Applying Bloom's Taxonomy. Presented by: Usha Viswanathan

Applying Bloom's Taxonomy Presented by: Usha Viswanathan

Why are we doing this? ------------------------------------- From: sri@it.iitb.ac.in Subject: CM - To Do Date: October 11, 2009 10:00:00 AM GMT+05:30 To: malati@it.iitb.ac.in, vijaya@it.iitb.ac.in, farida@it.iitb.ac.in, ushav@it.iitb.ac.in, samss@it.iitb.ac.in, sahanamurthy@iitb.ac.in... in addition to making sure that the 5 aspects of education are addressed, if we also make sure that there are exercises corresponding to all the levels of Bloom's taxonomy, quality of CM will increase. Action items: 1. [Sahana and Usha] - Review CM 1-4 and see if scope for learning can be increased by any minor additions/changes in the worksheets and activities. For ex. some of the True/False can be easily upgraded to a clicker type Q, and help the children to acquire a deeper understanding. ----------

What we are specifically doing?! Reviewing the questions in Computer Masti1-4, to understand what kind of thinking we are asking children to do.! Classifying the existing questions based on learning taxonomies. Here we are considering Bloom's taxonomy! Modifying existing questions so that the question moves to a higher level under Bloom's taxonomy! Can we push children to acquire a deeper understanding by asking different kinds of questions?

What is Bloom's taxonomy? In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. Bloom identified six levels of learning (cognitive domain) from the simple recall or recognition of facts, as the lowest level to the highest order which is classified as evaluation.

What is Bloom's taxonomy?...contd.

Bloom's taxonomy... Contd Knowledge: Remembering previously learned material, recognize, recall facts cite label name identify match recite state define list quote reproduce pronounce Example: What are the health benefits of eating apples?

Bloom's taxonomy... Contd. Comprehension: ability to grasp the meaning alter discover explain rephrase substitute convert translate restate reword describe give examples illustrate summarize give idea interpret Example: Compare the health benefits of eating apples vs. oranges.

Bloom's taxonomy... Contd. Application: ability to use learned material in new and concrete situations Apply relate solve classify predict compute prepare Example: Which kinds of apples are best for baking a pie, and why?

Bloom's taxonomy... Contd Analysis Separate whole into parts until structure of whole & relationship between parts is clear. Ascertain diagnose distinguish outline Analyze divide point out reduce Associate differentiate find examine Conclude separate infer designate dissect determine discriminate List four ways of serving foods made with apples and explain which ones have the highest health benefits. Provide references to support your statements.

Bloom's taxonomy... Contd Synthesis Combine parts to make (new) whole, creative behaviours, propose plans Combine devise originate compile expand plan compose extend synthesize revise conceive generalize create project design invent rearrange integrate develop modify Example: Convert an "unhealthy" recipe for apple pie to a "healthy recipe by replacing your choice of ingredients. Explain the health benefits of using the ingredients you chose vs. the original ones

Bloom's taxonomy... Contd Evaluation Judge value of material based on criteria, decision making Appraise conclude critique judge Assess contrast deduce weigh Compare criticize evaluate Example: Do you feel that serving apple pie for an after school snack for children is healthy? Why or why not?

Classification: An example Book 3, Lesson 1, Question No. 4 : This is a Knowledge level question.

Classification: Another example Book 1, Lesson 2, Question No. 4 : This is a Comprehension level question.

Classification: Another example Book 3, Lesson 2, Question No. 2: This can be a Application level question.

Statistics in Computer Masti Knowledge Comprehension Application Analysis Synthesis Evaluation Book 1 18 12 3 Nil Nil Nil Book 2 14 16 2 Nil Nil Nil Book 3 12 18 6 Nil Nil Nil Book 4 7 12 4 6 5 Nil Future question: Age appropriateness of taxanomy? Future question: Does a type of question address specfic thinking skill?

New question: Compare the following programs and identify which will show the trail of the sprite? (Analysis) a) When green flag clicked Change costume Move 10 steps Pen down b) Pen down Move 10 steps change costume c) Move 20 steps set pen size to 5 change costume

Suggesting alternate questions for Computer Masti which can target higher order thinking skills (under Bloom's taxonomy )

Kichu Rabbit and Michu Rabbit are on a picnic. It is late and now they are going back home. All the play things and food are scattered. Help them organise and pack everything neatly in their baskets by showing which item goes into which basket. (Book -2, Lesson No. 4, page 45)

Bloom's Taxonomy Hierarchy Knowledge Comprehension Application Analysis Synthesis Evaluation Recognize, recall facts Grasp meaning, explain, interpret, translate, paraphrase Use knowledge in a new situation. Involves rules, methods, laws, principles. Separate whole into parts until structure of whole and relationship between parts is clear. Combine parts to make (new) whole, creative behaviours, propose plans Judge value of material based on criteria, decision making.

Kichu Rabbit and Michu Rabbit are on a picnic. It is late and now they are going back home. All the play things and food are scattered. Help them organise and pack everything neatly in their baskets by showing which item goes into which basket. This is a Application question Why? Here we are using the concept of organisation in a new situation.

Kichu Rabbit and Michu Rabbit are on a picnic. It is late and now they are going back home. All the play things and food are scattered. Now observe the picture and state whether true or false. Banana is a food item. True/ False Bat and ball are play items. True/ False Juice is not a food item. True/ False This is a knowledge question. Why? Here we are testing the knowledge

Kichu Rabbit and Michu Rabbit are on a picnic. It is late and now they are going back home. All the things they brought are scattered. Circle which are the food items and play items given in the figure. This is a Comprehension question Why? First you have to understand what are the food items then circle it.

Kichu Rabbit and Michu Rabbit are on a picnic. It is late and now they are going back home. All the items they have brought are scattered. Some bags are kept, take the needed number of baskets and the organise everything neatly in the baskets. This is an analysis question. Why? First you have to analyse which the things then see what are the categories to choose and then organise.

Kichu Rabbit and Michu Rabbit wants to go for a picnic. It is on a countryside from morning till evening. Can you plan what things they have to carry, so that they can spend the time without getting bored. This is a synthesis question. Why? Here we have to plan the events from morning till evening and then combine them to a picnic. Kichu Rabbit and Michu Rabbit wants to go for a picnic. It is to be on a countryside from morning till evening. Can you plan what things they have to carry, so that they can spend the time without getting bored. They only can take two bags with them which should be organised. This is a Evaluation question. Why? Here some conditions are there, so the students have to take the decision accordingly.

How to proceed further?! How well Bloom's taxonomy works well for children less less than 10 years.! Conduct a pilot. Ger Student and teacher responses.! Does type of question address specfic thinking skill.! Analyse the projects give in each book.! Your suggestions...