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Bloom’s Taxonomy Investigating Cognitive Complexity

Bloom’s Taxonomy Investigating Cognitive Complexity. Heartland AEA Curriculum Network January 8, 2010. Bloom’s KUD. K now 6 levels of cognitive processes of Bloom’s Revised Taxonomy 4 knowledge dimensions of Bloom’s Revised Taxonomy U nderstand

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Bloom’s Taxonomy Investigating Cognitive Complexity

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  1. Bloom’s TaxonomyInvestigating Cognitive Complexity Heartland AEA Curriculum Network January 8, 2010

  2. Bloom’s KUD Know • 6 levels of cognitive processes of Bloom’s Revised Taxonomy • 4 knowledge dimensions of Bloom’s Revised Taxonomy Understand • Achieving complexity in questions and tasks is essential to deeper, more durable learning. Do • Apply Bloom’s Revised Taxonomy ICC Concepts and Skills

  3. Discuss at your table… • 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 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?

  4. What are the 6 levels of Bloom’s? Can you put them in order - low to high?

  5. Revision At-a-Glance

  6. UNDERSTANDINGS These 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

  7. 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

  8. The Knowledge Dimension • Factual • Terminology • Details & Elements • Conceptual • Classifications & Categories • Principles & Generalizations • Theories, Models, & Structures

  9. 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

  10. The Taxonomy Table

  11. Modeling

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

  13. How it works… Generate criteria to judge the quality of a question and use those criteria to critique a given set of questions. • 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

  14. Think Aloud Generate criteria to judge the quality of a question and use those criteria to critique a given set of questions. 1 2

  15. Science As Inquiry grades 6-8 Essential concept/skill • Design and conduct different kinds of scientific investigations Detail • Students use appropriate safety procedures when conducting investigations Focus on the detail

  16. Students use appropriate safety procedures when conducting investigations.

  17. 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

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

  19. 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.

  20. What’s the Bloom’s Level? • 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 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?

  21. What makes a task, question or objective “good”?

  22. Why is it important for teachers to meet these criteria in their instruction?

  23. What are the consequences when/if they don’t?

  24. What would you see and hear in a classroom where higher-order thinking and questioning are occurring?

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

  26. Web Resources http://faculty.chass.ncsu.edu/slatta/hi216/learning/bloom.htm This 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.

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