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BBI 3436

BBI 3436. Bloom’s Taxonomy. The mind is not a vessel to be filled, but a fire to be ignited. (Plutarch). Good critical thinking does not just happen; carefully considered theory lies behind acquisition of these abilities.

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BBI 3436

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  1. BBI 3436 Bloom’s Taxonomy

  2. The mind is not a vessel to be filled, but a fire to be ignited. (Plutarch)

  3. Good critical thinking does not just happen; carefully considered theory lies behind acquisition of these abilities. • Benjamin Bloom: developed 6 stage structure of educational objectives and their assorted tasks. • Bloom’s Taxonomy identifies six levels within the cognitive domain of learning which can be thought of as an order of thinking skills.

  4. Bloom's Taxonomy At the lowest levels are knowledge and comprehension, moving up to more complex and abstract mental levels of analysis, application, synthesis and evaluation. For many educators, Bloom's taxonomy serves as the basis for what are now called Higher Order Thinking skills. Generally the concept is that higher order skills are complex combinations of lower skills.

  5. Productive Pedagogies • Students are engaged only in lower-order thinking; i.e. they receive, or recite, or participate in routine practice. In no activities during the lesson do students go beyond simple reproduction of knowledge. • Higher-order thinking by students involves the transformation of information and ideas. • This transformation occurs when students combine facts and ideas and synthesise, generalise, explain, hypothesise or arrive at some conclusion or interpretation.

  6. Productive Pedagogies • Manipulating information and ideas through these processes allows students to solve problems, gain understanding and discover new meaning.

  7. Bloom’s Revised Taxonomy • Taxonomy of Cognitive Objectives • 1950s- developed by Benjamin Bloom • Means of expressing qualitatively different kinds of thinking • Adapted for classroom use as a planning tool • Continues to be one of the most universally applied models • Provides a way to organise thinking skills into six levels, from the most basic to the higher order levels of thinking • 1990s- Lorin Anderson (former student of Bloom) revisited the taxonomy

  8. Original Terms New Terms • Evaluation • Synthesis • Analysis • Application • Comprehension • Knowledge • Creating • Evaluating • Analysing • Applying • Understanding • Remembering

  9. Bloom's Taxonomy The first, most basic level of thought is called KNOWLEDGE. When you possess knowledge, you possess basic information. You fill your head with facts, figures, names, dates, places, etc.—rememberingpreviously learned material.

  10. Bloom's Taxonomy If you were to consider the topic of mathematics using Bloom’s Taxonomy, you would define KNOWLEDGE as remembering numbers—the ability to count from 1 to 100, but you would not understand how those numbers are useful. Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state.

  11. Remembering • The learner is able to recall, restate and remember learned information. • Recognising • Listing • Describing • Identifying • Retrieving • Naming • Locating • Finding • Can you recall information?  

  12. Remembering • Label • Recall • Write • Outline • Recite • Quote • Match • Underline • Sort Products include : Quiz Definition Fact Worksheet Test Label List Workbook Reproduction Vocabulary • List • Memorise • Relate • Show • Locate • Distinguish • Give example • Reproduce • Quote • Repeat  

  13. Remembering – potential activities • Make a story map showing the main events of the story. • Make a time line of your typical day. • Make a concept map of the topic. • Write a list of keywords you know about…. • What characters were in the story? • Make a chart showing… • Make an acrostic poem about… • Recite a poem you have learnt.

  14. Bloom's Taxonomy • Knowledge is followed by Understanding, the ability to grasp the meaning of material. It goes just beyond the knowledge level. Comprehension is the lowest level of understanding. • Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate,

  15. Understanding • The learner grasps the meaning of information by interpreting and translating what has been learned. • Interpreting • Exemplifying • Summarising • Inferring • Paraphrasing • Classifying • Comparing • Explaining    • Can you explain ideas or concepts?

  16. Understanding • Translate • Give examples of • Paraphrase • Reorganise • Associate Products include : Recitation Summary Collection Explanation Show and tell Example Quiz List Label Outline • Restate • Identify • Discuss • Retell • Research • Annotate

  17. Understanding – potential activities • Cut out, or draw pictures to illustrate a particular event in the story. • Report to the class… • Illustrate what you think the main idea may have been. • Make a cartoon strip showing the sequence of events in the story. • Write and perform a play based on the story. • Write a brief outline to explain this story to someone else • Explain why the character solved the problem in this particular way • Write a summary report of the event.

  18. Evaluation - Judging the outcome • Synthesis - Putting together • Analysis - Taking apart • Application - Making use of knowledge • Comprehension - Confirming or understanding • Knowledge - Gathering Information

  19. Bloom's Taxonomy APPLICATION is the next level of the hierarchy and refers to the ability to use learned material in new and concrete ways, such as solving a particular problem. Application requires a higher level of understanding than comprehension. Application: apply, choose, demonstrate, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write.

  20. Applying • The learner makes use of information in a context different from the one in which it was learned. • Implementing • Carrying out • Using • Executing • Can you use the information in another familiar situation? Using strategies, concepts, principles and theories in new situations

  21. Applying Products include : Photograph Illustration Simulation Sculpture Demonstration Presentation Interview Performance Diary • Operate • Paint • Change • Compute • Sequence • Solve • Demonstrate • Construct • Adapt • Translate • Manipulate • Exhibit • Illustrate • Calculate • Interpret • Make • Practice • Apply

  22. Understanding – potential activities • Construct a model to demonstrate how it looks or works • Practise a play and perform it for the class • Write a diary entry • Make a scrapbook about the area of study. • Prepare invitations for a character’s birthday party • Take and display a collection of photographs on a particular topic. • Make up a puzzle or a game about the topic. • Make a clay model • Continue the story…

  23. Bloom's Taxonomy In ANALYSIS, the 4th level of the taxonomy, the learning outcomes requires the ability to break the information into separate parts in order to gain a greater understanding of the whole. Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.

  24. Analysing • The learner breaks learned information into its parts to best understand that information. • Comparing • Organising • Deconstructing • Attributing • Outlining • Finding • Structuring • Integrating Breaking information down into its component elements Can you break information into parts to explore understandings and relationships?

  25. Analysing • Arrange • Investigate • Sift • Research • Criticize • Compare Contrast Products include : Graph Spreadsheet Checklist Chart Outline Survey Database Abstract Report • Distinguish • Question • Appraise • Experiment • Inspect • Examine • Probe • Separate • Inquire

  26. Understanding – potential activities • Design a questionnaire to gather information. • Survey classmates to find out what they think about a particular topic. • Analyse the results. • Make a flow chart to show the critical stages. • Classify the actions of the characters in the book • Make a family tree showing relationships. • Write a biography of a person studied. Review a work of art in terms of form, colour and texture. • Draw a graph

  27. Bloom's Taxonomy SYNTHESIS, the 5th level of Bloom, refers to the ability to put parts together to form a new whole. and, finally, formulate new ideas from the patterns of information SYNTHESISallows you to take the information you have collected through the analysis process and to pull in other information in order to formulate new ideas Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write.

  28. Creating • The learner creates new ideas and information using what has been previously learned. • Designing • Constructing • Planning • Producing • Inventing • Devising • Making   • Can you generate new products, ideas, or ways of viewing things? Putting together ideas or elements to develop a original idea or engage in creative thinking.

  29. Creating • Propose • Construct • Plan • Develop • Generate • Formulate Products include : Film Story Project Plan New game Song Newspaper Advertisement Painting • Compose • Assemble • Organise • Invent • Compile • Forecast • Devise Products include :

  30. Understanding – potential activities • Invent a machine to do a specific task. • Design a robot to do your homework. • Create a new product. Give it a name and plan a marketing campaign. • Write about your feelings in relation to... • Write a TV show play, puppet show, role play, song or pantomime about.. • Develop a menu for a new restaurant using a variety of healthy foods • Write a jingle to advertise a new product.

  31. Bloom's Taxonomy The last level of the taxonomy is EVALUATION. Evaluation is concerned with the ability to judge the value of material for a given purpose. The thought process in this area is the highest in the cognitive hierarchy because it incorporates or contains elements of the previous levels: knowledge, comprehension, application, analysis, and synthesis. In addition, this level contain conscious value judgments and arguments based on clearly defined criteria.

  32. Bloom's Taxonomy This last level of the taxonomy, EVALUATION, empowers you to judge the value “Which is the best choice? What would be best for me, for others, or for my family?” Evaluation: appraise, assess, choose compare, defend estimate, judge, predict, rate, select, support, value, evaluate.

  33. Evaluating • The learner makes decisions based on in-depth reflection, criticism and assessment. • Checking • Hypothesising • Critiquing • Experimenting • Judging • Testing • Detecting • Monitoring   • Can you justify a decision or course of action? Judging the value of ideas, materials and methods by developing and applying standards and criteria.

  34. Evaluating • Determine • Prioritise • Compare • Evaluate • Conclude • Deduce • Justify • Criticise • Reject Products include : Debate Report Evaluation Investigation Verdict Conclusion • Judge • Rate • Validate • Predict • Assess • Score • Revise

  35. Understanding – potential activities • Write a letter to the editor • Prepare and conduct a debate • Prepare a list of criteria to judge… • Write a persuasive speech arguing for/against… • Make a booklet about five rules you see as important. • Convince others. • Form a panel to discuss viewpoints on…. • Write a half-yearly report. • Evaluate the character’s actions in the story

  36. Sample: Travel

  37. Sample: Travel

  38. http://www.slideshare.net/castanlucy/blooms-taxonomy-457128

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