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practice writing objectives with bloom s taxonomy add to your page 51

Primary Convergent Thinking (convergent--it's coming together- the same). The first two levels, knowledge and understanding, represent the foundation for all higher levels of thinking! Beginning with application and remaining levels, the student is asked to mentally manipulate bits of information previously learned to create an answer..

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practice writing objectives with bloom s taxonomy add to your page 51

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    1. Practice Writing Objectives With Bloom’s Taxonomyadd to your page 51 Knowledge (Remembering previously learned material). The learner will (TLW)… recall the date of the Civil War. list the steps in long division. name the 206 bones of the human skeleton. list the level so Bloom’s Taxonomy of the cognitive domain. Understanding (comprehend facts) TLW: draw a graph to illustrate population growth. make an outline of the story you read. paraphrase the Gettysburg Address. organize the levels of Bloom’s Taxonomy from lower to higher levels of cognition.

    2. Primary Convergent Thinking(convergent--it’s coming together- the same) The first two levels, knowledge and understanding, represent the foundation for all higher levels of thinking! Beginning with application and remaining levels, the student is asked to mentally manipulate bits of information previously learned to create an answer.

    3. Divergent Thinking(divergent--having differences) Application (Using rules, laws, methods in a new situation) TLW: use writing skills in preparing a social studies report. write one objective for each level of Bloom’s Taxonomy. Analysis (Breaking information down into parts and identifying relationships between the parts) Compare and contrast the personalities of Hamlet and Romeo. Classifies the elements of the play “Sorry, Wrong Number” into basic categories. Categorize a list of objectives into the proper level of Bloom’s Taxonomy.

    4. Synthesis (Bring together more than one piece of information, idea, or set of skills and arrange them into a creative new whole.) propose a hypothesis and design an experiment to test it. devise a plan to solve the problem of landfills. Propose a new hierarchy of the cognitive domain. Evaluation (Make a judgment and give reasons to support that position.) choose the U.S. president you believe to be the most effective and state why. take a position on the capital punishment issue; support you position.

    5. Practice Thinking at Each Level. Check your knowledge of Bloom’s. List the six levels of Bloom’s Taxonomy.

    6. Categorizing is Understanding Level The student compares today’s religious unrest in Ireland with the Crusades. analysis (clue word: compare) The student must decide whether religious wars should be fought at all and tell why. evaluation (Decide/tell why) The student names the important leaders of the Crusades. knowledge (names)

    7. The student defines, in his/her own words, the terms: Holy Land, pilgrimage, truce. understanding (defines in own words) If the Crusades were fought today, the student suggests how life might be different. application (principles of Crusades used today) The student writes a short story in which there is a dramatic new ending to the Crusades. synthesis (writes story with original ending)

    8. Application- solve a problem in a new situation. Explain several ways that your knowledge and understanding of Bloom’s Taxonomy might improve your own teaching: _________________________________ _________________________________ _________________________________ _________________________________

    9. Analysis Level Compare and contrast Bloom’s Taxonomy with Barrett’s Taxonomy.

    10. Synthesis Design a new and better classification system of the cognitive domain.

    11. Evaluation Should all teachers be required to know and understand Bloom’s Taxonomy? Support your answer. ___________________________________ ___________________________________ ___________________________________ ___________________________________

    12. Constructivism Learning is built upon prior knowledge. How much and how fast students learn in a lesson is dependent upon how actively involved they are in the lesson. Active involvement, discovering, comparing, synthesizing one’s own knowledge and understanding is learning.

    13. Practice One More Time!!

    14. 1. The student will be able to compare and contrast the causes of World War I to the causes of World War II. 2. The student will be able to list the causes of World War I. 3. The student will be able to summarize and explain in his/her own words the causes of World War I. 4. The student will be able to hypothesize and propose what events could have stopped WWI and WWII from occurring.

    15. Thank you!

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