Teaching with the Revised Bloom staxonomy

Teaching with the Revised Bloom staxonomy

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)

Original Evaluation Synthesis Analysis Application Comprehension Knowledge Revised Creating Evaluating Analyzing Applying Understanding Remembering Noun Verb

Cognitive Domain Analyzing Applying Creating Evaluating Remembering Understanding Affective Domain Characterizing by value or value concept Organizing & conceptualizing Receiving Responding Valuing 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

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)

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

Remembering The 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 c = Using Executing Can students use the information in another familiar situation?

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?

Evaluating Student 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?

Creating Student creates new ideas and information using what previously has been learned Constructing Designing Devising Bloom s Taxonomy Making Planning Producing Inventing Can students generate new products, ideas, or ways of viewing things?

Questioning... Lower level questions remembering, understanding & lower level applying levels Lower level questions Bloom s Taxonomy Evaluate students preparation and comprehension Diagnose students strengths and weaknesses Review and/or summarizing content

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

Summary Bloom 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

QUICK RECAP OF DR GARDNER S THEORY OF MULTIPLE INTELLIGENCE

Let s Practice!

Thank You!

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