Teaching with the Revised Bloom’sTaxonomy

Teaching with the Revised Bloom’sTaxonomy Janet Giesen Faculty Development and Instructional Design Center

Taxonomy = Classification Classification of thinking Six cognitive levels of complexity

Write and revise learning objectives Plan curriculum Identifies simple to most difficult skills Effectively align objectives to assessment techniques and standards Incorporate knowledge to be learned (knowledge dimension) and cognitive process to learn Facilitate questioning (oral language = important role within framework) Why use Bloom’s taxonomy?

Evaluation Synthesis Analysis Application Comprehension Knowledge Creating Evaluating Analyzing Applying Understanding Remembering Original Revised Noun Verb

Creating Evaluating Analyzing Applying Understanding Remembering

Cognitive Domain Affective Domain Psychomotor Domain Analyzing Applying Creating Evaluating Remembering Understanding • ArticulatingImitatingManipulatingPerformingPrecisioning Characterizing by value or value concept Organizing &conceptualizing Receiving Responding Valuing

Change in Terms • Categories noun to verb • Taxonomy reflects different forms of thinking (thinking is an active process) verbs describe actions, nouns do not • Reorganized categories • Knowledge = product/outcome of thinking (inappropriate to describe a category of thinking) now remembering • Comprehension now understanding • Synthesis now creating to better reflect nature of thinking described by each category Handout #

Changes in Structure • Products of thinking part of taxonomy • Forms of knowledge = factual, conceptual, procedural, metacognitive (thinking about thinking) • Synthesis (creating) and evaluation (evaluating) interchanged • Creative thinking more complex form of thinking than critical thinking (evaluating) Handout #

Changes in Emphasis • USE: More authentic tool for curriculum planning, instructional delivery and assessment • Aimed at broader audience • Easily applied to all levels of education • Revision emphasizes explanation and description of subcategories Handout #

Describing Finding Identifying Listing Retrieving Naming Locating Recognizing RememberingThe learner is able to recall, restate and remember learned information Can students recall information?

Classifying Comparing Exemplifying Explaining Inferring Interpreting Paraphrasing Summarizing Understanding Student grasps meaning of information by interpreting and translating what has been learned Can students explain ideas or concepts?

Implementing Carrying out Using Executing Applying Student makes use of information in a context different from the one in which it was learned c = Can students use the information in another familiar situation?

Attributing Comparing Deconstructing Finding Integrating Organizing Outlining Structuring AnalyzingStudent breaks learned information intoits parts to best understand that information Can students break information into parts to explore understandings and relationships?

Checking Critiquing Detecting Experimenting Hypothesising Judging Monitoring Testing EvaluatingStudent makes decisions based on in-depth reflection, criticism and assessment Can students justify a decision or a course of action?

Constructing Designing Devising Inventing Making Planning Producing CreatingStudent creates new ideas and information using what previously has been learned Can students generate new products, ideas, or ways of viewing things?

Questioning. . . • Lower level questions—remembering, understanding & lower level applying levels • Lower level questions • Evaluate students’ preparation and comprehension • Diagnose students’ strengths and weaknesses • Review and/or summarizing content University of Illinois (2006) Handout #

Questioning . . . • Higher level questions require complex application, analysis, evaluation or creation skills • Higher level questions • Encourage students to think more deeply and critically • Facilitate problem solving • Encourage discussions • Stimulate students to seek information on their own University of Illinois (2006) Handout #

“Remembering” stems What happened after...? How many...? What is...? Who was it that...? Name ... Find the definition of… Describe what happened after… Who spoke to...? Which is true or false...? (Pohl, 2000)

“Understanding” stems Explain why… Write in your own words… How would you explain…? Write a brief outline... What do you think could have happened next...? Who do you think...? What was the main idea...? Clarify… Illustrate… (Pohl, 2000)

“Applying” stems Explain another instance where… Group by characteristics such as… Which factors would you change if…? What questions would you ask of…? From the information given, develop a set of instructions about… (Pohl, 2000)

“Analyzing” stems Which events could not have happened? If. ..happened, what might the ending have been? How is...similar to...? What do you see as other possible outcomes? Why did...changes occur? Explain what must have happened when... What are some or the problems of...? Distinguish between... What were some of the motives behind..? What was the turning point? What was the problem with...? (Pohl, 2000)

“Evaluating” stems Judge the value of... What do you think about...? Defend your position about... Do you think...is a good or bad thing? How would you have handled...? What changes to… would you recommend? Do you believe...? How would you feel if...? How effective are...? What are the consequences...? What influence will....have on our lives? What are the pros and cons of....? Why is....of value? What are the alternatives? Who will gain & who will loose? (Pohl, 2000)

“Creating” stems Design a...to... Devise a possible solution to... If you had access to all resources, how would you deal with...? Devise your own way to... What would happen if ...? How many ways can you...? Create new and unusual uses for... Develop a proposal which would... (Pohl, 2000)

SummaryBloom’s revised taxonomy • Systematic process of thinking & learning • Assists assessment efforts with easy-to-use format • Visual representation of alignment between goals & objectives with standards, activities, & outcomes • Helps form challenging questions to help students gain knowledge & critical thinking skills • Assists in development of goals, objectives, & lesson plans

Let’s Practice! Worksheets

Thank You! Discussion and Questions

References and Resources Cruz, E. (2003). Bloom's revised taxonomy. In B. Hoffman (Ed.), Encyclopedia of Educational Technology.http://coe.sdsu.edu/eet/Articles/bloomrev/start.htm Dalton, J. & Smith, D. (1986) Extending children’s special abilities: Strategies for primary classrooms.http://www.teachers.ash.org.au/researchskills/dalton.htm Ferguson, C. (2002). Using the revised Bloom’s Taxonomy to plan and deliver team-taught, integrated, thematic units. Theory into Practice,41(4), 239-244. Forehand, M. (2008). Bloom’s Taxonomy: From emerging perspectives on learning, teaching and technology. http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy Mager, R. E. (1997). Making instruction work or skillbloomers: A step-by-step guide to designing and developing instruction that works, (2nd ed.). Atlanta, GA: The Center for Effective Performance, Inc. Mager, R. E. (1997). Preparing instructional objectives: A critical tool in the development of effective instruction, (3rd ed.). Atlanta, GA: The Center for Effective Performance, Inc. Pohl, Michael. (2000). Learning to think, thinking to learn: Models and strategies to develop a classroom culture of thinking. Cheltenham, Vic.: Hawker Brownlow. Tarlinton (2003). Bloom’s revised taxonomy.http://www.kurwongbss.qld.edu.au/thinking/Bloom/bloomspres.ppt. University of Illinois, Center for Teaching Excellence (2006). Bloom’s taxonomy. www.oir.uiuc.edu/Did/docs/QUESTION/quest1.htm

Teaching with the Revised Bloom’sTaxonomy