring– Interpreting–Paraphrasing–Summarizing

Can students explain ideas or concepts?

Applying Student makes use of information in a context different from the one in which it was learned

– Implementing–Carrying out 

–Using–Executing

 Can students use the information in another familiar situation?

c =

Analyzing Student breaks learned information into

its parts to best understand that information

–Attributing –Comparing–Deconstructing–Finding

– Integrating –Organizing–Outlining–Structuring

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

EvaluatingStudent makes decisions based on in-depth

reflection, criticism and assessment

–Checking–Critiquing–Detecting –Experimenting

–Hypothesising–Judging–Monitoring–Testing

Can students justify a decision or a course of action?

CreatingStudent creates new ideas and information

using what previously has been learned

–Constructing–Designing–Devising– Inventing

–Making –Planning–Producing

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

Questioning . . .• Lower level questions—remembering,

understanding & lower level applying levels • Lower level questions

– Evaluate students’ preparation and comprehension

– Diagnose students’ strengths and weaknesses– Review and/or summarizing content

University of Illinois (2006)Handout #

Questioning . . .• Higher level questions require complex

application, analysis, evaluation or creation skills

• Higher level questions– Encourage students to think more deeply and

critically– Facilitate problem solving– Encourage discussions– Stimulate students to seek information on their

own

University of Illinois (2006)Handout #

“Remembering” stemsWhat happened after...?How many...?What is...?Who was it that...?Name ...Find the definition of…Describe what happened after…Who spoke to...?Which is true or false...?

(Pohl, 2000)

“Understanding” stemsExplain why…Write in your own words…How would you explain…?Write a brief outline...What do you think could have happened next...?Who do you think...?What was the main idea...?Clarify…Illustrate…

(Pohl, 2000)

“Applying” stems

Explain another instance where…Group by characteristics such as…Which factors would you change if…?What questions would you ask of…?From the information given, develop a set of

instructions about…

(Pohl, 2000)

“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)

“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)

“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)

SummaryBloom’s revised taxonomy• Systematic process of thinking & learning• Assists assessment efforts with easy-to-use

format• Visual representation of alignment between goals

& objectives with standards, activities, & outcomes

• Helps form challenging questions to help students gain knowledge & critical thinking skills

• Assists in development of goals, objectives, & lesson plans

Let’s Practice!Worksheets

Thank You!Discussion and

Questions

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 children’s special abilities: Strategies for primary classrooms. http://www.teachers.ash.org.au/researchskills/dalton.htm

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

Forehand, M. (2008). Bloom’s 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). Bloom’s revised taxonomy. http://www.kurwongbss.qld.edu.au/thinking/Bloom/bloomspres.ppt.

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