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The New Bloom’s Taxonomy

The New Bloom’s Taxonomy. IN ACTION IN THE CLASSROOM. EDC 150 Spring 2011 Jenna Broderick. Original Terms New Terms. Evaluation Synthesis Analysis Application Comprehension Knowledge. Creating Evaluating Analyzing Applying Understanding Remembering. Nouns to verbs?

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The New Bloom’s Taxonomy

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  1. The New Bloom’s Taxonomy IN ACTION IN THE CLASSROOM EDC 150 Spring 2011 Jenna Broderick

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

  3. Nouns to verbs? ACTION! Hey! What about K-12? Why the change?

  4. Common language- curriculum to assessment Hand in hand with standards Different strokes for different folks What’s it to teachers?

  5. LET’S SEE IT IN ACTION!

  6. Sample Unit: Fractions

  7. Sample Unit: Travel

  8. Remembering Can you recall the information? What happened after...? How many...? Define… Which is true or false...? This is how I show it. • List • Find • Name • Locate • Identify • Retrieve • Describe • Recognize

  9. Understanding Can you explain ideas or concepts? Write in your own words? How would you explain…? What was the main idea...? Who do you think...? This is how I show it. • Infer • Explain • Classify • Interpret • Compare Summarize Paraphrase

  10. Applying Can you use the information in another familiar situation? Group by characteristics such as…? Which factors would you change if…? What questions would you ask of…? Develop a set of instructions for…? This is how I show it. • Use • Execute • Carry Out • Implement

  11. Analyzing Can you break information into parts to explore understandings and relationships? What do you see as other possible outcomes? Which events could not have happened? If. ..happened, what might the ending have been? How is...similar to...? This is how I show it. • Find • Outline • Integrate Organize • Compare • Structuring Deconstruct

  12. Evaluating Can you justify a decision or a course of action? How would you have handled...? What changes to.. would you recommend? Why is ....valuable? What are the alternatives? This is how I show it. • Test • Judge • Check • Detect Critique • Hypothesis • Experiment

  13. Creating  Can you generate new products, ideas, or ways of viewing things? How many ways can you...? Can you create new and unusual uses for...? Can you design a...to...? Can you see a possible solution to...? This is how I show it. • Plan • Make • Invent • Devise • Design Produce • Construct

  14. to conclude… http://edorigami.wikispaces.com/Bloom%27s+-+Introduction Before we can understand a concept we have to remember it Before we can apply the concept we must understand it Before we analyze it we must be able to apply it Before we can evaluate its impact we must have analyzed it Before we can create we must have remembered, understood, applied, analyzed and evaluated.

  15. REFERENCE CITATION: • Alaska Department of Education & Early Development Social Studies. (n.d.). Chapter 4: Instructional Methods. Retrieved March 13, 2011 from http://www.proteacher.com/redirect.php?goto=2578 • Tarlinton, Denise (2003). Bloom’s Revised Taxonomy Presentation. Retrieved March 13, 2011 from www.kurwongbss.eq.edu.au/thinking/Bloom/bloomspres.ppt. • Wilson, L. (2006). Anderson and Krathwohl, Beyond Bloom. Retrieved March 13, 2011 from http://www.uwsp.edu/education/lwilson/curric/newtaxonomy.htm.

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